Psychological and Contextual Predictors of School Attendance Problems (SAPs)
DOI:
https://doi.org/10.13129/2612-4033/0110-5322Abstract
Background: Regular school attendance represents a central indicator of students’ educational and psychosocial functioning. School Attendance Problems (SAPs), defined by Havik (2015) as a heterogeneous set of difficulties due to somatic symptoms, subjective health complaints, truancy and school refusal, represent a significant educational challenge. SAPs represent the outcome of a complex interplay of psychological, social, and motivational factors that compromise school participation, with negative academic and psychosocial outcomes.
Method: This study, conducted on a sample of 539 high school students, aims to investigate the association between the different reasons underlying SAPs and individual factors, such as learned helplessness (LH), mastery orientation (MO), perfectionism, and procrastination, as well as the perception of the school climate.
Results: Correlational analyses indicate that LH and procrastination are associated with greater levels of non-attendance, while MO and positive perceptions of the school climate are correlated with lower levels of SAPs. Linear regressions, instead, show that LH and procrastination are significantly associated with subjective health complaints and school refusal related reasons, while procrastination alone is related to truancy absences. The affirming diversity dimension of the school climate is significatively associated with school refusal, suggesting a possible link conditioned by individual vulnerabilities.
Conclusions: The results support a multifactorial view of SAPs, highlighting the central role of individual vulnerabilities and school context. The findings underline the need for interventions that integrate individual strategies and school initiatives aimed at promoting an inclusive and supportive climate.
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