School refusal in students with low academic performances and Specific Learning Disorder. The role of self-esteem and perceived parental psychological control

The purpose of this research was to conduct an exploratory study to investigate any differences in the risk of developing school refusal in students with low academic achievement and students with Specific Learning Disorder (SLD), and moreover to compare both groups to students with high academic achievement. Furthermore, we want to investigate whether or not school self-esteem, interpersonal self-esteem, and psychological control are predictive of risk of developing school refusal. The sample consisted of 125 students, 66 males and 59 females, with an average age of 12.05 (SD=.85), divided into a 36 students with low academic achievement, 58 with high academic achievement, and 31with LSD. The results show differences in the manifestations of school refusal among the three groups. Furthermore regression analysis have shown the relevant role played by self-esteem and perceived parental psychological control in the prediction of risk of school refusal. Educational and practical implications are discussed.