RESUMEN El objetivo de este estudio fue examinar la relación entre el afecto positivo y el rechazo escolar en función de cuatro factores explicativos: I. Evitar la Afectividad Negativa, II. Escapar de la aversión Social/Evaluación, III. Captar la Atención y IV. Obtener Refuerzos Tangibles. Participaron 1078 estudiantes españoles de 3º a 6º de Educación Primaria (M = 9.63; DE = 1.12) quienes cumplimentaron la 10-Item Positive and Negative Affect Schedule for Children y la School Refusal Assessment Scale-Revised. El afecto positivo predijo negativa y significativamente altas puntuaciones de rechazo escolar para los dos primeros factores, mientras que de manera positiva y significativa para el tercer y cuarto factor. Se discute el papel del afecto positivo como factor protector del rechazo escolar.
ABSTRACT The aim of this study was to examine the relationship between positive affectivity and school refusal based on four explanatory factors: I. Avoidance of Negative Affectivity, II. Escape from aversive Social/Evaluative situations, III. Pursuit from Attention and IV. Pursuit of Tangible Reinforcement. 1078 Spanish students participated from 3rd to 6th of Primary Education (M = 9.63; SD = 1.12) who completed the 10-Item Positive and Negative Affect Schedule for Children and the School Refusal Assessment Scale-Revised. Positive affectivity predicted negative and significantly higher scores of school refusal for the first two factors, while in a positive and significantly way for the third and fourth factor. The role of positive affectivity as a protective factor of school refusal is discussed.
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