High and low presence in the search for tangible reinforcements outside the school scope: perfectionism differences in Ecuadorian population
Article Sidebar
Main Article Content
Abstract
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.
Downloads
Article Details
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Achenbach, T. M. y Edelbrock, C. S. (1986). Teachers Report Form. TRF. Burlington: University of Vermont.
Bada, S. O. (2015). School Refusal Behavior: a psycho-behavioural disorder in children and adolescent. National Journal of Inclusive Education, 3(1), 241-249.
Buitelaar, J. K., van Andel, H., Duyx, J. H. M. y van Strien, D. C. (1994). Depressive and anx- iety disorders in adolescence: A follow-up study of adolescents with school refusal. Acta Paedopsychiatrica, 56, 249-253
Burns, D. D. (1980). The Perfectionist’s script for self-defeat. Psychology today. 14(6), 34-52.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
Egger, H. L., Costello, E. J. y Angold, A. (2003). School refusal and psychiatric disorders: A community study. Journal of the American Academy of Child and Adolescent Psychiatry, 42, 797-807. doi:10.1097/01.CHI.0000046865.56865.79
Flett, G. L. y Hewitt, P. L. (2002). Perfectionism and maladjustment: An overview of theoretical, definitional, and treatment issues. En P. L. Hewitt y G. L. Flett (Eds.), Perfectionism: Theory, research, and treatment (pp. 5-31). Washington, DC: American Psychological Association.
Flakierska, N., Lindstrom, M. y Gillberg, C. (1988). School refusal: A 15 to 20-year follow-up study of 35 Swedish urban children. The British Journal of Psychiatry, 152 (6), 834-837.
Flett, G. L., Hewitt, P. L., Besser, A., Su. C., Vaillancourt, T., Boucher, D., … Gale, O. (2016). The child-adolescent perfectionism scale: development, psychometric of Psychoeducational Assessment, 34 (7), 634-652. doi: 10.1177/07342829166651381
Flett, G. L., Hewitt, P. L., Boucher, D. J., Davidson, L. A. y Munro, Y. (2000). The Child-Adolescent Perfectionism Scale: development, validation, and association with adjustment. Manuscrito inédito, York University, Toronto, Ontario, Canadá.
Frost, R. O., Marten, P., Lahart, C. y Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449-468.
Gonzálvez, C., Inglés, C.J., Kearney, C.A., Vicent, M., Sanmartín, R. y García-Fernández, J.M. (2016). School Refusal Assessment Scale-Revised: Factorial invariance and latent means differences across gender and age in Spanish Children. Frontiers in Psychology, 7, 1-10. doi:10.3389/fpsyg.2016.02011
Gonzálvez, C., Inglés, C. J., Sanmartín, R., Vicent, M., Calderón, C. M. y García-Fernández, J. M. (2018). Testing factorial invariances and latent means differences of the school refusal assessment scale-revised in Ecuadorian adolescents. Current Psychology, 1-10. doi: 10.1007/s-12144018-9871-1
Hamacheck, D. (1978). Psycho-dynamics of normal and neurotic perfectionism. Psychology. 15, 27-33.
Heyne, D., King, N. J., Tongue, B. J. y Cooper, H. (2001). School refusal: Epidemiology and management. Pediatric Drugs, 3(10), 719-732.
Kearney, C. A. (2006). Confirmatory factor analysis of the School Refusal Assessment Scale–Revised: Child and parent versions. Journal of Psychopathology and Behavioral Assessment, 28 (3), 139-144. doi: 10.1007/s10862-005-9005-6
Kearney, C. A. (2001). School refusal behavior in youth: A functional approach to assessment and treatment. Washington, DC: American Psychological Association
Kearney, C. A. (1995). School refusal behavior. In A. R. Eisen, C. A. Kearney, & C. E. Schaefer (Eds.), Clinical handbook of anxiety disorders in children and adolescents (pp. 19-52). Northvale, NJ: Jason Aronson.
Kearney, C. A. y Albano, A. M. (2000). When children refuse school: A cognitive-behavioral therapy approach/Therapists guide. San Antonio, TX: The Psychological Corporation.
Kearney, C. A. y Albano, A. (2004). The functional profiles of school refusal behavior: Diagnostic aspects. Behavior Modification, 28(1), 147-161. doi: 10.1177/01454455033259263
Hewitt, P. L. y Flett, G. L. (1991). “Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology”. Journal of personality and social psychology, 60 (3), 456-470.
Kearney, C. A. y Silverman, W. K. (1990). A preliminary analysis of a functional model of assessment and treatment for school refusal behavior. Behavior Modification, 14, 340-366.
Kearney, C. y Silverman, W. (1999). Functionally-based prescriptive and nonprescriptive treatment for children and adolescents with school refusal behavior. Behavior Therapy. 30(4), 673-695. doi: 10.1016/S0005-7894(99)80032-X
Last, C. G. y Strauss, C. C. (1990). School refusal in anxiety- disordered children and adolescents. Journal of the American Academic of Child and Adolescent Psychiatiry, 29(1), 31-35. doi: 10.1097/00004583-199001000-00006
Liem, G.A. (2015). Academic and social achievement goals: their additive, interactive, and specialized effects on school functioning. British Journal of Educational Psychology, 86(1), 37-56. doi: 10.1111/bjep.12085
McShane, G., Walter, G. y Rey, J. M. (2001). Characteristics of adolescents with school refusal. Australian and New Zealand Journal of Psychiatry, 35, 822-826. doi: 10.1046/j.1440-1614.2001.00955.x
O’Connor, R.C., Rasmussen, S. y Hawton, K. (2010). Predicting depres-sion, anxiety and self-harm in adolescents: the role of perfectionism and acute life stress. Behaviour Research and Therapy, 48, 52-59. doi: 10.1016/j.brat.2009.09.008
Ortega- Sandoval, V. N. (2019). Rechazo escolar del alumnado de Bachillerato en la ciudad de Quito (Tesis doctoral). Universidad de Alicante, Alicante, España
Quay, H. C. (1987). Patters of delinquet behavior, En H. C. Quay (Ed.), Handbook of juvenile deliquency (pp. 118-183). New York: Wiley.
Stoeber, J. y Stoeber, F. S. (2009). Domains of perfectionism: Prevalence and relationships with perfectionism, gender, age, and satisfaction with life. Personality and Individual Differences, 46, 530-535.
Vicent, M. (2017). Estudio del perfeccionismo y su relación con variables psicoeducativas en la infancia tardía [Study of perfectionism and its relationship with psycho-educational variables during late childhood] (Tesis doctoral). Universidad de Alicante, Alicante, España.
Vicent, M., Gonzálvez, C., Lagos-San Martín, N., Gomis, N., Inglés, C. J. y García-Fernández, J. M. (2014). El perfeccionismo como predictor del rechazo escolar. En Espada, Orgilés, Piqueras y Carratalá (comps.), IV Symposium nacional de psicología clínica y de la salud con niños y adolescentes (pp. 73). Madrid: Pirámide.
Vicent, M., Inglés, C. J., Sanmartín, R., Gonzálvez, C., Aparicio-Flores, M. P. y García-Fernández, J. M. (2019). Clarifying the two facets of Self-Oriented Perfectionism: influences on affect and the Big Five traits of pesonality in children. Anales de psicología, 35 (2), 280-289. doi: 10.6018/anales. 35.2.331441