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Background <p>The School Refusal Assessment Scale-Revised (SRAS-R) is a widely used measure to understand school attendance problems. However, previous evaluations have yielded inconsistent findings on the factor structure.</p> Methods <p>We prepared a Swedish translation of the original SRAS-R plus the eight alternative items in the adapted versions of the SRAS-R (i.e., the A-SRAS-R). Subsequently, we tested the Swedish A-SRAS-R in a pilot testing, evaluated its factor structure, internal consistency, convergent and discriminant validity, and compared the model fit and internal consistency with the SRAS-R. Participants were students (<i>n</i> = 399) aged 12–16 years (<i>M</i> = 14.7, <i>SD</i> = 0.9) and their parents (<i>n</i> = 251).</p> Results <p>Results supported a four-factor solution of the A-SRAS-R. However, the fourth factor was non-optimal concerning factor loadings and reliability. We found consistent evidence of convergent validity, and inconsistent evidence of discriminant validity.</p> Conclusion <p>The results provide support for the A-SRAS-R being psychometrically sound, and superior in comparison to the SRAS-R. Notwithstanding the need for further development of the fourth factor, the A-SRAS-R appears to be a valuable instrument for understanding school absence among Swedish young people.</p>

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Validation of an instrument for understanding school absence: the Swedish version of the adapted school refusal assessment scale-revised

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  • 发表日期：

    2025年6月4日

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  • Johan Strömbeck,
  • David Heyne,
  • Laura Ferrer-Wreder,
  • Katarina Alanko

摘要

Background

The School Refusal Assessment Scale-Revised (SRAS-R) is a widely used measure to understand school attendance problems. However, previous evaluations have yielded inconsistent findings on the factor structure.

Methods

We prepared a Swedish translation of the original SRAS-R plus the eight alternative items in the adapted versions of the SRAS-R (i.e., the A-SRAS-R). Subsequently, we tested the Swedish A-SRAS-R in a pilot testing, evaluated its factor structure, internal consistency, convergent and discriminant validity, and compared the model fit and internal consistency with the SRAS-R. Participants were students (n = 399) aged 12–16 years (M = 14.7, SD = 0.9) and their parents (n = 251).

Results

Results supported a four-factor solution of the A-SRAS-R. However, the fourth factor was non-optimal concerning factor loadings and reliability. We found consistent evidence of convergent validity, and inconsistent evidence of discriminant validity.

Conclusion

The results provide support for the A-SRAS-R being psychometrically sound, and superior in comparison to the SRAS-R. Notwithstanding the need for further development of the fourth factor, the A-SRAS-R appears to be a valuable instrument for understanding school absence among Swedish young people.