A bibliometric analysis on adolescent social anxiety and psychoeducational variables in Web of Science 2002-2021.

The aim of this bibliometric analysis was to analyze the scientific output on adolescent social anxiety and its relationship with 15 psychoeducational variables in peer-reviewed journals during the period 2002-2021. The goal was to provide a comprehensive overview of the state of the art on adolescent social anxiety and academic/school achievement, performance, self-concept, self-esteem, self-efficacy, self-attributions, goals, attachment, adjustment, engagement, refusal, absenteeism, anxiety, learning strategies, and self-regulated learning. A search of scientific literature was conducted using Web of Science, and 157 empirical studies were identified. Analyses were conducted using bibliometrix 3.1 to avoid the risk of bias. The results suggested progressive growth in the scientific output on this research topic mainly in the USA, China, Spain, and Canada, and revealed trending issues and scientific interest regarding the relationship between adolescent social anxiety and academic/school achievement and performance. Other variables, such as academic/school attachment and self-regulated learning did not emerge. The results provide implications for practitioners (i.e., educators, clinical and educational psychologists, and psychiatrists), supporting emerging lines of research. Limitations include a lack of a review protocol and a lack of comparison with other international databases, such as PsychInfo, Scopus, PubMed, or ERIC.

Perfiles de rechazo escolar: Identificación y comparación entre adolescentes ecuatorianos y chilenos / School Refusal Behavior Profiles: Identification and Comparison Between Ecuadorian and Chilean Adolescent

Resumen La relevancia psicológica, social y educativa del presente estudio reside en la escasez de trabajos previos que hayan evaluado el rechazo escolar en Latinoamérica y las elevadas tasas de deserción a las que se enfrentan en esta región. El objetivo de esta investigación consistió en examinar las diferencias en las puntuaciones medias de rechazo escolar y la formación de perfiles en adolescentes ecuatorianos y chilenos. Un total de 4266 estudiantes, entre 13 y 17 años de edad, procedentes de Ecuador (. = 14.83; SD = 1.86) y Chile (. = 15.23; SD = 1.26) fueron seleccionados mediante un muestreo aleatorio por conglomerados. El instrumento empleado para evaluar el rechazo escolar fue la School Refusal Assessment Scale-Revised. Las puntuaciones medias de rechazo escolar para Ecuador y Chile revelaron diferencias estadísticamente significativas de pequeña magnitud. Entre los estudiantes chilenos se registraron puntuaciones medias más altas de rechazo escolar, con el fin de captar la atención de sus seres queridos y obtener reforzadores tangibles externos a la escuela, en comparación con sus iguales procedentes de Ecuador. Los análisis de conglomerados confirmaron cuatro perfiles de rechazo escolar en ambos países: Rechazo Escolar Bajo, Rechazo Escolar Alto, Rechazo Escolar Ansioso y Rechazo Escolar Absentista. A pesar de que los adolescentes chilenos obtuvieron puntuaciones medias significativamente más altas que los ecuatorianos en algunas dimensiones del rechazo escolar, los resultados revelaron una pequeña variabilidad entre los perfiles de rechazo escolar encontrados en ambos países. Los resultados obtenidos se discuten atendiendo a las características culturales definitorias de cada uno de estos países.

Abstract School refusal behavior is defined as any child or youth's difficulty to attend classes or to remain in the school. This behavior could be based or not on anxiety and prevalence rates from 5 to 28 % if it is considered any type of rejection towards the school. Adolescents demonstrating school refusal behaviors are very likely to demonstrate poorer academic performance, more stress, behavior problems and family conflicts. The psychological, social and educational relevance of the present study is due to the scarce of previous studies that have evaluated the school refusal behavior in Latin America and the high dropout rates that they face in this region. This study is focused on two countries, Ecuador and Chile, in order to identify possible differences regarding school refusal behavior scores between adolescents in both countries. The aim of this investigation was to examine the mean differences scores on school refusal behavior and the formation of school refusal behavior profiles in Ecuadorian and Chilean adolescents to determine whether these results differ from one another based on the geographical origin. In this study participated a total of 4266 students aged between 13 and 17 years old from Ecuador (. = 14.83, SD = 1.86; N = 1588) and Chile (. = 15.23; SD = 1.26; N = 2678). These students were selected by cluster random sampling. The measure used to assess the school refusal behavior was the School Refusal Assessment Scale-Revised (SRAS-R). The SRAS-R is a self-report measure that assesses the relative strength of four proposed functions, or maintaining variables, of school refusal behavior: Factor I. Avoidance of school-based stimuli that provoke Negative Affectivity; Factor II. Escape from aversive Social/Evaluative situations at school; Factor III. Pursuit of Attention from Significant others; and Factor IV. Pursuit of Tangible Reinforcement outside of school. The SRAS-R was administered during the school day (a session of approximately 20 minutes) in groups who completed the scale anonymously in accordance with the ethical standards and also emphasizing the voluntary nature of the test. Regarding the results, mean differences scores on school refusal behavior revealed statistically significant differences of small magnitude with Chilean students reaching higher mean scores in school refusal behavior in order to pursuit the attention from significant others and to obtain tangible reinforces external to the school, in comparison with their equals from Ecuador. Cluster analysis confirmed four school refusal profiles in both countries: Low School Refusal Behavior (characterized by low school refusal behavior scores for the four factors of the SRAS-R), High School Refusal Behavior (characterized by high school refusal behavior scores for the four factors of the SRAS-R), Anxious School Refusal Behavior (profile that combines high scores on the first three factors of the SRAS-R and moderate scores for the fourth) and Absentee School Refusal Behavior (profile that combines moderate levels for the first three factors of the SRAS-R but high in the fourth factor). The results revealed a small variability between the school refusal behavior profiles across the countries. However, Chilean adolescents scored significantly higher than Ecuadorians in school refusal based on the search for tangible external reinforcements. The results of this research supported a low variability of the findings according to the country. The generalization of these results supports the transcultural validity of the SRAS-R and emphasizes that Ecuador and Chile share a similar situation regarding school refusal behavior. Some limitations of this work are considered, and they are proposed as future lines of research. To conclude, the results are discussed taking into account the defining cultural characteristics of each country.

Psychometric properties of the child and adolescent perfectionism scale in ecuadorian adolescents.

BACKGROUND: This study aimed to validate the Spanish version of the Child and Adolescent Perfectionism Scale (CAPS) in Ecuadorian adolescent population. METHODS: The study involved 1,562 students aged 12 to 18 (Mage = 14.83, SD = 1.86) from Quito (Ecuador). Data analysis included Confirmatory Factor Analysis (CFA) with Satorra-Bentler scaled χ², Cronbach's alpha coefficients, Pearson's correlations, and Multigroup CFA to test factorial invariance across sex and age (configural, measurement and structural). Latent means differences were also examined across sex and age groups. RESULTS: Results confirmed the structure of Spanish version of the CAPS with 13 items divided into three factors, Socially Prescribed Perfectionism (SPP), Self-Oriented Perfectionism-Critical (SOP-C) and Self-Oriented-Striving (SOP-S). Additionally, this model remained invariant across sex and age. Significant and positive correlations were obtained between SPP, SOP-C and the three measures of psychological distress (Anxiety, Depression and Stress), whereas SOP-S showed a more adaptive pattern of association. Acceptable reliability values were obtained and latent mean differences across sex and age groups were mainly observed in the SOP-S factor. Concretely, males reported significantly higher latent mean scores than females in SOP-S as well as students aged from 14 to 18 years old in comparison with their younger peers (12- and 13-year olds). CONCLUSIONS: The Spanish version of the CAPS has satisfactory psychometric properties in terms of validity and reliability remaining invariant across sex and age in Ecuadorian adolescents.

Cyberbullying and Social Anxiety: A Latent Class Analysis among Spanish Adolescents.

Cyberbullying is a common social maladjustment that has negative repercussions on the wellbeing and development of adolescents, but numerous questions remain as to the relationship between cyberbullying and social anxiety in adolescence. This study analyzes cyberbullying profiles (screening of harassment among peers) and assesses whether these profiles vary with respect to the level of social anxiety (social anxiety scale for adolescents). The sample consisted of 1412 Spanish secondary education students aged 12 to 18 (M = 14.36, SD = 1.65). Latent class analysis and ANOVA were performed. Analyses revealed three profiles: high cyberbullying (high victimization, aggression, and aggression-victimization), low cyberbullying (moderate victimization, aggression, and aggression-victimization), and non-cyberbullying. The cyberbullying patterns varied significantly for all social anxiety subscales. Students with the high cyberbullying profile (bully-victims) presented high scores on social avoidance and distress in social situations in general with peers, whereas these students presented lower levels of fear of negative evaluation and distress and social avoidance in new situations as compared to the low cyberbullying (rarely victim/bully) and non-involved student profiles. Implications for psychologists and educational counselors and cyberbullying preventive interventions are discussed.

Factor Invariance of the Trait Meta-Mood Scale-24 in a Sample of Chilean Adolescents.

The purpose of this study is to adapt the Trait Meta-Mood Scale-24 (TMMS-24; Fernández-Berrocal, Extremera, & Ramos, 2004, Spanish short version of the TMMS, Salovey, Mayer, Goldman, Turvey, & Palfai, 1995) to the Chilean adolescent population (13-17 years), analyzing the psychometric properties of the instrument through confirmatory factor analyses, factor invariance analysis, and latent mean differences. For this purpose, a sample of 3,255 secondary and high school students, between 12 and 18 years old (M = 15.28, SD = 1.24), were recruited. The results confirm the measurement invariance and structure of TMMS-24 scores by sex and age. The results of the latent mean analysis show the existence of significant differences associated with sex and age in the TMMS-24 attention to feelings factor. The adequate psychometric properties of the TMMS-24 show that it is valid for the Chilean adolescent population, thus covering the existing gap in this context.

Testing the 2 × 2 model of perfectionism in Ecuadorian adolescent population.

This study aimed to test the 2 × 2 model of dispositional perfectionism in an Ecuadorian sample of 1562 students aged between 12 and 17 years (M = 14.83 years, standard deviation = 1.86 years). The Child and Adolescent Perfectionism Scale and the brief 21-item version of the Depression Anxiety Stress Scales were used. Cluster analysis revealed four profiles: Pure Self-Oriented Perfectionism, Pure Socially Prescribed Perfectionism, Mixed Perfectionism, and Non-perfectionism. Mixed Perfectionism and Non-perfectionism obtained, respectively, the highest and lowest scores in anxiety, depression, and stress. The results are discussed in light of cultural differences in the interpretation and consequences of perfectionism.

Spanish Validation of the Child and Adolescent Perfectionism Scale: Factorial Invariance and Latent Means Differences across Sex and Age.

The present study analyzed the psychometric properties of a Spanish translation of the child-adolescent perfectionism scale (CAPS-S), as well as its factorial invariance and latent means differences across sex and age. A sample of 1809 Spanish students of Primary Education, aged between 8 and 11 (Mage = 9.53, SD = 1.11), was used. Confirmatory factor analyses and multigroup confirmatory factor analyses were applied to examine the factor structure of the CAPS-S. The results revealed that a model made up of 13 items structured in 3 factors-Self-Oriented Perfectionism-Striving (SOP-Striving), Self-Oriented Perfectionism-Critical (SOP-Critical), and Socially Prescribed Perfectionism (SPP)-showed a better fit than any of the previously tested models, and it was invariant across sex and age. SOP-Striving did not significantly correlate with school anxiety and aggression, whereas significant and positive correlations were found in the case of SOP-Critical and SPP. The levels of reliability and stability of the scale were ω = 0.91, 0.74, 0.73, and 0.80, and rxx = 0.73, 0.62, 0.73, and 0.74, for the total CAPS-S and for the SOP-Striving, SOP-Critical, and SPP dimensions, respectively. Analysis of latent means differences revealed that boys scored significantly higher than girls in SOP-Critical. The 9-year-olds scored significantly lower in SPP than their 8-year-old peers. Conversely, 11-year-olds scored higher in SOP-Critical than 8-year-olds. In addition, 10- and 11-year-olds scored higher than their 9-year-old peers. The CAPS-S presented in this research is a reliable and valid instrument to assess perfectionism in Spanish child population.

Child and Adolescent Social Adaptive Functioning Scale: Factorial Invariance, Latent Mean Differences, and Its Impact on School Refusal Behavior in Spanish Children.

This study aims to examine the factorial invariance and latent mean differences across gender of the Spanish version of the Child and Adolescent Social Adaptive Functioning Scale (Study 1) and to value the function of social functioning as a protective ability of school refusal behavior (Study 2). Participants were Spanish students aged 8-12 years carefully chosen by simple random cluster, 345 for the first study (M = 9.17; SD = 1.03) and 1,032 students for the second study (M = 10.02; SD = 1.77). The measures used were the Child and Adolescent Social Adaptive Functioning Scale (CASAFS) and the School Refusal Assessment Scale-Revised (SRAS-R). Results about the validation of the scale supported the model proposed in this study for the CASAFS, with 15 items and a four-factor structure (school performance, peer relationships, family relationships, and home duties/self-care). Findings revealed invariance across gender for this model and good internal consistency levels were exhibited in each of the four dimensions of the CASAFS (0.76, 0.72, 0.74, and 0.71). Latent mean differences did not report differences between boys and girls. Regarding the second study, the social functioning acted as a protective factor of school refusal behavior by negatively and significantly predicting high scores in school refusal behavior due to anxiety symptoms or feelings of negative affect linked to the obligation to attend school. Opposite results were found for those students who justify their refusal to attend school in pursuing tangible reinforcements outside the school setting. These findings strengthen the reliability and validity of the CASAFS and the idea of social functioning as a person's ability which could prevent school refusal behavior is discussed.

Self-criticism, Strivings and Aggressive Behavior in Spanish Children: The Two Sides of Self-Oriented Perfectionism.

This study analyzes the relationship between the two intrapersonal perfectionism dimensions (i.e., Self-Oriented Perfectionism-Critical, SOP-C, and Self-Oriented Perfectionism-Strivings, SOP-S) and the components of aggressive behavior (cognitive, emotional and motor) in a sample of 804 (48.3% females) Spanish students between the ages of 8 and 11 (M = 9.57; DE = 1.12). The Spanish versions of the SOP-C and SOP-S subscales of the Child/Adolescent Perfectionism Scale and the Aggression Questionnaire were used. Students with high SOP-C scored significantly higher (p < .001) than their peers with low SOP-C on all components of aggressive behavior. The magnitude of these differences (Cohen's d index) ranged from .40 to .59. In contrast, non-significant statistical differences were found between students with high and low SOP-S. Moreover, logistic regression analysis revealed that SOP-C significantly and positively predicted high Hostility, Anger and Physical and Verbal Aggression, whereas none of these components were significantly predicted by SOP-S (95% CI). Results are discussed, taking into account the debate on the conceptualization and nature of intrapersonal perfectionism.

Clarifying the two facets of Self-Oriented Perfectionism: influences on affect and the Big Five traits of personality in children / Aclarando las dos facetas del perfeccionismo auto-orientado: las influencias sobre el afecto y los rasgos de la personalidad del Big Five en niños

This study analyses the relationship between the perfectionism dimensions, i.e. Self-Oriented Perfectionism-Critical (SOP-C) and Self-Oriented Perfectionism-Striving (SOP-S), and affect and the Big Five traits of personality in a sample of 804 Spanish students aged 8 to 11 (M = 9.57; DE = 1.12). Student’s t test, Cohen’s d index and logistic regression analysis were used. The high SOP-C group scored significantly higher than their peers having low SOP-C on Negative Affect and Neuroticism, and lower on Positive Affect, Agreeableness, Consciousness and Openness to Experience. To the contrary, students with high SOP-S scored significantly higher on all adaptive dimensions (i.e. Positive Affect, Extraversion, Agreeableness, Consciousness and Openness to Experience), and lower on Negative Affect and Neuroticism. Effect sizes were small for most of statistically significant differences. These findings were also supported by regression analysis. Results are discussed in light of the debate on the adaptive or maladaptive nature of Self-Oriented Perfectionism

Este estudio analiza la relación entre las dimensiones del perfeccionismo, es decir, el perfeccionismo auto-orientado-críticas (SOP-C) y el perfeccionismo auto-orientado-esfuerzo (SOP-S), y el afecto y los rasgos de personalidad del Big Five en una muestra de 804 españoles entre 8 y 11 años (M = 9.57; DT = 1.12). Se utilizaron la prueba t de Student, el índice d de Cohen y el análisis de regresión logística. El grupo con alto SOP-C obtuvo una puntuación significativamente mayor que la de sus compañeros con bajo SOP-C en Afecto Negativo y Neuroticismo, así como significativamente menor en Afecto Positivo, Amabilidad, Conciencia y Apertura a la Experiencia. Por el contrario, los estudiantes con alto SOP-S obtuvieron puntuaciones significativamente más altas en todas las dimensiones adaptativas (es decir, Afecto Positivo, Extraversión, Amabilidad, Conciencia y Apertura a la Experiencia), y más bajas en Afecto Negativo y Neuroticismo. Los tamaños del efecto fueron pequeños para la mayoría de las diferencias estadísticamente significativas. Estos hallazgos también fueron apoyados por el análisis de regresión. Los resultados se discuten a la luz del debate sobre la naturaleza adaptativa o desadaptativa del perfeccionismo auto-orientado

Social Anxiety Scale for Adolescents and School Anxiety Inventory: Psychometric properties in French adolescents.

School and social anxiety are common problems and have a significant impact on youths' development. Nevertheless, the questionnaires to assess these anxious symptoms in French adolescents have limitations. The aim of this study is to provide a French version of the Social Anxiety Scale for Adolescents (SAS-A) and the School Anxiety Inventory (SAI), analysing their psychometric properties by the factor structure, internal consistency, and convergent validity. The SAS-A and the SAI were collectively administered in a sample of 1011 French adolescents (48.5% boys) ranging in age from 11 to 18 years. Confirmatory factor analyses replicated the previously identified correlated three-factor structure of the SAS-A and the correlated four-factor structure of the SAI. Acceptable internal consistency indexes were found for SAS-A and SAI scores. Correlations supported the convergent validity of the questionnaires' subscales. Overall, results supported the internal consistency and validity of the French versions of the SAS-A and SAI.

Self-criticism, strivings and aggressive behavior in Spanish children: the two sides of self-oriented perfectionism

This study analyzes the relationship between the two intrapersonal perfectionism dimensions (i.e., Self-Oriented Perfectionism-Critical, SOP-C, and Self-Oriented Perfectionism-Strivings, SOP-S) and the components of aggressive behavior (cognitive, emotional and motor) in a sample of 804 (48.3% females) Spanish students between the ages of 8 and 11 (M = 9.57; DE = 1.12). The Spanish versions of the SOP-C and SOP-S subscales of the Child/Adolescent Perfectionism Scale and the Aggression Questionnaire were used. Students with high SOP-C scored significantly higher (p < .001) than their peers with low SOP-C on all components of aggressive behavior. The magnitude of these differences (Cohen's d index) ranged from .40 to .59. In contrast, non-significant statistical differences were found between students with high and low SOP-S. Moreover, logistic regression analysis revealed that SOP-C significantly and positively predicted high Hostility, Anger and Physical and Verbal Aggression, whereas none of these components were significantly predicted by SOP-S (95% CI). Results are discussed, taking into account the debate on the conceptualization and nature of intrapersonal perfectionism

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Validation of the Visual Analogue Scale for Anxiety-Revised and school refusal across anxiety profiles

Background/Objectives: This paper aimed to validate the Spanish version of scores of the Visual Analogue Scale for Anxiety-Revised (VAA-R) in child population, and to verify the existence of anxiety profiles and to relate them to school refusal. Method: The sample was made up of 911 Spanish students between 8 and 12 years old (M = 9.61, SD = 1.23). The measures used were the VAA-R and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C). Results: Confirmatory factorial analysis supported the three-dimensional VAA-R structure: Anticipatory Anxiety (AA), School-based performance Anxiety (SA) and Generalized Anxiety (GA). The VAA-R has an adequate reliability and structural invariance across sex and age. No latent mean differences were found across sex, but did occur through age in AA and GA factors. Cluster analysis identified four child anxiety profiles: High Anxiety, High Anxiety School-type, Low Anxiety, and Moderate Anxiety, which differed significantly in all dimensions of school refusal. Conclusions: These findings may be useful for the assessment and treatment of anxious symptoms originated at school

Antecedentes/objetivos: Este trabajo tuvo como objetivo validar la versión española de las puntuaciones de la Visual Analogue Scale for Anxiety-Revised (VAA-R) en población infantil, y comprobar la existencia de perfiles de ansiedad y relacionarlos con el rechazo escolar. Método: La muestra estuvo conformada por 911 alumnos españoles entre 8 y 12 años (M = 9,61; DT = 1,23). Las medidas usadas fueron la VAA-R y la School Refusal Assessment Scale-Revised for Children (SRAS-R-C). Resultados: El análisis factorial confirmatorio apoyó la estructura tridimensional de la VAA-R: Ansiedad Anticipatoria (AA), Ansiedad de ejecución en la Escuela (AE) y Ansiedad Generalizada (AG). La VAA-R posee una adecuada fiabilidad e invarianza estructural en función del sexo y de la edad. No se encontraron diferencias de medias latentes en función del sexo, pero sí a través de la edad en los factores AA y AG. Los análisis de conglomerados identificaron cuatro perfiles de ansiedad infantil: Alta Ansiedad, Alta Ansiedad de tipo Escolar, Baja Ansiedad y Moderada Ansiedad, que difirieron significativamente en todas las dimensiones de rechazo escolar. Conclusiones: Estos hallazgos pueden resultar útiles para la evaluación y el tratamiento de síntomas ansiosos originados en la escuela

Validation of the Visual Analogue Scale for Anxiety-Revised and school refusal across anxiety profiles.

BACKGROUND/OBJECTIVES: This paper aimed to validate the Spanish version of scores of the Visual Analogue Scale for Anxiety-Revised (VAA-R) in child population, and to verify the existence of anxiety profiles and to relate them to school refusal. METHOD: The sample was made up of 911 Spanish students between 8 and 12 years old (M = 9.61, SD = 1.23). The measures used were the VAA-R and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C). RESULTS: Confirmatory factorial analysis supported the three-dimensional VAA-R structure: Anticipatory Anxiety (AA), School-based performance Anxiety (SA) and Generalized Anxiety (GA). The VAA-R has an adequate reliability and structural invariance across sex and age. No latent mean differences were found across sex, but did occur through age in AA and GA factors. Cluster analysis identified four child anxiety profiles: High Anxiety, High Anxiety School-type, Low Anxiety, and Moderate Anxiety, which differed significantly in all dimensions of school refusal. CONCLUSIONS: These findings may be useful for the assessment and treatment of anxious symptoms originated at school.

ANTECEDENTES/OBJETIVOS: Este trabajo tuvo como objetivo validar la versión española de las puntuaciones de la Visual Analogue Scale for Anxiety-Revised (VAA-R) en población infantil, y comprobar la existencia de perfiles de ansiedad y relacionarlos con el rechazo escolar. MÉTODO: La muestra estuvo conformada por 911 alumnos españoles entre 8 y 12 años (M = 9,61; DT = 1,23). Las medidas usadas fueron la VAA-R y la School Refusal Assessment Scale-Revised for Children (SRAS-R-C). RESULTADOS: El análisis factorial confirmatorio apoyó la estructura tridimensional de la VAA-R: Ansiedad Anticipatoria (AA), Ansiedad de ejecución en la Escuela (AE) y Ansiedad Generalizada (AG). La VAA-R posee una adecuada fiabilidad e invarianza estructural en función del sexo y de la edad. No se encontraron diferencias de medias latentes en función del sexo, pero sí a través de la edad en los factores AA y AG. Los análisis de conglomerados identificaron cuatro perfiles de ansiedad infantil: Alta Ansiedad, Alta Ansiedad de tipo Escolar, Baja Ansiedad y Moderada Ansiedad, que difirieron significativamente en todas las dimensiones de rechazo escolar. CONCLUSIONES: Estos hallazgos pueden resultar útiles para la evaluación y el tratamiento de síntomas ansiosos originados en la escuela.

Academic Goal Profiles and Learning Strategies in Adolescence.

The objective of this study was to verify whether or not a combination of academic goals may be established in different profiles of high school students. Subsequently, the study examined if statistically significant differences exist between the profiles obtained with respect to learning strategies used by the students. The Achievement Goal Tendencies Questionnaire (AGTQ) and the Learning and Studies Skills Inventory-High School Version (LASSI-HS) were administered to a sample of 2,069 high school students aged 12-16 (M = 14.11; SD = 1.35) and which was formed by 1,073 girls and 996 boys. Four academic goal profiles were identified using latent class analysis: a group of students with a high academic goal (HAG) profile (668 students), a group of students with a low academic goal (LAG) profile (502 students), a group of students with a predominance of learning goals and achievement goals (LGAG) (489 students) and a final group of students with a predominance of social reinforcement goals and achievement goals (410 students). The results revealed statistically significant differences between the profiles obtained with respect to learning strategies because students from the combined LGAG and HAG profiles used more learning strategies that those in the LAG and Achievement Goals and Social Reinforcement (AGSR)groups. However, the relationship between these motivational profiles and the obtainment of a higher academic performance has not been proven and it should be the subject of study in future research. Consequently, this study can be used to help in the development of strategies and intervention programs to promote the use of multiple academic goals in high school students.

Functional profiles of school refusal behavior and their relationship with depression, anxiety, and stress.

Negative emotional states are common among youth with problematic school absenteeism, but little is known about their presence across different school refusal behavior profiles. The aim of this study was twofold: to identify different cluster solutions across functional profiles of school refusal behavior (I. Avoidance of Negative Affectivity, II. Escape from Social and/or Evaluative Situations, III. Pursuit of Attention, and IV. Pursuit of Tangible Reinforcement) and to determine whether these profiles differ from each other based on dimensions of depression, anxiety, and stress. The sample consisted of 1582 Ecuadorian adolescents aged 12-18 years (M = 14.83; SD = 1.86) who completed the School Refusal Assessment Scale-Revised (SRAS-R) and the Depression, Anxiety and Stress Scale-21 (DASS-21). Latent class analysis revealed three school refusal profiles: non-school refusal behavior, school refusal behavior by tangible reinforcements, and school refusal behavior by multiple reinforcements. The last group displayed the most maladaptive profile and revealed highest mean scores on the three dimensions of the DASS-21 compared to other groups. To promote mental health in this group it is a necessary goal due to their link with these negative emotional states. Prevention measures to strengthen emotional self-regulation should be considered in these cases.

Positive and negative affect as predictors of social functioning in Spanish children.

The aim of this study was to analyze the relationship between affect in its two commonly used theoretical categories, positive affect (PA) and negative affect (NA), and social functioning dimensions (school performance, family relationships, peer relationships and home duties/self-care). The sample comprised 390 students of primary education aged 8-11 years (M = 9.39; SD = 1.15). The short-form of the Positive and Negative Affect Schedule for children (PANAS-C-SF) and the Child and Adolescent Social Adaptive Functioning Scale (CASAFS) were used. Student's t tests indicated that those reporting high levels on all the social functioning dimensions also reported significantly higher levels of PA than peers who reported low levels; by contrast, students reporting high levels of social functioning reported significantly lower levels of NA than peers who reported low levels. Similarly, logistic regression analyses showed that an increase in PA increased probability of high levels of social functioning, and that an increase in NA decreased the probability of presenting high levels of social functioning dimensions, with the exception of school performance. These results expand the PA and NA relationship with social functioning reported in adults to Spanish children, which is potentially of interest in the fields of Education and Psychology.

Estilos atribucionales en estudiantes españoles de Educación Secundaria Obligatoria con alta ansiedad social autoinformada / Attributional styles in Spanish students of Compulsory Secondary Education with high social anxiety self-reported

Resumen El objetivo de este estudio fue analizar la relación entre la ansiedad social y las autoatribuciones causales académicas en una muestra de 2022 (51.1% varones) adolescentes españoles de 12 a 16 años. La ansiedad social se evaluó utilizando el cuestionario Social Phobia and Anxiety Inventory (SPAI) y para el análisis de las autoatribuciones académicas se administró el Sydney Attribution Scale (SAS). Los resultados indican que los estudiantes con alta ansiedad social atribuyen sus fracasos en lectura y matemáticas más internamente (baja capacidad y bajo esfuerzo) y menos externamente que los alumnos sin alta ansiedad social. Además, los estudiantes con alta ansiedad social suelen atribuir sus éxitos en lectura menos externamente y sus éxitos en matemáticas menos internamente (capacidad) que los estudiantes sin alta ansiedad social. Asimismo, los resultados obtenidos de la regresión logística señalan que la alta ansiedad social actúa como predictor positivo respecto a la realización de autoatribuciones causales de los fracasos a la baja capacidad y a la falta de esfuerzo y como predictor negativo de la realización de autoatribuciones de los éxitos a la capacidad y la suerte y de atribuciones de los fracasos a causas externas.

Abstract This paper sought to analyze the relationship between social anxiety and academic causal self-attributions in a sample of 2022 Spanish adolescents (51.1% male) aged 12 to 16. Social anxiety was assessed using the questionnaire Social Phobia and Anxiety Inventory (SPAI). In addition, the Sydney Attribution Scale (SAS) was administered in order to analyze academic self-attributions. The results indicate that students with high social anxiety attribute their failures in reading and math more internally (low capacity and low effort) and less externally than do students without high social anxiety. Also, students with high social anxiety often attribute their success in reading less externally and their success in math less internally (capacity) than do students without high social anxiety. Thus, the results of logistic regression indicate that high social anxiety acts as a positive predictor vis-à-vis causal self-attributions of failures to low capacity and lack of effort whereas high social anxiety acts as a negative predictor self-attributions of success to the ability and chance and attributions of failures to external causes.

Positive and Negative Affect Schedule-Short Form: Factorial Invariance and Optimistic and Pessimistic Affective Profiles in Spanish Children.

The distinction in recent years between positive affect (PA) and negative affect (NA) is becoming increasingly important due to their relationship with depression and anxiety. This work is composed of two studies. The first study aimed to validate the brief version of the Positive and Negative Affect Schedule for Children-Short Form (PANAS-C-SF) in a Spanish child sample. The second study sought to check the existence of four affective profiles: self-fulfilling (high PA and low NA), low affective (low PA and NA), high affective (high PA and NA), and self-destructive (low PA and high NA) and to relate them to optimism and pessimism. Samples for both studies were composed of 647 and 1,296 Spanish students (between 8 and 11 years), respectively. Through various multigroup confirmatory factor analyses (MCA), the invariance of the PANAS-SF and the lack of significant gender differences in the latent means were verified. In addition, cluster analysis confirmed the existence of the appropriate profiles. In this case, the self-fulfilling profile correlated with high scores in optimism and low scores pessimism, whereas the self-destructive profile correlated in the opposite direction. These contributions represent an advance in the study of child affect.

Aggression Profiles in the Spanish Child Population: Differences in Perfectionism, School Refusal and Affect.

The aim of this study was to identify the existence of combinations of aggression components (Anger, Hostility, Physical Aggression and Verbal Aggression) that result in different profiles of aggressive behavior in children, as well as to test the differences between these profiles in scores of perfectionism, school refusal and affect. It is interesting to analyze these variables given: (a) their clinical relevance due to their close relationship with the overall psychopathology; and (b) the need for further evidence regarding how they are associated with aggressive behavior. The sample consisted of 1202 Spanish primary education students between the ages of 8 and 12. Three aggressive behavior profiles for children were identified using Latent Class Analysis (LCA): High Aggression (Z scores between 0.69 and 0.7), Moderate Aggression (Z scores between -0.39 and -0.47) and Low Aggression (Z scores between -1.36 and -1.58). These profiles were found for 49.08%, 38.46% and 12.48% of the sample, respectively. High Aggression scored significantly higher than Moderate Aggression and Low Aggression on Socially Prescribed Perfectionism (SPP), Self-Oriented Perfectionism (SOP), the first three factors of school refusal (i.e., FI. Negative Affective, FII. Social Aversion and/or Evaluation, FIII. To Pursue Attention), and Negative Affect (NA). In addition, Moderate Aggression also reported significantly higher scores than Low Aggression for the three first factors of school refusal and NA. Conversely, Low Aggression had significantly higher mean scores than High Aggression and Moderate Aggression on Positive Affect (PA). Results demonstrate that High Aggression was the most maladaptive profile having a high risk of psychological vulnerability. Aggression prevention programs should be sure to include strategies to overcome psychological problems that characterize children manifesting high levels of aggressive behavior.