Functional Assessment of School Attendance Problems: An Adapted Version of the School Refusal Assessment Scale–Revised

心理学 出勤 内部一致性 比例(比率) 验证性因素分析 项目分析 拒绝上学 可靠性(半导体) 集合(抽象数据类型) 心理测量学 同时有效性 临床心理学 因子分析 测试有效性 应用心理学 结构方程建模 统计 精神科 焦虑 物理 程序设计语言 功率(物理) 经济 量子力学 经济增长 计算机科学 数学
作者
David Heyne,Leonie J. Vreeke,Marija Marić,Harrie Boelens,Brigit M. van Widenfelt
出处
期刊:Journal of Emotional and Behavioral Disorders [SAGE Publishing]
卷期号:25 (3): 178-192 被引量:29
标识
DOI:10.1177/1063426616661701
摘要

The School Refusal Assessment Scale (SRAS) was developed to identify four factors that might maintain a youth’s school attendance problem (SAP), and thus be targeted for treatment. There is still limited support for the four-factor model inherent to the SRAS and its revision (SRAS-R). Recent studies indicate problems with the wording of eight items added to the SRAS to form the SRAS-R. We examined the factorial validity of an adapted item set comprising 16 of the 24 SRAS-R items and eight items developed for this study. The eight items paralleled the content of the SRAS-R items being replaced but were less complex and ambiguous. Data were gathered from 199 youth with a SAP and 131 parents. Confirmatory factor analysis (CFA) of the adapted item set supported a four-factor model. Internal consistency reliability of the subscales was higher than it is commonly reported in SRAS-R studies. Concurrent validity was supported by associations between the four factors and measures of internalizing or externalizing behavior. The adapted SRAS-R may help professionals reliably assess the relative strength of factors maintaining SAPs. This is one of the few studies conducted independent of the instrument’s developer and in a school culture different from that where the instrument is usually tested.
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