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Durante la escolarización a todo individuo se le pueden presentar situaciones escolares que pueden desencadenar miedos. Este estudio pretende examinar las diferencias en rechazo escolar según altas y bajas puntuaciones en ansiedad anticipatoria y analizar la capacidad predictiva del rechazo escolar sobre la ansiedad anticipatoria. Participaron 879 estudiantes españoles entre los 8 y los 11 años. Los estudiantes con altas puntuaciones en ansiedad anticipatoria obtuvieron puntuaciones medias superiores en rechazo escolar y este fue un predictor positivo y estadísticamente significativo de ansiedad anticipatoria en la mayoría de los casos. Se discuten los hallazgos para mejorar la asistencia escolar.

INTRODUCCIÓN. La ansiedad en el ámbito escolar, la ansiedad generalizada y la tendencia a usar determinados tipos de causas para explicar los resultados académicos pueden afectar la motivación del alumnado hacia la Lengua y la Literatura. En este sentido, la presente investigación tuvo como objetivo analizar la posible existencia de perfiles de ansiedad en estudiantes de Educación Primaria e identificar sus estilos atribucionales para los éxitos y fracasos en Lengua y Literatura. MÉTODO. Se administraron las versiones españolas de la Visual Analogue Scale for Anxiety-Revised (VAA-R) y la Sydney Attribution Scale (SAS) a 1271 estudiantes de 8 a 11 años (M = 9.65, DE = 1.23), siendo el 50.59% chicos. Se usó la técnica latent class analysis (LCA) para hallar los perfiles y se ejecutaron análisis de varianza (ANOVA) para identificar las diferencias interclase en los estilos atribucionales. RESULTADOS. El LCA reveló cuatro perfiles de ansiedad. Los perfiles alta, moderada y baja ansiedad se caracterizaron por mostrar altas (z = 1.04; 0.96; 0.76), moderadas (z = -0.08; -0.05; 0.03) y bajas puntuaciones (z = -0.88; -0.68; -1.06) en los tres factores de la VAA-R, mientras que el perfil baja ansiedad de tipo escolar puntuó bajo solo en los dos factores referentes a la ansiedad ante situaciones del ámbito escolar (z = -1.11; -0.97). Se hallaron diferencias estadísticamente significativas entre todos los grupos (p < .001) y diferencias con tamaño del efecto grande entre los perfiles alta ansiedad y baja ansiedad de tipo escolar (d = 0.98 y 0.99), mostrando el primer grupo una mayor tendencia a atribuir sus fracasos a su baja capacidad y esfuerzo. DISCUSIÓN. Los estudiantes con alta ansiedad son los más vulnerables a la desmotivación, pero es necesario profundizar en otras variables como la familia para perfeccionar las estrategias didácticas que sugieren estos resultados. INTRODUCTION. Anxiety in the school setting, generalized anxiety, and the tendency to use certain types of causes to explain academic results can affect student motivation towards Language and Literature. In this sense, the present research aimed to analyze the possible existence of anxiety profiles in Primary Education students and to identify their attributional styles for successes and failures in Language and Literature. METHOD. The Spanish versions of the Visual Analogue Scale for Anxiety-Revised (VAA-R) and the Sydney Attribution Scale (SAS) were administered to 1,271 students aged 8 to 11 (M = 9.65, SD = 1.23), being 50.59% boys. The latent class analysis (LCA) technique was used to find the profiles and analyses of variance (ANOVA) were carried out to identify interclass differences regarding attributional styles. RESULTS. The LCA revealed four anxiety profiles. The High, Moderate, and Low Anxiety profiles were characterized by high (z = 1.04; 0.96; 0.76), moderate (z = -0.08; -0.05; 0.03) and low scores (z = -0.88; -0.68; -1.06) on the three factors of the VAA-R, while the Low Anxiety School-type profile scored low only on the two factors referring to anxiety to situations in the school setting (z = -1.11; -0.97). Statistically significant differences were found among all groups (p < .001) and differences with a large effect size were identified between the High Anxiety and Low Anxiety School-type profiles (d = 0.98 and 0.99), with the first group showing a greater tendency to attribute their failures to their low ability and effort. DISCUSSION. Students with High Anxiety are the most vulnerable to demotivation, but it is necessary to delve into other variables such as family to perfect the teaching strategies suggested by these results.

Educational progress and awareness of ethical and social values are sustainable development goals contained in the Agenda 2030. Artistic education can be an area that helps in the development of ethical values from its practical and motivational nature. For this reason, the aim is to observe the perceptions of future teachers on the usefulness of artistic education for developing awareness of ethical and social topics. We used the narratives of 30 university students studying for the Early Childhood Education Teaching Degree, from a virtual debate. The results reflected a positive attitude and were classified into subjects such as art as an active methodological and participative tool, art as an aspect for developing awareness and art as an element that communicates emotions and personal perceptions. Future teachers should reflect on the usefulness of art to awareness of social matters so they are able to enjoy these benefits in their future classrooms.

La ansiedad escolar consiste en un conjunto de respuestas de tipo cognitivo, conductual y psicofisiológico que los estudiantes emiten cuando perciben situaciones del ámbito escolar como una amenaza. Aunque el alumnado puede tener mayor probabilidad de manifestar respuestas de ansiedad escolar según su estilo atribucional en el área de Lenguaje, la literatura científica existente sobre la relación entre ambos constructos en la adolescencia es limitada. El presente estudio se propuso examinar la capacidad predictiva de las atribuciones causales en Lenguaje sobre las tres respuestas de ansiedad escolar: ansiedad cognitiva, ansiedad conductual y ansiedad psicofisiológica. Se administró el Inventario de Ansiedad Escolar (IAES) y la Sydney Attribution Scale (SAS) a 586 estudiantes de entre 12 y 18 años (M =14.82; DE = 1.86). Los modelos de regresión logística revelaron valores de la odd ratio (OR) superiores a 1 para el fracaso en lenguaje atribuido al esfuerzo y a la capacidad en ansiedad cognitiva, ansiedad conductual y ansiedad psicofisiológica. Los valores de la OR para el resto de las atribuciones causales examinadas fueron inferiores a 1 en las tres respuestas de ansiedad escolar. Por tanto, se concluye que al aumentar las puntuaciones en atribuciones de éxitos y fracasos en lenguaje a causas externas disminuye la probabilidad de presentar alta ansiedad cognitiva, alta ansiedad conductual y alta ansiedad psicofisiológica. Sin embargo, a medida que aumentan las puntuaciones en las variables de atribuciones causales de los fracasos a causas internas aumenta la probabilidad de presentar altos niveles en las tres respuestas de ansiedad. Estos hallazgos facilitarán el diseño de intervenciones dirigidas a cambiar el estilo atribucional de los adolescentes hacia atribuciones causales adaptativas. School anxiety consists of a set of cognitive, behavioral, and psychophysiological responses that students emit when they perceive situations in the school setting as a threat. Although students may be more likely to manifest school anxiety responses according to their attributional style in the area of language, the existing scientific literature on the relationship between both constructs in adolescence is limited. The present study aimed to examine the predictive capacity of causal attributions in language on the three school anxiety responses: cognitive anxiety, behavioral anxiety and psychophysiological anxiety. The School Anxiety Inventory (SAI) and the Sydney Attribution Scale (SAS) were administered to 586 students between 12 and 18 years old (M = 14.82; SD = 1.86). Logistic regression models revealed odd ratio (OR) values higher than 1 for failure in language attributed to effort and ability in cognitive anxiety, behavioral anxiety and psychophysiological anxiety. The OR values for the rest of the causal attributions examined were less than 1 in the three school anxiety responses. Therefore, it is concluded that by increasing the scores in attributions of successes and failures in language to external causes, the probability of presenting high cognitive anxiety, high behavioral anxiety, and high psychophysiological anxiety decreases. However, as the scores in the variables of causal attributions of failures to internal causes increase, the probability of presenting high levels in the three anxiety responses increases. These findings will facilitate the design of interventions aimed at changing the attributional style of adolescents towards adaptive causal attributions.

The aim of this study was to identify the relationship between academic self-attributions and subclinical social anxiety in a sample of Spanish adolescents and examine statistically significant differences in academic self-attributions among subgroups of socially anxious youth. Random cluster sampling was conducted. The final sample consisted of 717 Spanish students enrolled in Secondary Education (51% girls) aged 14 to 17 years (M = 15.68, SD = 1.16). The Social Anxiety Scale for Adolescents (SAS-A) and the Sydney Attribution Scale (SAS) were administered. Cluster analysis identified three clusters: (1) students with high social anxiety (n = 102) and high scores on fear of negative evaluation (FNE), anxiety toward strangers or new social situations (SAD-N), and anxiety in social situations in general (SAD-G); (2) students with moderate social anxiety (n = 290) and moderate scores on FNE, SAD-N, and SAD-G; and (3) students with low social anxiety (n = 325) and low scores on FNE, SAD-N, and SAD-G. Multivariate analyses (MANOVA) examined differences in the academic self-attributions across the three clusters of subclinical social anxiety, finding statistically significant differences in the six types of academic self-attributions (Wilks Lambda = .89, F(12,714) = 7.11, p < .001, η2 = .06), including success attributed to ability, success attributed to effort, success attributed to external causes, failure attributed to ability, failure attributed to effort, and failure attributed to external causes. The implications of these findings for Psychology and Education professionals are discussed. El objetivo de este estudio fue analizar la relación entre las autoatribuciones académicas y la ansiedad social subclínica en una muestra de adolescentes españoles, así como comprobar si existen diferencias estadísticamente significativas en autoatribuciones académicas entre subgrupos de jóvenes con ansiedad social subclínica. Se realizó un muestreo aleatorio por conglomerados. La muestra final estuvo formada por 717 estudiantes españoles de Educación Secundaria (51 % mujeres) de 14 a 17 años (M = 15.68; DT = 1.16). Se administraron la Social Anxiety Scale for Adolescents (SAS-A) y la Sydney Attribution Scale (SAS). El análisis de conglomerados identificó tres clústeres: (1) estudiantes con alta ansiedad social (n = 102) y puntuaciones altas en miedo a la evaluación negativa (FNE), ansiedad en situaciones sociales nuevas o ante extraños (SAD-N) y ansiedad en situaciones sociales en general (SAD-G); (2) estudiantes con ansiedad social moderada (n = 290) y puntuaciones moderadas en FNE, SAD-N y SAD-G; y (3) estudiantes con baja ansiedad social (n = 325) y bajas puntuaciones en FNE, SAD-N y SAD-G. Los análisis multivariados (MANOVA) examinaron las diferencias en autoatribuciones académicas entre los tres grupos de ansiedad social subclínica, encontrando diferencias estadísticamente significativas en los seis tipos de autoatribuciones académicas (Lambda de Wilks = .89, F(12,714) = 7.11, p

El objetivo del estudio fue analizar la relación y capacidad predictiva de la inteligencia emocional sobre la ansiedad escolar. Los participantes fueron 2670 estudiantes chilenos de educación secundaria de 13 a 17 años (M = 15,50; DE = 1,12), 55,2% chicas y 44,8% chicos. La evaluación se realizó con el Inventario de Ansiedad Escolar (IAES) y el Trait Meta-Mood Scale (TMMS-24). Los resultados confirman la relación y capacidad predictiva de la inteligencia emocional sobre la ansiedad escolar en la adolescencia. The aim of the study was to analyze the relationship and predictive capacity of emotional intelligence on school anxiety. The participants were 2,670 Chilean students of Secondary Education aged between 13 and 17 years old (M = 15,50; SD = 1,12), 55.2% girls and 44.8% boys. The assessment was carried out with the School Anxiety Inventory (IAES) and the Trait Meta-Mood Scale (TMMS-24). The results confirm the relationship and predictive capacity of emotional intelligence on school anxiety in adolescence. Este trabajo ha sido financiado por proyecto FONDECYT 11160040.

La ansiedad escolar es uno de los trastornos emocionales con mayor prevalencia mundial en todas las edades. El presente estudio tuvo como objetivo examinar la relación de la ansiedad escolar con el perfeccionismo, considerado como un factor de vulnerabilidad psicológico que afecta directamente al rendimiento académico, en una muestra de 1588 estudiantes ecuatorianos de 12 a 18 años (M=14.82; D.E.=1.86). Se utilizaron el Inventario de Ansiedad Escolar (IAES) y la Child and Adolescent Perfectionism Scale (CAPS). El análisis de los datos reveló que el alumnado con alta ansiedad escolar mostró niveles significativamente más altos de perfeccionismo y que altos niveles de predicen altos niveles de ansiedad escolar. School anxiety is one of the emotional disorders with the highest worldwide prevalence at all ages. The present study aimed to examine the relationship of school anxiety with perfectionism, which is considered as a factor of psychological vulnerability that directly affects academic performance, in a sample of 1588 Ecuadorian students aged 12 to 18 years (M =14.82; S.D. = 1.86). The School Anxiety Inventory (IAES) and the Child and Adolescent Perfectionism Scale (CAPS) were used. Data analysis revealed that students with high school anxiety showed significantly higher levels of perfectionism and that high levels of perfectionism predict high levels of school anxiety.

espanolLas dificultades interpersonales de los estudiantes universitarios pueden afectar su rendimiento academico. En cuanto a los estudiantes que manifiestan pensamientos automaticos perfeccionistas, tienden a mostrar dificultades en las relaciones de caracter heterosexual. Esta investigacion tuvo como objetivo examinar la relacion y capacidad predictiva de constructos relativos al perfeccionismo sobre las dificultades en relaciones con personas del sexo opuesto. Se reclutaron 1298 estudiantes universitarios ecuatorianos. El 51.8% de la muestra eran hombres (n = 672). Los participantes respondieron al Perfectionism Cognition Inventory y al Cuestionario de Evaluacion de Dificultades Interpersonales en la Adolescencia. Se hallaron diferencias estadisticamente significativas en las distintas variables de pensamientos automaticos perfeccionistas (i.e., Preocupaciones Perfeccionistas, Demandas Perfeccionistas y Esfuerzos Perfeccionistas) segun los altos y bajos niveles de dificultades en las relaciones de caracter heterosexual. Tambien se obtuvo que la variable Esfuerzos Perfeccionistas es un predictor negativo y significativo de altas dificultades en las relaciones heterosexuales. Sin embargo, las variables Preocupaciones Perfeccionistas y Demandas Perfeccionistas son un predictor positivo y significativo de altos niveles en este tipo de dificultades interpersonales. Todos estos resultados confirman que los pensamientos automaticos perfeccionistas estan relacionados y son predictores de dificultades que manifiestan los estudiantes universitarios ecuatorianos en sus relaciones heterosexuales. EnglishThe interpersonal difficulties of university students may affect their academic performance. Regarding students who manifest perfectionist automatic thoughts, they tend to show difficulties in heterosexual relationships. This research aimed to examine the relationship and predictive capacity of constructs related to perfectionism on difficulties in relationships with people of the opposite sex. 1298 Ecuadorian university students were recruited. 51.8% of the sample were men ( n = 672). The Perfectionism Cognition Inventory and the Cuestionario de Evaluacion de Dificultades Interpersonales en la Adolescencia were answered by the participants. Statistically significant differences were found in the different variables of perfectionistic automatic thoughts (i.e., Perfectionist Concerns, Perfectionist Demands, and Perfectionist Efforts) according to high and low levels of difficulties in heterosexual relationships. It was also found that the variable Perfectionist Efforts is a negative and significant predictor of high difficulties in heterosexual relationships. However, the variables Perfectionist Concerns and Perfectionist Demands are a positive and significant predictor of high levels in this type of interpersonal difficulties. All these results confirm that perfectionist automatic thoughts are related and are predictors of difficulties that Ecuadorian university students manifest in their heterosexual relationships

Una de las características de los seres humanos es desarrollarse hasta alcanzar metas y objetivos personales. Sin embargo, los logros alcanzados en muchos de los casos son evaluados y asociados como triunfos personales, pero existe un grupo de individuos que sus autoevaluaciones son demasiadas rígidas, y piensan que no lo hicieron lo suficientemente bien, ocasionándoles insatisfacciones personales; son aquellos que se denominan perfeccionistas. A su vez, existe un colectivo de población infanto-juvenil que rechaza ir a la escuela debido a esas dificultades ante situaciones de evaluación y de exponer en público. Es decir, por la aversión social o situaciones de evaluación académica. Por ello, el presente trabajo tuvo como objetivo estudiar las diferencias estadísticamente significativas de perfeccionismo en estudiantes ecuatorianos en función de las altas y bajas puntuaciones en el escape de la aversión social o situaciones de evaluación, cuyo factor corresponde a la II dimensión de la School Refusal Assessment Scale-Revised for Children (SRAS-R-C). La muestra total alcanzó un total de 1920 estudiantes de 1º, 2º y 3º de Bachillerato matriculados en institutos públicos de Ecuador. Los hallazgos observados arrojan diferencias estadísticamente significativas en ambos grupos para variables como Perfeccionismo Auto Orientado Esfuerzos (PAO-E) y Perfeccionismo Auto Orientado Crítica (PAO-C), siendo los adolescentes con alto rechazo escolar los que obtuvieron más altas puntuaciones en PAO-C (d = .18) y PAO-E (d = .27). En conclusión, los hallazgos encontrados suponen un avance científico en el ámbito educativo, teniendo en cuenta la importancia de no abandonar la vida académica para el futuro laboral, económico y social del país de Ecuador. One of the characteristics of human beings is to develop to achieve personal goals and objectives. However, the achievements made in many cases are evaluated and associated as personal triumphs, but there is a group of individuals whose self-assessments are too rigid, and think they did not do well enough, causing them personal dissatisfaction. They are those that are called perfectionists. In turn, there is a group of children and young people who refuse to go to school due to these difficulties in situations of evaluation and public presentation. That is, by escape from aversive social and/or evaluative situations. Therefore, the present work aimed to study the statistically significant differences of perfectionism in Ecuadorian students based on high and low scores in the escape from aversive social and/or evaluative situations, whose factor corresponds to the II dimension of the Refusal School Assessment Scale-Revised for Children (SRAS-RC). The total sample reached a total of 1920 students of 1st, 2nd and 3rd Baccalaureate enrolled in public institutes of Ecuador. The observed findings show statistically significant differences in both groups for variables such as Self-Oriented Perfectionism-Strivings (SOP-S) and Self-Oriented Perfectionism-Critical (SOP-C), with adolescents with high school rejection those who obtained higher scores in SOP-C (d = .18) and SOP-S (d = .27). In conclusion, the findings found represent a scientific advance in the educational field, taking into account the importance of not abandoning academic life for the labor, economic and social future of the country of Ecuador.

One of the characteristics of human beings is to develop to achieve personal goals and objectives. However, the achievements made in many cases are evaluated and associated as personal triumphs, but there is a group of individuals whose self-assessments are too rigid, and think they did not do well enough, causing them personal dissatisfaction. They are those that are called perfectionists. In turn, there is a group of children and young people who refuse to go to school due to these difficulties in situations of evaluation and public presentation. That is, by escape from aversive social and/or evaluative situations. Therefore, the present work aimed to study the statistically significant differences of perfectionism in Ecuadorian students based on high and low scores in the escape from aversive social and/or evaluative situations, whose factor corresponds to the II dimension of the Refusal School Assessment Scale-Revised for Children (SRAS-RC). The total sample reached a total of 1920 students of 1st, 2nd and 3rd Baccalaureate enrolled in public institutes of Ecuador. The observed findings show statistically significant differences in both groups for variables such as Self-Oriented Perfectionism- Strivings (SOP-S) and Self-Oriented Perfectionism-Critical (SOP-C), with adolescents with high school rejection those who obtained higher scores in SOP-C (d = .18) and SOP-S (d = .27). In conclusion, the findings found represent a scientific advance in the educational field, taking into account the importance of not abandoning academic life for the labor, economic and social future of the country of Ecuador.

Both school refusal and optimism and pessimism are constructs widely studied in the school setting because of their impact on student academic achievement and emotional well-being. However, there are few studies that have analyzed the relation between both variables. This work aimed to analyze the differences in optimism and pessimism among students with high and low scores on school refusal. 1,786 Ecuadorian adolescents aged 15 to 18 (Mage = 16.31; SD = 1.01) answered to the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) and the Youth Life Orientation Test (YLOT). Student’s t-test of mean differences for independent samples revealed that students with low levels of school refusal based on the avoidance of stimuli that provoke negative affectivity, on the escape from social aversion and/or evaluative situations, as well as on the pursuit of tangible reinforcement outside of school, scored significantly higher on optimism. On the other hand, students with high levels of school refusal due to avoidance of stimuli that provoke negative affectivity, due to the escape from social aversion and/or evaluative situations and due to the pursuit of attention from significant others, obtained significantly higher scores on pessimism. These results provide relevant information for the design of intervention programs on pessimistic attitudes addressed to students who show high school refusal.

Several investigations summarize perfectionism as a set of clearly negative features which is especially worrying in the adolescence stage due to peer and family pressure at social, academic, sports and cultural levels among others, an issue that becomes a feature pathological. On the other hand, there is a group of children and young people who refuse to go to school in order to get the attention of others. That is, it creates anxiety for the separation of the family figure. In the present study, it was intended to observe if there are statistically significant differences in perfectionism with Ecuadorian adolescents with high and small scores in the pursuit of attention from significant others. For this, the Child-Adolescent Perfectionism Scale (CAPS) and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) were used. The total sample of participants was 1920 adolescents aged between 15 and 18 enrolled in courses between 1st and 3rd Baccalaureate. The differences found are found in both school rejection groups for Socially Prescribed Perfectionism (SPP), Self-Oriented Perfectionism-Strivings (SOP-S) and Self-Oriented Perfectionism-Critical (SOP-C), with the students with the highest level of school rejection those who scored highest in SPP (d = .17), SOPS (d = .15) and SOP-C (d = .35). In this regard, it is necessary to expand research in this field of study taking into account the vulnerability in adolescents’ personality and the association with a multitude of psychopathological disorders with which perfectionism correlates according to previous literature.

Prevalence of school refusal is difficult to determine due to the discrepancy in the definition of the construct and the lack of national information. In this sense, the present study aimed to analyze the differences in prevalence of school refusal, understood as the resistance to go to school or to remain in it, across sex and grade. The sample consisted of 1,786 Ecuadorian students aged between 15 and 18 years (Mage = 16.31; SD = 1.01). The School Refusal Assessment Scale-Revised for Children (SRAS-RC) was used, whose factors assess the avoidance of stimuli that provoke negative affectivity (Factor I), the escape from social aversion and/or evaluative situations (Factor II), the pursuit of attention from significant others (Factor III), and the pursuit of tangible reinforcement outside of school (Factor IV). The Z test for difference in proportions was used to establish whether there were differences between the percentage of students classified with high school refusal behavior across sex and grade. The proportion of girls was significantly higher in Factor I, while the percentage of boys was significantly higher in Factor IV. Significant differences across grade were found in Factor I between first and third grade and between second and third grade of baccalaureate, and in Factor IV between first and third grade. The practical implications of these findings are discussed.

Perfectionism shows a multidimensional character whose main characteristic in the subjects that possess it is to establish excessively high standards, self-assessing with too much rigor. For this reason, studies that address it have focused their conceptualization on observing the tendency to psychopathological disorders. On the other hand, school rejection, among other aspects, shows one of the causes whose logic lies in the pursuit of tangible reinforcement outside of school. That is, that rejection focuses on the refusal to attend the school because it is considered boring and it is preferred to be with friends or doing recreational activities. The objective of the following work was to analyze the statistically significant differences of perfectionism with students with high and low levels of the pursuit of tangible reinforcement outside of school. The Child-Adolescent Perfectionism Scale (CAPS) was used to assess perfectionism, and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) to measure school rejection. The sample of the selected population reached a total of 1920 students between 1º and 3º of Baccalaureate. The results show differences in the groups with high and low levels of the IV SRAS-RC factor, in Socially Prescribed Perfectionism (SPP), Self-Oriented Perfectionism-Strivings (SOP-S) and Self-Oriented Perfectionism-Critical (SOP-C), observing scores higher in SPP (d = .37), SOP-S (d = .38), and SOP-C (d = .14) in those students with high levels of school rejection compared to their peers with lower levels of refusal school. In conclusion, the present study collaborates with new knowledge in the scientific-educational field, and encourages further research on the subject, taking into account the psychological and academic impact that can contribute to the Ecuadorian youth population.

The purpose of this study was to examine the 2 × 2 model of dispositional perfectionism via a person-oriented approach in a sample of 1588 Ecuadorian students aged 12- to 18-years-old ( M = 14.83, SD = 1.86). The Child and Adolescent Perfectionism Scale (CAPS) and the School Anxiety Inventory (IAES) were employed. The statistical analysis included a non-hierarchical cluster analysis, analysis of variance (ANOVA), effect size (Cohen's d index), and bivariate and partial correlations. Four perfectionism profiles were obtained by using cluster analysis: Non-Perfectionism, Mixed Perfectionism, Pure Perfectionistic Strivings ( Pure PS) and Pure Perfectionistic Concerns ( Pure PC). Mixed Perfectionism and Pure Perfectionistic Strivings were the most maladaptive profiles whereas Non-Perfectionism was the most adaptive profile. Pure PC did not significantly differ from Mixed Perfectionism and Pure PS, with the exception of the mean scores on Anxiety about Academic Evaluation and Cognitive Anxiety. Results from bivariate and partial correlations revealed that both Perfectionistic Strivings and Perfectionistic Concerns showed shared relationships with all the dimensions of IAES. However, only Perfectionistic Concerns showed a consistent pattern of unique relationships with school anxiety. The current study provides evidenced about the importance of implementing strategies to prevent school anxiety in Ecuadorian population focused on Perfectionistic Concerns.

Some of the components of perfectionism produce a variety of problems, such as interpersonal hypersensitivity and hostility, that may be associated with aggression behavior during adolescence. This study aims to identify classes of adolescents depending on their levels of Perfectionistic Strivings (PS) and Perfectionistic Concerns (PC) as well as to examine whether there are significant differences in the manifestations of the four components of aggression behavior (i.e., anger, hostility, physical aggression, and verbal aggression) between them. A total of 1,074 high school students from various educational centers participated in this study (M = 14.78, SD = 1.84). The Child-Adolescent Perfectionism Scale and the Aggression Questionnaire short form were used. The Latent Class Analysis identified three classes of adolescent perfectionism: (a) Non-Perfectionists (low PS and PC), (b) Maladaptive Perfectionists (high PS and PC), and (c) Adaptive Perfectionists (moderate PS and PC). Results revealed significant differences between classes regarding the different manifestations of aggression. Maladaptive Perfectionists and Adaptive Perfectionists reported, respectively, the highest and lowest levels of aggression behavior. This study assists in educational programs to prevent conflicts related to school violence through emotional adjustment.

Failure in dealing with anxiety-provoking situations and stressors in the school setting may have negative consequences not only on children&rsquo, s performance, but also on their well-being in the future. This research aimed to examine the relationship of forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) with sources (teacher interactions, academic stress, peer interactions, and academic self-concept) and manifestations (emotional, behavioral, and physiological) of school-based distress. Specifically, our objectives were to examine the correlations between anxiety and school-based distress and, using a person-centered approach, to verify whether different anxiety profiles differed in their levels of distress. The Visual Analogue Scale for Anxiety-Revised (VAA-R) and the School Situation Survey (SSS) were administered to 756 Spanish students (Mage = 9.6, SD = 1.12), 50.3% were girls. Pearson&rsquo, s correlation coefficients revealed a positive and significant association between each form of anxiety and each source and manifestation of distress. The latent profile analysis identified three anxiety profiles: High Anxiety, High School-based performance Anxiety, and Low Anxiety. The High Anxiety profile scored significantly higher in all sources and manifestations of distress than the Low Anxiety profile. The High Anxiety profile showed significantly higher scores in peer interactions and emotional and behavioral manifestations of distress than the group High School-based performance Anxiety. Suggestions for intervention strategies according to the risk profile are discussed.

Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15–18 years (M = 16.39; SD = 1.05). The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems. This research was funded by the Ministry of Science, Innovation and Universities and Fondos FEDER with grant number RTI2018-098197-B-I00 awarded to José M. García-Fernández and Project GV/2019/075 awarded to CG.

Students with school attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of school anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15–18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five school refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on school anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in school anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed school refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent school attendance problems in adolescents and younger ages. This research was funded by the Ministry of Science, Innovation and Universities and Fondos FEDER with the grant number RTI2018-098197-B-I00 awarded to JG-F and the project GV/2019/075 awarded to CG.

Burnout syndrome is has been associated with mental health problems such as depression, anxiety, and stress. Given this fact, some teachers implement various coping strategies for emotional control that are not always functional to mitigate such difficulties. Accordingly, this study aimed to identify different burnout profiles that vary in the levels of the three underlying dimensions: depersonalization (DE), emotional exhaustion (EE), and personal accomplishment (PA). Further, this study aimed to examine whether there are significant differences in depressive symptomatology, coping strategies, and the quality of interpersonal relationships at school between teachers with varying burnout profiles. The Maslach Burnout Inventory (MBI), Zung Self-Rating Depression Scale (SDS), Coping with Stress Questionnaire, and a questionnaire that measured sociodemographic characteristics were administered to 215 teachers (men: 42.8%) who were recruited from various secondary schools. Cluster analysis identified three different burnout profiles: groups of teachers with a predominance of (a) low levels of EE and high levels of PA, (b) high levels of EE and DE, and (c) low levels of DE and PA. The results revealed that there were significant differences in coping strategies, depressive symptomatology, and the quality of interpersonal relationships at school between teachers with different burnout profiles. These results have important implications for educational professionals. Specifically, the findings underscore the need for prevention and intervention programs that enhance teachers' emotional skills, especially their ability to cope with exhaustion. These skills will alleviate their depression and consequently offer both teachers and students a conducive learning environment.

Anxiety is a common mental health factor associated with school refusal behaviour. This study aims to identify different school refusal behaviour profiles and to determine whether or not these profiles differ from each other based on three anxiety dimensions (Anticipatory Anxiety, School-based performance anxiety and Generalized Anxiety). Participants were Spanish children (N = 1113; 52.3% male) aged 8–11 years (M = 9.53; SD = 1.10). The School Refusal Assessment Scale-Revised (SRAS-R) and the Visual Analogue Scale for Anxiety-Revised (VAA-R) were administered. Cluster analysis revealed four school refusal behaviour profiles: Non-School refusal, School Refusal by Positive Reinforcement, School Refusal by Negative Reinforcement, and School Refusal by Mixed Reinforcement. The Mixed Reinforcement group was the most maladaptive profile since it obtained the highest mean scores on the three dimensions and the total score of the VAA-R. In contrast, Non-School Refusal and Positive Reinforcement groups revealed the lowest scores in all of the anxiety dimensions. Our findings underscore the idea certain school refusal behaviour profiles have a higher risk of presenting anxious symptoms. In these cases, the control of anxiety may be an important goal of preventive interventions. This work was supported by the Vice-rectorate for Research and Knowledge Transfer of the University of Alicante under Grant GRE16-07; Ministry of Economy and Competitiveness under Grant EDU2012-35124; and an aid to contract a training doctor under Grant UA FPU, 2015-5995.

The aim of this meta-analysis was to examine the effectiveness of sex education programs for people with intellectual disabilities, exploring the effects of possible moderating variables. 31 independent studies were identified, from 8 research reports published between 1988 and 2017. The results revealed mean effect sizes in favor of the experimental group, being of large magnitude for the components inappropriate behaviors (d = − 1.26) and Decision making (d = − 1.03), and of moderate magnitude for the global effect (d = − .64). The analyses revealed that single-sex groups, publications between 2000 and 2009 and a high degree of training and experience to deliver the programs were moderating variables that had a great effect on the effectiveness of the programs for the global effect component. Similar results were obtained for the decision making dimension while no significant moderating variables were found for the inappropriate behaviors dimension. Understanding how effective sex educational programs work is essential to this social group. Practical implications are discussed from the results obtained.

The design and development of inclusive practices is seen as one of the fundamental action areas in building a school for everyone. Both actions depend to a large extent on teachers’ attitudes, since these can be modified by the training they receive. The aim of this study is to find out whether there are any differences in attitudes between future infant and primary and future secondary school teachers, and then analyse whether the existence of such differences affects the impact that training may have on them. The sample comprised 46 and 50 students enrolled in the final year of the Degree in Preschool and Primary Education and the Master’s in Secondary Education respectively, in the Faculty of Education at the University of Alicante. A descriptive and non-parametric (Mann-Whitney U test) study was carried out with the help of SPSS .21 data analysis software. It can be deduced from the results that, generally speaking, teachers in training have positive attitudes towards diversity and the principle of inclusion, although attitudes are not so clear-cut in the more controversial areas. They also believe that training has a favourable impact on increasing awareness and interest in the subject. However, the degree students have slightly more positive attitudes than the master’s students, and there are statistically significant differences when it comes to considering diversity as an element of richness and the impact that the course has on interest in training on the subject. Our conclusion is that it would be best to continue to work to change attitudes in this area and on these courses – especially the master’s – and to qualitatively evaluate the differences between the groups studied.

Separation anxiety is problematic when its characteristic symptoms, such as anguish or resistance, are experienced intensely and constantly. The disorder that results from this excessive anxious manifestation tends to begin in childhood and continue in adolescence, causing serious consequences in adulthood. Therefore, it is convenient to detect and treat this pathology as soon as possible. In this sense, the present research aimed to analyze the construct validity (factorial structure) and the reliability (internal consistency and temporal stability) of the tools designed to assess separation anxiety in children and adolescents. An exhaustive search was made in interdisciplinary, psychological and educational databases, using terms related to the disorder, assessment, childhood and adolescence. Of all the records identified in the search, only those that responded to the purpose of the study were selected. The tools analyzed were finally the following: Separation Anxiety -Assessment Scale - Child Version, Separation Anxiety Scale for Children, Separation Anxiety Avoidance Inventory – Child and Parent Version, and Children’s Separation Anxiety Scale. All of them are composed by factors that allow identifying situations generating separation anxiety. Furthermore, the internal consistency and temporal stability indexes provided by the corresponding studies are satisfactory in the vast majority. These results demonstrate the existence of tools for assessing separation anxiety that provide valid and reliable scores to be used by professionals in clinical and educational psychology.

The aim of this study was to identify the different school refusal behavior profiles and to determine whether these profiles differ from one another based on four situational factors, three response systems and the total score on school anxiety. 1113 Spanish students (52.29% boys) aged 8–12 years (M = 9.53; SD = 1.10) were recruited. The School Refusal Assessment Scale-Revised and the School Anxiety Inventory for Children were administered. Non-School Refusers, School Refusers by Positive Reinforcement, School Refusers by Negative Reinforcement and School Refusers by Mixed Reinforcement were identified. The Mixed Reinforcement group was the most maladaptive profile in terms of school anxiety as compared to the non-school refusers and positive reinforcement groups. Practical implications of the research are discussed. This work was supported by the Vice-rectorate for Research and Knowledge Transfer of the University of Alicante under Grant GRE16-07; Ministry of Economy and Competitiveness under Grant EDU2012-35124; and an aid to contract a training doctor under Grant UA FPU, 2015-5995.

DIFFERENCES IN SCHOOL ANXIETY ACCORDING TO SEX AND ACADEMIC YEAR IN PRIMARY EDUCATIONSchool anxiety is defined as combination of cognitive, psychophysiological and behavioral responses that a person shows in situations assessed as threatening, dangerous or ambiguous, although they were not objectively (Garcia-Fernández, Inglés, Martínez-Monteagudo, & Redondo, 2008). The important short and long-term negative consequences, which can be caused by the continued manifestation of this emotion, increase the importance of its study. Thus, the main purpose of this research was to determine the differences in school anxiety according to sex and the academic year in a sample of Primary Education students. For this purpose, a sample of 758 students in 3º, 4º, 5º and 6º grades of Primary Education with ages ranging from 8 to 11 (M = 9.68, SD = 1.23) was taken on. Participants completed the new School Anxiety Inventory for Primary Education (Gómez-Núñez, García-Fernández, & Inglés, 2015). The results of the analysis of variance intersubjectives (ANOVA) indicated that girls showed significantly higher levels of school anxiety compared to boys. These levels of school anxiety increased from third to sixth grade, with the highest levels in the last year of the stage. The post-hoc analyzes (Scheffee test) showed statistically significant differences between third and fifth year, as well as between third and sixth year, with the highest means in last years. These findings show the importance of assessing school anxiety in late childhood, taking into account the differences that exist according to sex and the academic year.Keywords: School Anxiety, childhood, Primary Education, sex, academic year, differences.Resumen.Resumen.La ansiedad escolar se define como un conjunto de respuestas cognitivas, psicofisiológicas y motoras que un individuo emite ante situaciones evaluadas como amenazantes, peligrosas o ambiguas, aunque objetivamente no lo sean. Las importantes consecuencias negativas a corto y largo plazo, que puede provocar la manifestación continuada de esta emoción, aumentan la importancia de su estudio. Así, el propósito principal de esta investigación fue determinar las diferencias en ansiedad escolar según el sexo y el curso académico en una muestra de estudiantes de Educación Primaria. Para ello, se reclutó una muestra de 758 estudiantes de 3º, 4º, 5º y 6º de Educación Primaria con edades comprendidas entre los 8 y los 11 años (M = 9.68, DT = 1.23). Los participantes completaron el nuevo Inventario de Ansiedad Escolar para Educación Primaria. Los resultados de los análisis de varianza (ANOVA) intersujetos indicaban que las niñas mostraban niveles significativamente superiores de ansiedad escolar en comparación con los niños. Estos niveles de ansiedad escolar aumentaban desde tercero hasta sexto curso, obteniendo los niveles más altos en el último curso de la etapa. Los análisis post-hoc (Prueba de Scheffee) mostraron diferencias estadísticamente significativas entre tercero y quinto curso, así como entre tercero y sexto curso, siendo siempre superiores las medias de los cursos más altos. Estos hallazgos muestran la importan cia de evaluar la ansiedad escolar en la infancia tardía, teniendo en cuenta las diferencias existentes según el sexo y el curso académico.Palabras clave: Ansiedad escolar, infancia, Educación Primaria, sexo, curso académico, diferencias.

La prevalencia del rechazo escolar es difícil de determinar debido a la discrepancia en la definición del constructo y a la falta de información nacional. En este sentido, el presente estudio tuvo como objetivo analizar las diferencias de prevalencia del rechazo escolar, entendido como la resistencia a ir a la escuela o a permanecer en esta, en función del sexo y curso académico. La muestra estuvo compuesta por 1,786 estudiantes ecuatorianos con edades comprendidas entre los 15 y los 18 años (Medad = 16.31; DE = 1.01). Se utilizó la School Refusal Assessment Scale-Revised for Children (SRAS-R-C), cuyos factores evalúan la evitación de estímulos que producen afectividad negativa (Factor I), el escape de la aversión social y/o situaciones evaluativas (Factor II), la búsqueda de atención de personas significativas (Factor III) y la búsqueda de refuerzos tangibles fuera de la escuela (Factor IV). Para establecer si existían diferencias entre el porcentaje de estudiantes clasificados con alta conducta de rechazo escolar en función del sexo y el curso académico, se utilizó la prueba Z de diferencia de proporciones. La proporción de chicas fue significativamente mayor en el Factor I, mientras que el porcentaje de chicos fue significativamente superior en el Factor IV. Las diferencias significativas en función del curso se hallaron en el Factor I entre primero y tercero y entre segundo y tercero de bachillerato, y en el Factor IV entre primero y tercero. Se discuten las implicaciones prácticas de estos hallazgos. Prevalence of school refusal is difficult to determine due to the discrepancy in the definition of the construct and the lack of national information. In this sense, the present study aimed to analyze the differences in prevalence of school refusal, understood as the resistance to go to school or to remain in it, across sex and grade. The sample consisted of 1,786 Ecuadorian students aged between 15 and 18 years (Mage = 16.31; SD = 1.01). The School Refusal Assessment Scale-Revised for Children (SRAS-RC) was used, whose factors assess the avoidance of stimuli that provoke negative affectivity (Factor I), the escape from social aversion and/or evaluative situations (Factor II), the pursuit of attention from significant others (Factor III), and the pursuit of tangible reinforcement outside of school (Factor IV). The Z test for difference in proportions was used to establish whether there were differences between the percentage of students classified with high school refusal behavior across sex and grade. The proportion of girls was significantly higher in Factor I, while the percentage of boys was significantly higher in Factor IV. Significant differences across grade were found in Factor I between first and third grade and between second and third grade of baccalaureate, and in Factor IV between first and third grade. The practical implications of these findings are discussed.

El perfeccionismo es entendido como aquella tendencia a establecer elevados estándares de desempeño, acompañado de una evaluación excesivamente crítica de los mismos y una gran preocupación por cometer errores, cuestión por lo que se relaciona con diversos problemas patológicos. A su vez, uno de los factores de rechazo escolar, evalúa el rechazo de estímulos que provocan la afectividad negativa, referente a la ansiedad que provoca la obligación de asistir y permanecer en la escuela. Es decir, aquellos sentimientos negativos que puede provocar en algunos sujetos. El objetivo planteado en el siguiente estudio fue analizar si existen diferencias estadísticamente significativas de perfeccionismo en adolescentes con altas y bajas puntuaciones en la evitación de la afectividad negativa que provocan estímulos o situaciones relacionadas con el ámbito escolar, factor I de la School Refusal Assessment Scale-Revised for Children (SRAS-R-C). Para ello, se utilizó también la Child-Adolescent Perfectionism Scale (CAPS) con objeto de evaluar el perfeccionismo. La muestra seleccionada alcanzó un total de 1920 alumnos de entre 15 y 18 años (Medad = 16.31; DE = 1.00). Los resultados observados muestran diferencias en los grupos Perfeccionismo Socialmente Prescrito (PSP) y en Perfeccionismo Auto Orientado Crítica (PAO-C), con puntuaciones más elevadas en PSP (d = .19) y PAO-C (d = .42) cuanto mayor rechazo escolar. Estos resultados aportan un nuevo conocimiento en el ámbito científico teniendo en cuenta que pocos son los estudios en el país de Ecuador que midan las diferencias entre ambos constructos. Perfectionism is understood as that tendency to establish high performance standards, accompanied by an excessively critical evaluation of them and a great concern for making mistakes, which is why it is related to various pathological problems. In turn, one of the factors of school refusal, evaluates the avoidance of stimuli that provoke negative affectivity, referring to the anxiety caused by the obligation to attend and stay in school. That is, those negative feelings that can cause in some subjects. The objective of the following study was to analyze whether there are statistically significant differences in perfectionism in adolescents with high and low scores in the avoidance of negative affectivity that provoke stimuli or situations related to the school environment, factor I of the School Refusal Assessment Scale Revised for Children (SRAS-RC). For this, the Child-Adolescent Perfectionism Scale (CAPS) was also used to evaluate perfectionism. The selected sample reached a total of 1920 students between 15 and 18 years old (Mage = 16.31; SD = 1.00). The observed results show differences in the Socially Prescribed Perfectionism (SPP) and Self-Oriented Perfectionism-Critical (SOP-C) groups, with higher scores in SPP (d = .19) and SOP-C (d = .42) the higher school refusal. These results provide new knowledge in the scientific field considering that few studies in the country of Ecuador measure the differences between the two constructs.