The British journal of educational psychology最新文献

{"title":"Mental health and loneliness in Scottish schools: A multilevel analysis of data from the health behaviour in school-aged children study.","authors":"C. Goodfellow, Malachi Willis, J. Inchley, K. Kharicha, A. Leyland, P. Qualter, S. Simpson, E. Long","doi":"10.31235/osf.io/5r8cy","DOIUrl":"https://doi.org/10.31235/osf.io/5r8cy","url":null,"abstract":"BACKGROUND\u0000Adolescent loneliness and poor mental health represent dual public health concerns. Yet, associations between loneliness and mental health, and critically, how these associations vary in school settings are less understood.\u0000\u0000\u0000AIMS\u0000Framed by social-ecological theory, we aimed to identify key predictors of adolescent mental health and examine school-level variation in the relationship between loneliness and mental health.\u0000\u0000\u0000SAMPLE\u0000Cross-sectional data on adolescents from the 2018 wave of the Health Behaviour in School-aged Children study (HBSC) in Scotland were used (N = 5286).\u0000\u0000\u0000METHODS\u0000Mental health was measured as a composite variable containing items assessing nervousness, irritability, sleep difficulties and feeling low. Loneliness was measured via a single item assessing how often adolescents felt 'left out'. Multilevel models were used to identify social-ecological predictors of mental health, associations with loneliness and between-school variation.\u0000\u0000\u0000RESULTS\u0000Loneliness, as well as demographic, social and school factors, was found to be associated with mental health. Mental health varied across schools, with the between-school difference greater among adolescents with high levels of loneliness. Additionally, the negative effect of loneliness on mental health was stronger in schools with lower average mental health scores.\u0000\u0000\u0000CONCLUSIONS\u0000The findings suggest that schools can play an important role in shaping adolescent mental health. Our study uniquely identifies that school-based interventions targeting mental health may be especially necessary among lonely adolescents, and programmes aimed at tackling loneliness may be more beneficial in schools with poorer mental health.","PeriodicalId":111920,"journal":{"name":"The British journal of educational psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126575972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Secondary data analysis of British population cohort studies: A practical guide for education researchers.","authors":"S. Cave, Sophie von Stumm","doi":"10.31234/osf.io/rnkbd","DOIUrl":"https://doi.org/10.31234/osf.io/rnkbd","url":null,"abstract":"BACKGROUND\u0000Britain is rich in longitudinal population cohort studies that posit valuable data resources for social science. However, education researchers currently underutilize these resources.\u0000\u0000\u0000AIMS\u0000The current paper (1) outlines the power and benefits of secondary data analyses for educational science and (2) provides a practical guide for education researchers on the characteristics, data, and accessibility of British population cohort studies.\u0000\u0000\u0000METHODS\u0000We identified eight British population cohort studies from the past 40 years that collected scholastic performance data during primary and secondary schooling, including (1) Avon Longitudinal Study of Parents And Children (ALSPAC), (2) Twins Early Development Study (TEDS), (3) Effective Pre-School, Primary and Secondary Education Project (EPPSE), (4) Millennium Cohort Study (MCS), (5) Born in Bradford (BiB), (6) Next Steps (LYSPE1), (7) Understanding Society (US), and (8) Our Future (LYSPE2). Participants across these studies were born between 1989 and 2010, and followed up at least once and up to 68 times, over periods of 7 to 29 years. For each study, we summarize here the context and aims, review the assessed variables, and describe the process for accessing the data.\u0000\u0000\u0000CONCLUSIONS\u0000We hope this article will encourage and support education researchers to widely utilize existing population cohort studies to further advance education science in Britain and elsewhere.","PeriodicalId":111920,"journal":{"name":"The British journal of educational psychology","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116647661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validation of a Chinese achievement goal orientation questionnaire.","authors":"Kit-Ling Lau,&nbsp;John C K Lee","doi":"10.1348/014466507X238608","DOIUrl":"https://doi.org/10.1348/014466507X238608","url":null,"abstract":"<p><strong>Background: </strong>The mixed findings of previous studies on the nature and effects of performance goals have led to a call for re-examination of the dichotomous framework of achievement goal orientation theory. While the call for a revised achievement goal orientation theory has received considerable discussion in Western studies, it is not clear whether the revised theory can also be applied in other ethnic and cultural contexts.</p><p><strong>Aims: </strong>Our aim was to validate the Chinese version of Elliot and Church's (1007) Goal Orientation Questionnaire and to initially test the revised goal orientation theory in the context of Chinese students in Hong Kong.</p><p><strong>Sample: </strong>A total of 270 Chinese students (137 boys and 133 girls) from a primary and secondary school in Hong Kong participated in Study 1. Study 2 involved a total of 9,440 students (5,420 boys and 4,020 girls) from 10 primary and 18 secondary schools in Hong Kong.</p><p><strong>Method: </strong>Participants in Study 1 completed a Chinese Goal Orientation Questionnaire (CGOQ) measuring three types of goal orientation. Exploratory factor analysis, item-total correlation, and reliability analyses were undertaken to assess the psychometric quality of the CGOQ. In Study 2, confirmatory factor analysis was used to provide further validation for the revised questionnaire. The relationships among different goal orientations and that with students' perceived classroom environment and self-efficacy were also explored using structural equation modelling.</p><p><strong>Results: </strong>Findings of exploratory factor analysis in Study 1 and confirmatory factor analysis in Study 2 supported the proposed factor structure of the CGOQ. All the subscales in the questionnaire also showed good internal consistency reliabilities. The construct validity of the CGOQ was supported by its significant relationship with criterion measures. While most of the relationships between the three types of goal orientation and the learning-related variables measured in our study were consistent with the revised goal orientation theory, the positive relationships between performance-avoidance goals, mastery goals, and perceived classroom environment were different from previous studies.</p><p><strong>Conclusion: </strong>Our findings generally supported the trichotomous framework of the revised goal orientation theory with Chinese students in Hong Kong. Consistent with the revised goal orientation theory, our findings indicated that both mastery and performance-approach goals had positive impacts on students' learning. However, the positive relationships between performance-avoidance goals, mastery goals, and perceived classroom environment were contradictory to the conceptualization of performance-avoidance goals in the revised theory. Cultural and social factors affecting Hong Kong students' goal orientations are discussed.</p>","PeriodicalId":111920,"journal":{"name":"The British journal of educational psychology","volume":" ","pages":"331-53"},"PeriodicalIF":3.7,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1348/014466507X238608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41037190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The determinants of teachers' attitudes to integrating the intellectually handicapped.","authors":"D. Thomas","doi":"10.1080/1030011880120202","DOIUrl":"https://doi.org/10.1080/1030011880120202","url":null,"abstract":"In this paper a model of teachers’ attitudes to integrating children with moderate learning difficulties into ordinary classrooms is described. The basis of this model is an AID analysis described in a previous paper (Thomas, 1986) and an analysis of the spontaneous comments of teachers in unstructured interviews. The sample consisted of 550 teachers in Tucson, Arizona and Devon, U.K. drawn from primary, secondary and special schools and advisory services. From the data of the unstructured interviews, four factors, not mentioned in the earlier paper, are included in the model. These are: traumatic experiences with the handicapped, class size, the what‐happened‐yesterday factor and leadership. Some implications of the model, the generality of the findings and suggestions for future are included in the discussion.","PeriodicalId":111920,"journal":{"name":"The British journal of educational psychology","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1985-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115604125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of cinema attendance on the behaviour of adolescents as seen by their contemporaries.","authors":"W. D. Wall, W. Simson","doi":"10.1016/0001-6918(59)90067-8","DOIUrl":"https://doi.org/10.1016/0001-6918(59)90067-8","url":null,"abstract":"","PeriodicalId":111920,"journal":{"name":"The British journal of educational psychology","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1949-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134109069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Occupational stress in head teachers: a national UK study.","authors":"C. Cooper, M. Kelly","doi":"10.1057/9781137310651_18","DOIUrl":"https://doi.org/10.1057/9781137310651_18","url":null,"abstract":"","PeriodicalId":111920,"journal":{"name":"The British journal of educational psychology","volume":"735 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132707225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}