School absenteeism and school refusal behavior in youth: a contemporary review.

By C. Kearney. Clinical Psychology Review, 2008

901 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/3ba7ff484b3f6a9dac69b31857441751a9649f71

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Citations in the corpus

Intergenerational Educational Effects of Mass Imprisonment in America (2012, background): “We examine how variation across schools in the aggregation and concentration of the mass imprisonment of fathers is associated with their own children’s intergenerational educational outcomes and ‘‘spills over’’ into the attainments of other students.”
Parental perspectives of the role of school factors in school refusal (2014, background): “The distinction is also due to different theoretical approaches, such as psychological or social/criminal justice (Kearney 2008a).”
Current status of research on school refusal (2015, background): “This interest is justified by the rates of students who do not exercise their right and obligation to attend school and, consequently, are at risk for adverse consequences linked to this problem: anxiety, depression, disruptive behavior, low academic performance, or dropout (Kearney, 2008).”
Differentiation Between School Attendance Problems: Why and How? (2019, background): “All rights reserved. he term “youth” is used to refer to children and adolescents. ase cite this article as: Heyne et al., Differentiation Between School At 18), https://doi.org/10.1016/j.cbpra.2018.03.006 Kearney, 2008a, 2008c; Maynard, Salas-Wright, Vaughn, & Peters, 2012).”
Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment (2014, background): “…included vs. being victimised), as well as onto levels of attendance and attainment; existing literature clearly demonstrates the broad predictive function of school ethos and climate (see Brookover et al., 1978; Battistich et al., 1995; Kuperminc et al., 1997; Way et al., 2007; Kearney, 2008).”
Truancy in late elementary and early secondary education: The influence of social bonds and self-control— the TRAILS study (2010, background): “By truancy we refer to unexcused, illegal, surreptitious absences (Kearney, 2008).”
An Interdisciplinary Model of School Absenteeism in Youth to Inform Professional Practice and Public Policy (2008, background): “Myriad physical problems such as asthma and psychological problems such as anxiety, depressive, and disruptive behavior disorders are associated with problematic absenteeism as well (Borrego et al. 2005; Centers for Disease Control and Prevention 2004; Egger et al. 2003; Kearney 2008a; Kearney and A”
Does Social Connectedness Promote a Greater Sense of Well-Being in Adolescence Over Time? (2012, neutral): “…& Horton., 2006), violent behavior (Brookmeyer, Fanti, & Henrich, 2006; Widome, Sieving, Harpin, & Hearst, 2008), substance use (Bond et al., 2007), sexual behavior (Markham et al., 2010), school dropout (Kearney, 2008), and self-esteem (Boutelle, Eisenberg, Gregory, & Newmark-Sztainer, 2009).”
Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings (2018, background): “In the present work, we focused on school satisfaction, truancy, and self-esteem as a global attitude, behavior, and self-related belief, respectively, because they are of great practical relevance: School satisfaction and reduced truancy are related to higher school engagement and a lower risk of s”
Assessing Reasons for School Non-attendance (2015, methodology): “Truant students often find school boring and seek activities they find more rewarding outside of school (Kearney, 2008b; Kearney & Silverman, 1993; Reid, 2012); therefore, the measurement of truancy-related reasons for non-attendance focused on finding school boring and seeking more attractive…”
The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems (2019, background): “It is concerning that youth facing relative disadvantage, such as youth with disabilities and those from minority and indigenous backgrounds, tend to be absent from school more than their non-disadvantaged peers (Kearney, 2008; Hancock et al., 2013).”