Date of Conferral

2-13-2025

Degree

Ph.D.

School

Psychology

Advisor

Marites Pinon

Abstract

Chronic absenteeism has been on the rise across the United States since schools fully reopened to in-person learning after COVID-19-related closures. Historically, students with disabilities are more likely to experience increased rates of absenteeism. However, there is a lack of research on specific psychosocial factors related to school attendance/absenteeism (SA/A) for students with disabilities. The purpose of this quantitative study of archival data was to examine through analyses of variance what extent the relationship between anxiety and SA/A is moderated by social stress among middle school students with high-incidence disabilities. Additionally, trends in the relationship between variables from before and after the COVID-19 pandemic were explored. Clark and Wells’s cognitive model of social anxiety and Hascher and Hadjar’s school alienation theory provided a lens for examining the cyclical nature of school avoidance behaviors related to absenteeism. This quantitative study (N=169) was nonexperimental in nature, utilizing archival data (completed psychoeducational reports from 2018 to 2024) provided by a school district. Results indicated there was not a significant moderating effect of social stress on the relationship between anxiety and SA/A, although a significant correlation was observed between anxiety and social stress. Marginally significant trends were noted for increased anxiety, social stress, and SA/A in postpandemic groups. Findings are consistent with current research on the cyclical nature of adolescent anxiety and social difficulties. The study may promote positive social change by increasing stakeholders’ awareness of the benefits of early identification and intervention to address mental health and social difficulties for adolescents.

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