School Refusal and Anxiety among Children and Adolescents: A Systematic Scoping Review

Autor/inn/en	Tekin, Isil; Aydin, Selami
Titel	School Refusal and Anxiety among Children and Adolescents: A Systematic Scoping Review
Quelle	In: New Directions for Child and Adolescent Development, (2022) 185-186, S. 43-65 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Tekin, Isil) ORCID (Aydin, Selami)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cad.20484
Schlagwörter	Attendance Patterns; Student Behavior; Anxiety; Punishment; Family Life; Depression (Psychology) + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Angst; Bestrafung
Abstract	School refusal and anxiety are considerable problems among children and adolescents. While numerous studies were published, no review on the issue has been conducted to holistically reveal the current research results. This study uses a systematic scoping review design and aims to synthesize the results of the current studies on seeking an answer to the relationship between school refusal and anxiety to make recommendations for teachers, school counselors and administrators, and educational researchers for further research. Included studies were designed as qualitative, experimental, correlational, descriptive, or mixed-method, while studies designed as a thematic review, systematic review, and meta-analysis were excluded. The study identified 30 research articles that met the inclusion criteria within this scope. Results showed that anxiety is a prevalent factor associated with school refusal, whereas school refusal is directly and closely related to state and trait anxiety, social anxiety, school anxiety, and separation anxiety. Another finding was that school punishment, bad family functioning, parental depression, and parental anxiety are strong predictors of school refusal. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01