Classifying Students With School Refusal Behavior and Their Relationship to Learning Strategies

Students with School Refusal Behaviour (SRB) are a diverse group, often associated negative academic repercussions (e.g., low performance, learning difficulties or demotivation). The aims of this research were: 1) to identify school refusal behaviour profiles based on and high scores the four functional conditions assessed by Assessment Scale-Revised (SRAS-R) 2) examine relationship between SRB strategies. SRAS-R Inventory Learning Study Strategies-High version were administered 1,261 students aged 14 18 ( M = 16.51; SD 1.84). Four obtained: positive reinforcement, Low SRB, reinforcement Mixed SRB. refusers belonging characterised strategies, except for Anxiety dimension. practical implications these findings suggest that implementing study techniques strategies programmes, in addition courses anxiety management self-care will help improve their paths reduce anxiety-based refusal.