出版社：Servicio de Publicaciones de la Universidad Complutense
摘要：Truancy is presented as a socio-educational problem of multiple causes. Wide studies have analyzed his heterogeneous nature based on the information of the absent pupils. However, there are not studies about absenteeism in which the progenitors of the pupils had been involved too. The objectives of this study aimed for knowing the differences between the family and school contexts of the absent and not absent pupils. The study was performed in a high school with more absent pupils compared to other educational centers. The final sample was composed of 17 absent pupils, 19 non absent pupils and their parents. The communication and the family climate between the pupils and their parents, the social integration and the participation in the process of harassment of the pupils were evaluated. The results confirm that there are no differences between the groups in terms of family situation that inform parents and students. By contrast, differences appear in the educational situation explained by both groups. The absent students indicated that their school integration was lower in the dimension of affection, considering they were less accepted by teachers. Also absent students reported exercising more harassing behavior toward peers.
其他摘要：Truancy is presented as a socio-educational problem of multiple causes. Wide studies have analyzed his heterogeneous nature based on the information of the absent pupils. However, there are not studies about absenteeism in which the progenitors of the pupils had been involved too. The objectives of this study aimed for knowing the differences between the family and school contexts of the absent and not absent pupils. The study was performed in a high school with more absent pupils compared to other educational centers. The final sample was composed of 17 absent pupils, 19 non absent pupils and their parents. The communication and the family climate between the pupils and their parents, the social integration and the participation in the process of harassment of the pupils were evaluated. The results confirm that there are no differences between the groups in terms of family situation that inform parents and students. By contrast, differences appear in the educational situation explained by both groups. The absent students indicated that their school integration was lower in the dimension of affection, considering they were less accepted by teachers. Also absent students reported exercising more harassing behavior toward peers.
