The mediating role of school refusal in the relationship between students’ perceived school atmosphere and underachievement

• Luana Sorrenti ^[1] ; Concettina Caparello ^[2] ; Carmelo Francesco Meduri ^[2] ; Pina Filippello ^[1]
  1. [1] University of Messina

     University of Messina

     Mesina, Italia

     
  2. [2] University Magna Graecia of Catanzaro
• Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 15, Nº. 1, 2025, págs. 1-1
• Idioma: inglés
• DOI: 10.3390/ejihpe15010001
• Enlaces
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• Resumen

  • Studies have shown that the school atmosphere perceived by students can play a key role in promoting their well-being and success in school. No study to date has analyzed whether the students’ perceived school atmosphere might contribute to school refusal (SR), which in turn might reduce students’ engagement and promote underachievement. A cross-sectional study was conducted with 528 Italian high school students (Mage = 16.08, SD = 1.38; 50.8% males, 47% females, and 2.3% not declared), with the aim of assessing the role of the mediation of SR (Anxious Anticipation, Difficult Transition, Interpersonal Discomfort, and School Avoidance) in the association between students’ perceived school atmosphere (Student Relations, Student–Teacher Relations, Educational Climate, Sense of Belonging, and Interpersonal Justice) and school engagement and underachievement. Data were collected using validated instruments, including the SChool REfusal EvaluatioN for school refusal, the Multidimensional School Climate Questionnaire for school atmosphere, and the Utrecht Work Engagement Scale for school engagement. To evaluate the association between variables, we performed structural equation modeling with latent variables. Mediation analysis indicated that Difficult Transition fully mediates the association between Sense of Belonging and school engagement (β = 0.20, p ≤ 0.05). This study extends the knowledge of school refusal behavior.

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