Caregivers of Children with Autism Spectrum Disorders: The Role of Guilt Sensitivity and Support.

: Burden Syndrome, also known as Caregiver Syndrome, particularly affects those who serve in the role of informal caregiver in the presence of family members with conditions. The ABCX dual model examines the impact on the caregiver of the diagnosis of autism spectrum disorder (ASD) on the family. This model considers the severity of the stressor (A), the additional demands of life stress (aA), the family's internal resources (B), the family's external resources (bB), the family's assessment of the situation (C), coping strategies (cC), and outcome (X).

School alienation and academic achievement: The role of learned helplessness and mastery orientation.

School alienation is a complex phenomenon that has recently attracted considerable attention from psychologists because of the negative consequences that may result from it, such as poor academic performance, learning difficulties, school disengagement, behavioral problems, and withdrawal from the educational system, which interfere with students' well-being and academic achievement. However, the behaviors engaged in (i.e.

The Relationship Between Contextual and Dispositional Variables, Well-Being and Hopelessness in School Context.

The literature's interest has been focused on the study of well-being or depression. However, there has been little research that investigates the relationship between well-being and hopelessness (HPL) and the underlying contextual and dispositional variables. Therefore, the aim of the present study was to examine the relationship between some contextual (need-supportive interpersonal behavior and need-thwarting interpersonal behavior) and dispositional variables (dispositional optimism, positive/negative affectivity, explanatory style), academic achievement, general well-being, and school HPL in adolescent students.

School Refusal and Absenteeism: Perception of Teacher Behaviors, Psychological Basic Needs, and Academic Achievement.

School refusal (SR) is a complex problem that may be caused by different risk factors such as individual and contextual factors (Kearney, 2007; Maynard et al., 2018; Heyne et al., 2019).