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Description

School refusal is a pressing issue that impacts children throughout the United States. School Refusal behaviors can be attributed to four distinct reasons: avoiding school because it induces negative emotions (ANA), avoiding social or evaluative situations (ESE), seeking attention from others (AGB), and pursuing rewards outside of the school environment (PTR) (Kearney, 2002). Executive functions are mechanisms that monitor and regulate cognitive processes and tasks. These include problem-solving, working memory, attention, and inhibition. Executive functions can be linked with various aspects of school achievement and cognitive development in children and adolescents (Sosic-Vasic, 2017). Previous research has shown that kindergarteners who struggled with school refusal and absenteeism displayed lower levels of executive functioning than those who did not, as absence from school resulted in lower optimal working memory and lower cognitive flexibility (Gottfried, 2022). This study hypothesizes that the severity of reasons for school refusal would negatively predict executive functioning.

Publisher Location

Las Vegas (Nev.)

Publication Date

Spring 4-28-2023

Publisher

University of Nevada, Las Vegas

Language

English

Keywords

Executive Functions; School Refusal

Controlled Subject

Executive functions (Neuropsychology); School phobia

Disciplines

Behavioral Neurobiology | Educational Psychology

File Format

pdf

File Size

494 KB

Comments

Faculty Mentor: Christopher A. Kearney

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

The Relationship Between School Refusal Behavior and Executive Functions


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