School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature

School refusal behaviour has a major impact on the lives of children and adolescents, seriously affecting their personal, academic social adjustment. The objectives this research were: (1) to identify, using latent profile analysis, school profiles based functional model (2) analyse relationship between identified self-attributions in language literature. Refusal Assessment Scale-Revised (SRAS-R) Sydney Attribution Scale (SAS) were administered 926 Spanish students (51% boys) aged 8 11 (M = 9.57; SD 1.07). Four obtained: low behaviour, by positive reinforcement, mixed high behaviour. refuser profiles, characterised scores first three factors SRAS-R (high profiles), reported higher an self-attributional style, which they associate failures with lack ability effort. Results are discussed, considering unsuitable attributional styles Promoting effective coping skills deal failure situations will seek improve, as far possible, needs all contributing healthy learning environment.