¿Por qué los alumnos de secundaria y bachiller rechazan ir a clase?Análisis del absentismo escolar justificado, razones del mismo y miedos escolares en una muestra de estudiantes de secundaria y bachiller

Resumen

School attendance and school refusal are recognition socio-educational problems and they have been studied in recent decades. (Kearney & Silverman, 1996; Kearney, Lemos & Silverman, 2004; Kearney, Chapman & Cook, 2005a; Fremont, 2003; Wimmer, 2008b; Broc, 2010; Casoli-Reardom, Rappaport & Reifeld, 2012; Carrera & Larrañaga, 2014). In high schools student absences are detected, shool counseling services blame the lack of resources and skills which don not meet the demands of the students who feel bad and stress them to stay in school. How justified absenteeism distributed?, Why do they refuse going to school?, What are they afraid of? All these circumstances are those that set up and arise this project and the aim is to describe the justified absenteeism, analyzing the responses given by the students of rejection to go to school and the most frequent school fears in a sample (N=405) of high school students in Aragon, Spain. The intention is awareness of this issue, and the implementation of measures to detect and prevent school refusal and justified absenteeism. The results show a significant higher frequency of absenteeism (p=.000) at higher levels of secondary school (M=16, 97) than lower ones (M=15,41) and the nerves generated by a test (43,3%) or feeling anxious by unidentified cause (27,2%) are the more frequent reasons to reject the school attendance. In addition, the results show greater intensity of fear in women (p=.001) (M=49,64) than men (M=39,81) and junior secondary (M=50,72) than higher levels (M=40,84).