School Psychology Review最新文献

{"title":"Posttraumatic Stress Symptoms in Middle School Students at-Risk for Aggressive Behavior: Examining the Role of Pandemic Exposure and Perceived Discrimination","authors":"Daniel R. Cohen, Sara McDaniel, John Lochman","doi":"10.1080/2372966x.2023.2288558","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2288558","url":null,"abstract":"Racial discrimination and the COVID-19 pandemic are important risk factors for negative mental health outcomes in children and adolescents, but few studies have examined the relation between these ...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138681142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationship between Intercoder Reliability of Data Extraction and Effect Measure Calculation in Single-Case Meta-Analysis","authors":"Daniel D. Drevon, Allison M. Peart, Elizabeth T. Koval","doi":"10.1080/2372966x.2023.2273822","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2273822","url":null,"abstract":"AbstractMeta-analyzing data from single-case experimental designs (SCEDs) usually requires data extraction, a process by which numerical values are obtained from linear graphs in primary studies, prior to calculating and aggregating single-case effect measures. Existing research suggests data extraction yields reliable and valid data; however, we have an incomplete understanding of the downstream effects of relying on data extracted by two or more people. This study was undertaken to enhance that understanding in the context of SCEDs published in school psychology journals. Data for 91 unique outcomes across 67 cases in 20 SCEDs were extracted by two data extractors. Four different single-case effect measures were calculated using data extracted by each data extractor and then compared to determine the similarity of the effect measures. Overall, intercoder reliability metrics suggested a high degree of agreement, and there were minimal differences in single-case effect measures calculated from data extracted by different researchers. Intercoder reliability metrics and differences in single-case effect measures were generally negatively related, though the strength varied depending on the single-case effect measure. Hence, it is unlikely that the small differences in effect measure estimates due to the slight unreliability of the data extraction process would have a considerable impact on the interpretation of single-case effect measures.Impact StatementTwo people extracted highly similar numerical data from the same linear graphs using plot digitizing software. Differences in calculations across data extracted by two people were trivial. Results suggest researchers can likely have confidence in the calculation of effect measures aggregated in meta-analyses of single-case experimental designs, provided they achieve comparable levels of agreement amongst data extractors.Keywords: single subject designsmeta-analysisresearch methodsASSOCIATE EDITOR: Jorge E. Gonzalez DISCLOSUREThe authors have no conflicts of interest to report.Open ScholarshipThis article has earned the Center for Open Science badges for Open Data and Open Materials through Open Practices Disclosure. The data and materials are openly accessible at https://osf.io/249w7/ and https://osf.io/249w7/. To obtain the author's disclosure form, please contact the Editor.Additional informationFundingThis study was supported by the Faculty Research and Creative Endeavors committee at Central Michigan University.Notes on contributorsDaniel D. DrevonDaniel D. Drevon, PhD, is an Associate Professor and Program Director with the School Psychology Program at Central Michigan University. He is interested in academic and behavioral interventions, single-case experimental design, and research synthesis/meta-analysis.Allison M. PeartAllison M. Peart, MA, is a doctoral candidate in the School Psychology Program at Central Michigan University and predoctoral intern at the University of Nebraska Medical Ce","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Association Between Bullying Victimization and Problematic Internet Use: The Role of Social-Emotional Learning (SEL) Competencies","authors":"Chun Chen, Chunyan Yang, Qian Nie, Zhaojun Teng","doi":"10.1080/2372966x.2023.2263812","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2263812","url":null,"abstract":"AbstractGuided by the compensatory Internet use theory, this cross-sectional study examined the relationship between bullying victimization (i.e., overall, traditional, and cyberbullying victimization) and problematic Internet use (PIU) among 1,141 Chinese adolescents. The study also examined the moderating roles of five core social-emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, relationship skills, self-management, and self-awareness) between bullying victimization and PIU. Results of structural equation modeling (SEM) showed that more frequent traditional bullying and cyberbullying victimization were associated with a higher frequency of PIU symptoms. Overall, SEL competencies were protective factors against PIU. Moreover, the positive association between traditional bullying victimization and PIU was intensified among students with higher levels of overall SEL competencies, social awareness, relationship skills, and self-awareness. The significant and positive association between cyberbullying victimization and PIU was not moderated by any of the five core SEL competencies. This implies that students with high SEL competencies generally experienced less bullying victimization and PIU. However, once they experienced bullying, they were more vulnerable to have PIU. Implications for school-based bullying intervention and PIU prevention were also discussed.Impact StatementThe study demonstrated that traditional bullying and cyberbullying victimization place students at a higher risk of PIU. Overall, SEL competencies were protective factors against PIU. However, higher levels of overall SEL competencies, social awareness, relationship skills, and self-awareness intensified the positive relationship between traditional bullying victimization and PIU. This implies that students with high SEL competencies generally experienced less bullying victimization. However, once they experienced bullying, they were more vulnerable to PIU.Keywords: structural equation modelinginternational school psychologysocial competencebullyingASSOCIATE EDITOR: Tamika La Salle-Finley Additional informationNotes on contributorsChun ChenChun Chen, PhD, NCSP, is an assistant professor in the Department of Applied Psychology, School of Humanities and Social Science at the Chinese University of Hong Kong, Shenzhen. Her research interests focus on school climate, bullying victimization, cross-cultural differences, and social-emotional learning competencies.Chunyan YangChunyan Yang, PhD, is an associate professor of school psychology in the College of Education, University of Maryland, College Park and was previously in the Berkeley School of Education at the University of California, Berkeley. Her research interests focus on understanding how school members (e.g., students, teachers, parents) interact with their living contexts (e.g., school, family, community, culture) to find their resilience in face of a variety of risk factors in sc","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Meta-Analytic Associations Between the Student-Teacher Relationship Scale and Students’ Social Competence With Peers","authors":"Sophia W. Magro, Kelsey A. Hobbs, Pearl Han Li, Patrick Swenson, Amy Riegelman, Joseph A. Rios, Glenn I. Roisman","doi":"10.1080/2372966x.2023.2258767","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2258767","url":null,"abstract":"AbstractAccording to developmental psychologists, more supportive and less conflictual relationships with teachers play a positive role in children’s social behavior with peers both concurrently and in the future. This meta-analysis examined the association between teacher-student relationship quality, as measured by the Student-Teacher Relationship Scale (STRS), and social competence from early childhood through high school. Based on nearly 30,000 students from 87 studies, the weighted average association between teacher-student relationship quality and social competence with peers was r = .31 (z = .32; 95% CI: .28, 37). Neither age nor length of time between assessments were associated with effect size, suggesting that teacher-student relationships continue to be associated with children’s social competence beyond the early years. Additionally, the STRS total score was the best predictor of social competence, whereas dependency was more weakly associated with social competence. The findings of this study suggest that teacher-student relationship quality as measured by the STRS is an important correlate of both concurrent and future social competence from early childhood to adolescence.Impact StatementCloser and less conflictual teacher-student relationships are consistently associated with higher social skills, peer relationships, and social acceptance among peers from early childhood through adolescence. Further work implementing teacher training programs that aim to improve teacher-student relationship quality as a mechanism for enhancing students’ social competence with peers is needed to evaluate the effectiveness of such trainings across ages and sociocultural contexts.Keywords: student teacher relationshipssocial competencemeta-analysisASSOCIATE EDITOR: Chunyan Yang ACKNOWLEDGEMENTSThe authors wish to thank the scholars who provided data in response to our requests as well as those who provided recommendations for research articles to include in the meta-analysis: Abbey Eisenhower, Alicia Westbrook, Allison Ryan, Arya Ansari, Brianne Coulombe, Bülbin Sucuoğlu, Carlos Valiente, Christina Rucinski, Claudio Longobardi, Edvin Bru, Fanny de Swart, Feihong Wang, Frank Vitaro, Huiyoung Shin, Hyekyun Rhee, Ibrahim Acar, Jan Blacher, Jantine Spilt, Jill Locke, Karen Bierman, Keisha Mitchell, Laura Brumariu, Linda Harrison, Maaike Engels, Madelyn Labella, Marjorlein Zee, Marloes Hendrickx, May Britt Drugli, Melanie Zimmer-Gembeck, Özge Metin Aslan, Rhonda Tabbah, Robert Pianta, Sarah Bardack, Scott Graves Jr., Selen Demirtaş-Zorbaz, Shiyi Chen, Stefania Sette, Sterett Mercer, Visvaldas Legkauskas, Xiuyun Lin, and Youli Mantzicopoulos. Additionally, the authors express their gratitude to Daniel Berry, Elizabeth Carlson, Nidhi Kohli, Robert Krueger, and Sylia Wilson, who provided valuable feedback on an early version of this manuscript.DISCLOSURE STATEMENTNo potential conflict of interest was reported by the author(s).Open ScholarshipThis article has","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How School Climate Relates to Other Psychosocial Perceptions and Academic Achievement across the School Year","authors":"Ersie-Anastasia Gentzis, Dante D. Dixson","doi":"10.1080/2372966x.2023.2261835","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2261835","url":null,"abstract":"AbstractThe research literature indicates that school climate is important for student outcomes; however, research assessing school climate and achievement-related outcomes across time is limited. In this study, the relationship between school climate, students’ psychosocial perceptions, and student achievement was examined across an academic school year in a cohort of 531 9th-grade students. A series of hierarchical linear regressions indicated that school climate predicted 10.5% of the variance in both hope and academic motivation, 8% of the variance in self-efficacy, 5% of the variance in academic self-concept, 3% of the variance in goal valuation, and 2% of the variance in spring semester GPA. Further, despite school climate being operationalized as school culture, attitude toward teachers, and attitude toward school, only attitude toward teachers significantly predicted any of the outcome variables. These results suggest that some aspects of school climate contribute more than others in crafting students’ psychosocial perceptions and achievement.Impact StatementDespite the widespread belief that school climate is important for student outcomes, the existing school climate research lacks investigations across time. This study assessed the relationship between school climate, academic-oriented psychosocial perceptions, and student achievement across an academic school year. This study’s results indicate that attitude toward teachers was the only significant predictor of psychosocial perceptions and that hope and academic motivation were most influenced by school climate perceptions.Keywords: Motivationself-conceptstudent teacher relationshipsASSOCIATE EDITOR: Tamika La Salle-Finley Additional informationNotes on contributorsErsie-Anastasia GentzisErsie-Anastasia Gentzis received her bachelor’s degree (Honors) in psychology from the University of Houston and her master’s degree in school psychology from Michigan State University. She is currently a doctoral candidate in the School Psychology Doctoral Program at Michigan State University.Dante D. DixsonDante D. Dixson received his bachelor’s degree (Honors) in psychology, master’s degree in education, and Ph.D. in School Psychology from the University of California, Berkeley. Currently, he serves as an Associate Professor at Michigan State University within the School and Educational Psychology Programs and is certified for the practice of psychology both inside and outside of schools.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Informant Discrepancies in Universal Screening as a Function of Student and Teacher Characteristics","authors":"Brittany N. Zakszeski, Heather E. Ormiston, Malena A. Nygaard, Kane Carlock","doi":"10.1080/2372966x.2023.2262362","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2262362","url":null,"abstract":"AbstractDespite the widespread use of school-based universal screening systems for social, emotional, and behavioral risk, limited research has examined discrepancies in ratings provided by teachers and their secondary students. Using the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS; teacher report) and mySAEBRS (student report) scores from a middle school sample, we examined the magnitudes and prevalence of informant discrepancies as well as associated student and teacher factors. Analyses revealed discrepancies consistently in the direction of teachers reporting lower levels of risk than students and were starkest for the Emotional Behavior Risk subscale. Across subscales, multiple student and teacher factors significantly predicted variance in discrepancies. We discuss these findings in the context of implications for selecting screening informants at the secondary level and opportunities to advance practical guidance in this area.Impact StatementMiddle school students and their teachers provide discrepant ratings within universal screenings of students’ social, emotional, and behavioral risk. In this sample, students self-reported higher levels of risk than their teachers reported for them. This was especially true for risk in the Emotional Behavior domain and for students and teachers with certain demographic characteristics.Keywords: Assessmentsocial–emotionalmental health servicesbehaviorhierarchical linear modelingservice delivery modelsAssociate Editor: Cixin Wang DISCLOSURE STATEMENTNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the U.S. Department of Education Mental Health Professional Demonstration Grant #S184X190033.Notes on contributorsBrittany N. ZakszeskiBrittany Zakszeski, PhD, NCSP, BCBA-D is an assistant professor of school psychology in the School of Education at the University of Delaware. Dr. Zakszeski’s research centers on promoting students’ and personnel’s mental and behavioral health through multitiered systems of support in schools. Her work leverages advances in implementation science and organizational management to address barriers to schools’ adoption, high-fidelity implementation, and sustained use of evidence-based assessment and intervention practices.Heather E. OrmistonHeather E. Ormiston, PhD, NCSP, HSPP is an assistant professor in the school psychology program at Indiana University Bloomington and Director of the School-Based Mental Health Research and Training Initiative. Her current research focuses on examining the impact of trauma-informed multitiered systems of supports on students’ academic, behavioral, and socioemotional outcomes. She also conducts research examining family and educator perspectives of students reentering the educational setting after inpatient hospitalization.Malena A. NygaardMalena A. Nygaard, MSEd, is a doctoral candidate in the school psychology program at Indiana University Bloomington and ","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135829910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Mixed Methods Approach to Exploring Social Emotional Learning Program Implementation in an Alternative High School","authors":"Kristen Ford, Annette Anderson, Yolanda Abel, Marcia Davis","doi":"10.1080/2372966x.2023.2251369","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2251369","url":null,"abstract":"AbstractSchools are turning to research-based social emotional learning (SEL) practices to improve student achievement and school progress. Research to support SEL implementation, however, has lagged behind outcomes-based evaluations, often resulting in poor SEL program quality and fidelity. This mixed methods study explores SEL implementation at a high-needs high school to determine the extent the program’s implementation adhered to the identified model. The findings indicate the study school only minimally implemented the evidence-based model due to barriers also cited in peer-reviewed research and, therefore, the evidence-based program was not implemented as intended. This study validates the need for research to shift attention from efficacious outcomes-based studies toward establishing best implementation practices to ensure interventions are transferred and implemented with fidelity. Doing so should strengthen adherence to evidence-based models, improve the overall quality of SEL program implementation, and increase the likelihood of achieving the desired outcomes attributed to SEL program implementation.Impact StatementCurrently the lack of evidence-based SEL implementation practices places schools interested in SEL at risk of poor program implementation in their unique settings. The findings in this study indicate there is a need to develop evidence-based SEL program implementation practices to support implementation in a context-specific manner that produces the desired outcomes, particularly in schools serving diverse student populations focused on closing race and income-based achievement gaps.Keywords: Social emotional learningprogram implementationfidelityalternative high schoolASSOCIATE EDITOR: Chunyan Yang DISCLOSUREThe authors report there are no competing interests to declare.Additional informationNotes on contributorsKristen FordDr. Kristen Ford is a manager of Design and Development at Western Governors University. Her research interests include pedagogical approaches that advance learner achievement and educational equity.Annette AndersonDr. Annette Anderson currently serves as an Assistant Professor and Faculty Lead for School Administration & Supervision in the School of Education. She is also the Deputy Director of the Johns Hopkins Center for Safe and Healthy Schools and one of the three co‐founders of the eSchool+Initiative.Yolanda AbelDr. Yolanda Abel is an Associate Professor and immediate past chair of the Department of Advanced Studies in Education at Johns Hopkins University School of Education. She is also a faculty affiliate with Center for Social Organization of Schools, the Center for Safe and Healthy Schools and the Center for Africana Studies.Marcia DavisMarcia Davis, PhD, is a director of the Center for Social Organization of Schools, the research director of the Baltimore Education Research Consortium, and an associate professor in the School of Education at Johns Hopkins University.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135769927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Classroom Observation of Student Behavior: A Review of Seven Observation Codes","authors":"R. Volpe, Emily Hill, A. Briesch, Isabella Leiwant","doi":"10.1080/2372966x.2023.2245360","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2245360","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46750431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Validity and Cultural Relevance of the SSIS SEL Classwide Intervention Program in Context: Insights From First- and Second-Grade Teachers","authors":"S. Hart, J. DiPerna, Kyle Husmann, Hui Zhao, Pui‐wa Lei","doi":"10.1080/2372966x.2023.2243239","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2243239","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47324929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Climate From the Perspective of Black Girls With and Without Disabilities: Preliminary Findings From an Intersectional Examination of the Impact of Relationships","authors":"Jhanelle Adams, Andrew T. Roach","doi":"10.1080/2372966x.2023.2240224","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2240224","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49668079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}