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Racial Disparities in Teacher Ratings of ADHD Symptoms and Behavior: A Systematic Review 教师对多动症症状和行为评分的种族差异：一项系统综述
IF 3 3区 心理学
School Psychology Review Pub Date : 2023-08-22 DOI: 10.1080/2372966x.2023.2236539
Abbey J. McClemont, S. Fredrick, Kamontá Heidelburg, Catherine Moore
{"title":"Racial Disparities in Teacher Ratings of ADHD Symptoms and Behavior: A Systematic Review","authors":"Abbey J. McClemont, S. Fredrick, Kamontá Heidelburg, Catherine Moore","doi":"10.1080/2372966x.2023.2236539","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2236539","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47679277","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}
引用次数: 0
Gratitude for Bystander Action Varies by Peer Intervention and Social Norms 对旁观者行为的感激因同伴干预和社会规范而异
IF 3 3区 心理学
School Psychology Review Pub Date : 2023-08-16 DOI: 10.1080/2372966x.2023.2236008
Hannah A. Nguyen, K. Frey, Huiyu Lin, Adaurennaya C. Onyewuenyi
{"title":"Gratitude for Bystander Action Varies by Peer Intervention and Social Norms","authors":"Hannah A. Nguyen, K. Frey, Huiyu Lin, Adaurennaya C. Onyewuenyi","doi":"10.1080/2372966x.2023.2236008","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2236008","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45993697","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}
引用次数: 0
Theory, Methods, and Practice to Advance Equity and Social Justice in School Psychology: Articulating a Path Forward 促进学校心理学公平和社会正义的理论、方法和实践:阐明前进的道路
IF 3 3区 心理学
School Psychology Review Pub Date : 2023-08-15 DOI: 10.1080/2372966X.2023.2235221
Amanda L. Sullivan, Prerna G. Arora, Sam Song, S. Jimerson
{"title":"Theory, Methods, and Practice to Advance Equity and Social Justice in School Psychology: Articulating a Path Forward","authors":"Amanda L. Sullivan, Prerna G. Arora, Sam Song, S. Jimerson","doi":"10.1080/2372966X.2023.2235221","DOIUrl":"https://doi.org/10.1080/2372966X.2023.2235221","url":null,"abstract":"Abstract In recent years, school psychology has given increasing attention to issues of social justice and antiracism. While such orientations are not new, the scope and centrality of these movements within the field are, as is the growing appreciation of the need to integrate them across all areas of professional activities and efforts in school psychology. The aim of this special topic section is to create a space for scholarship addressing a broad range of issues relevant to advancing equity and justice in school psychology. In particular, we seek to curate diverse scholarship that expands the ways we conceptualize, design, implement, and interpret school psychology research, as well as how we approach graduate preparation and practice in school psychology to advance equitable and just services for individuals from historically and systemically marginalized backgrounds. The resulting compilation of articles provide insight into how school psychologists can approach scholarship, practice, and professional education to advance antiracism, social justice, and equity. Themes include expanding the nature and scope of school psychology scholarship by confronting the detriments of whiteness and epistemic exclusion; centering equity, healing, and minoritized voices in practice; and leveraging diverse research methods, including participatory approaches, to elevate youth and family voices in addressing some of the most pressing issues in schools. Impact Statement School psychology has given increasing attention to issues of social justice and antiracism, with growing appreciation of the need to integrate them across all professional activities. This article contributes important information regarding how these broad efforts can be supported by confronting the detriments of epistemic exclusion and whiteness in scholarship; centering equity, healing, and minoritized voices in practice; and leveraging diverse research methods, including participatory approaches.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44436751","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}
引用次数: 0
A Meta-Analysis of the Relations Between Curriculum-Based Measures in Mathematics and Criterion Measures 数学课程本位措施与标准措施关系的元分析
IF 3 3区 心理学
School Psychology Review Pub Date : 2023-07-19 DOI: 10.1080/2372966x.2023.2224055
Robin S. Codding, Gena Nelson, Allyson J. Kiss, Jaehyun Shin, Abigail E. Goodridge, Jiyung Hwang
{"title":"A Meta-Analysis of the Relations Between Curriculum-Based Measures in Mathematics and Criterion Measures","authors":"Robin S. Codding, Gena Nelson, Allyson J. Kiss, Jaehyun Shin, Abigail E. Goodridge, Jiyung Hwang","doi":"10.1080/2372966x.2023.2224055","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2224055","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49194080","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}
引用次数: 0
Beyond Life Satisfaction: Wellbeing Correlates of Adolescents’ Academic Attainment 生活满意度之外:青少年学业成就的健康相关关系
IF 3 3区 心理学
School Psychology Review Pub Date : 2023-07-05 DOI: 10.1080/2372966x.2023.2217980
Tania Clarke, Ros McLellan, Gordon Harold
{"title":"Beyond Life Satisfaction: Wellbeing Correlates of Adolescents’ Academic Attainment","authors":"Tania Clarke, Ros McLellan, Gordon Harold","doi":"10.1080/2372966x.2023.2217980","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2217980","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44565215","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}
引用次数: 2
Impact of Stress on Later Academic Engagement Among Emergent Bilingual Students: Grit and Academic Support as Protective Factors 压力对新生双语学生后期学业投入的影响:毅力和学业支持作为保护因素
IF 3 3区 心理学
School Psychology Review Pub Date : 2023-06-21 DOI: 10.1080/2372966x.2023.2201688
Gabriella Estevez, Colleen R. O’Neal, Stephanie Cerrato
{"title":"Impact of Stress on Later Academic Engagement Among Emergent Bilingual Students: Grit and Academic Support as Protective Factors","authors":"Gabriella Estevez, Colleen R. O’Neal, Stephanie Cerrato","doi":"10.1080/2372966x.2023.2201688","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2201688","url":null,"abstract":"Despite evidence that academic engagement is necessary for academic success, limited research exists on the effects of stress on academic engagement for emergent bilingual students. The contribution of this short-term longitudinal study is the identification of individual and environmental socioemotional protective factors which may mitigate the impact of stress on later academic engagement among upper elementary emergent bilingual students at a Title I school ( N = 142; 75% Latinx; 54% female). The present study tested teacher (TR) - and student-reported (SR) grit in addition to student-reported academic support (SR-peer and teacher support) as moderators of the impact of SR-perceived stress on later SR- and TR-academic engagement. Results indicated SR-peer support and SR-grit were significant moderators of the negative impact of stress on later TR-emotional engagement and SR-emotional engagement, respectively, when controlling for earlier engagement. The discussion addresses how schools can support emergent bilinguals’ stress and implement systems-level practices that may mitigate the effects of stress on academic engagement. IMPACT STATEMENT Stress can disrupt student engagement and learning in school. For low-income, emergent bilingual elementary-aged students in the present study, stress had a negative relation with later emotional engagement in school. The negative relation of stress with engagement was mitigated by the protective factor of peer academic support, especially at high levels of stress. Student grit only mitigated the negative effect of stress on engagement at low levels of stress. It may be worth considering the promotion of peer academic support to counteract the negative effects of stress on low-income, emergent bilingual students.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48252559","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}
引用次数: 0
School Leaders’ Perspectives Implementing Whole School Restorative Practices Across Grade Levels: A Case Study of a School-Based Pilot Project 学校领导跨年级实施全校恢复性实践的视角:以校本试点项目为例
IF 3 3区 心理学
School Psychology Review Pub Date : 2023-06-21 DOI: 10.1080/2372966x.2023.2224054
M. Shramko, Kara J. Beckman, Abigail Gadea, Emily Goodhue, M. Davison, B. McCammon, B. McMorris
{"title":"School Leaders’ Perspectives Implementing Whole School Restorative Practices Across Grade Levels: A Case Study of a School-Based Pilot Project","authors":"M. Shramko, Kara J. Beckman, Abigail Gadea, Emily Goodhue, M. Davison, B. McCammon, B. McMorris","doi":"10.1080/2372966x.2023.2224054","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2224054","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46283092","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}
引用次数: 0
Micro-Level Advocacy Toward Socially Just Multi-Tiered Systems of Support: Knowledge and Values 微观层面倡导社会公正的多层支持系统：知识和价值观
IF 3 3区 心理学
School Psychology Review Pub Date : 2023-05-25 DOI: 10.1080/2372966x.2023.2197502
Elizabeth L. W. McKenney, Kamontá Heidelburg, Lindsay M. Fallon, Elizabeth C. McPherson, Christina Sipior, Ryan Sunda
{"title":"Micro-Level Advocacy Toward Socially Just Multi-Tiered Systems of Support: Knowledge and Values","authors":"Elizabeth L. W. McKenney, Kamontá Heidelburg, Lindsay M. Fallon, Elizabeth C. McPherson, Christina Sipior, Ryan Sunda","doi":"10.1080/2372966x.2023.2197502","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2197502","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43487555","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}
引用次数: 0
Learning to Decenter Whiteness in Schools Through Teacher Professional Development: A Systematic Review 通过教师专业发展学习去中心化学校白人:一个系统的回顾
IF 3 3区 心理学
School Psychology Review Pub Date : 2023-05-16 DOI: 10.1080/2372966x.2023.2194236
Lindsay M. Fallon, Patrick Robinson-Link, Tyler A. Womack, Laura A. Alba, Ryan Sunda, Staci C. Ballard, Margarida B. Veiga, Austin H. Johnson
{"title":"Learning to Decenter Whiteness in Schools Through Teacher Professional Development: A Systematic Review","authors":"Lindsay M. Fallon, Patrick Robinson-Link, Tyler A. Womack, Laura A. Alba, Ryan Sunda, Staci C. Ballard, Margarida B. Veiga, Austin H. Johnson","doi":"10.1080/2372966x.2023.2194236","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2194236","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48329516","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}
引用次数: 1
The Association Between an Equitable School Climate and Students’ Psychosocial Outcomes: The Moderating Roles of Race and Gender 公平的学校氛围与学生心理社会结果的关系:种族和性别的调节作用
IF 3 3区 心理学
School Psychology Review Pub Date : 2023-05-16 DOI: 10.1080/2372966x.2023.2192174
Summer S. Braun, Caryn R. R. Rodgers, A. Linsky, C. Griffin, Catherine P. Bradshaw
{"title":"The Association Between an Equitable School Climate and Students’ Psychosocial Outcomes: The Moderating Roles of Race and Gender","authors":"Summer S. Braun, Caryn R. R. Rodgers, A. Linsky, C. Griffin, Catherine P. Bradshaw","doi":"10.1080/2372966x.2023.2192174","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2192174","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47815335","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}
引用次数: 0
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