Journal of Psychologists and Counsellors in Schools最新文献_第10页

The mediating effect of introjected motivation on the relation between perfectionism and academic burnout 内倾动机在完美主义与学业倦怠关系中的中介作用

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-07-15 DOI: 10.1017/jgc.2020.8

Hyunju Choi, S. Cho, Jiwon Kim, Eun-Joo Kim, Jihyun Chung, S. M. Lee

{"title":"The mediating effect of introjected motivation on the relation between perfectionism and academic burnout","authors":"Hyunju Choi, S. Cho, Jiwon Kim, Eun-Joo Kim, Jihyun Chung, S. M. Lee","doi":"10.1017/jgc.2020.8","DOIUrl":"https://doi.org/10.1017/jgc.2020.8","url":null,"abstract":"Abstract Maladaptive perfectionism and controlled motivation are vulnerability factors for burnout. This study examined the relationships between two aspects of perfectionism (high standards, discrepancy), four academic motivational orientations (intrinsic, identified, introjected, extrinsic), and academic burnout. The target population was 12th graders in South Korea, and a total of 950 participants were recruited using cluster sampling. Data were collected from three waves of longitudinal study. In particular, the mediating role of academic motivation (T2) in the link between perfectionism (T1) and academic burnout (T3) was tested using structural equation modelling. The results indicated that introjected motivation mediated the relationship between perfectionism and burnout. Specifically, both high standards and discrepancy were positively associated with introjected motivation, and in turn, introjected motivation was positively associated with burnout. The theoretical and practical implications of these findings are discussed.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"207 - 219"},"PeriodicalIF":1.3,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44625021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 6

Counselling Elementary School Students — Experiences of School Counsellors from Serbia 辅导小学生——塞尔维亚学校辅导员的经验

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-07-01 DOI: 10.1017/jgc.2020.15

Sladjana Zuković, S. Slijepcevic

{"title":"Counselling Elementary School Students — Experiences of School Counsellors from Serbia","authors":"Sladjana Zuković, S. Slijepcevic","doi":"10.1017/jgc.2020.15","DOIUrl":"https://doi.org/10.1017/jgc.2020.15","url":null,"abstract":"Abstract Starting from the importance and purpose of school counselling, the article highlights the content-methodical specifics and assumptions of effective counselling work with students, and gives a brief overview of the practice of school counselling in Serbia. On that basis, this study aimed at examining school counsellors’ experiences in counselling elementary/primary school children (e.g., reasons for counselling, ways of implementation and difficulties). A sample of 81 school counsellors participated in a semistructured interview. The results show that undesirable behaviour and learning difficulties are the most common reasons for counselling, initiative is mainly coming from teachers or counsellors, and individual work and corrective counselling are more common. The difficulties respondents mentioned mainly related to the students’ personalities. The experiences of practitioners imply that the counselling practice insufficiently appreciates the importance of an integrative-systematic approach in student counselling. In this regard, the conclusion provides some recommendations that could contribute to improving the practice of counselling in schools in Serbia.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"185 - 197"},"PeriodicalIF":1.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.15","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46018077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Memory Mates: An Evaluation of a Classroom-Based, Student-Focused Working Memory Intervention 记忆伙伴:以课堂为基础、以学生为中心的工作记忆干预的评估

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-06-22 DOI: 10.1017/jgc.2020.9

S. Colmar, Kit S. Double, Nash Davis, Linda Sheldon, N. Phillips, M. Cheng, Sophie Briddon

引用次数: 2

How school counsellors cope with suicide attempts among adolescents — A qualitative study in Israel 学校辅导员如何应对青少年的自杀企图——以色列的一项定性研究

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-06-18 DOI: 10.1017/jgc.2020.14

Inbar Levkovich, Ina Vigdor

引用次数: 10

Assessing educational difficulties of students from refugee backgrounds: a case study approach 评估难民背景学生的教育困难：个案研究方法

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-06-16 DOI: 10.1017/jgc.2020.2

N. Khawaja, Glenn Howard

{"title":"Assessing educational difficulties of students from refugee backgrounds: a case study approach","authors":"N. Khawaja, Glenn Howard","doi":"10.1017/jgc.2020.2","DOIUrl":"https://doi.org/10.1017/jgc.2020.2","url":null,"abstract":"Abstract The present study applied a qualitative case study methodology to the educational challenges of three students from a refugee background, in order to identify an appropriate psychological assessment process with which to evaluate their difficulties. Three students who had arrived from Iraq 1–2 years ago (one male and two females; aged 13 and 14 years) were referred by their teachers for psychological assessment as their academic progress was poor, despite remedial education. An educational and developmental psychologist, guided by a steering committee of psychologists and educationists, interviewed each student, his/her parent/s, and teachers independently. Based on referral concerns, hypotheses relating to the cause of educational difficulties were generated and psychological tests and checklists were used with all students and their parents and teachers. The data collected assisted in understanding multiple factors that may affect learning for students who have arrived from a war-torn country, and highlighted the importance of gathering detailed case-specific information to understand each student’s background and current context. Challenges associated with the assessment process were identified. Further, ways in which psychologists and guidance officers, teachers and parents could promote these students’ learning were identified. Implications for schools and policy developers are discussed.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"30 1","pages":"97 - 111"},"PeriodicalIF":1.3,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48990736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 3

School adjustment, engagement and academic self-concept: family, child, and school factors 学校适应、投入与学业自我概念:家庭、儿童和学校因素

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-06-10 DOI: 10.1017/jgc.2020.6

S. Basharpoor, F. Heidari, M. Narimani, U. Barahmand

{"title":"School adjustment, engagement and academic self-concept: family, child, and school factors","authors":"S. Basharpoor, F. Heidari, M. Narimani, U. Barahmand","doi":"10.1017/jgc.2020.6","DOIUrl":"https://doi.org/10.1017/jgc.2020.6","url":null,"abstract":"Abstract Previous research has supported the importance of the interaction between family and school contexts for student adjustment to school. This study aimed to investigate the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability and school adjustment. A sample of 268 5th- and 6th-grade students aged 11–13 years (131 males, 137 females) from elementary schools in Iran participated in this study. Results showed that school adjustment was positively related to family adaptability/cohesion, social acceptability, school engagement, and academic self-concept. Family adaptability/cohesion and social acceptability also positively correlated with school engagement and academic self-concept. In addition, the data provided a good fit for the hypothesised model of the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability, and school adjustment. The results showed that coherent and adaptable family systems and high social acceptability of students can affect school adjustment both directly and indirectly through school engagement and academic self-concept.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"23 - 38"},"PeriodicalIF":1.3,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45766706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 6

First-year school counsellor in training professional experience in NSW: A qualitative study 新南威尔士州第一年学校辅导员培训专业经验:一项定性研究

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-06-04 DOI: 10.1017/jgc.2019.24

M. A. Fajardo, Laura Hudswell, S. Lu, Ryan M. Saunderson, H. Hulme

{"title":"First-year school counsellor in training professional experience in NSW: A qualitative study","authors":"M. A. Fajardo, Laura Hudswell, S. Lu, Ryan M. Saunderson, H. Hulme","doi":"10.1017/jgc.2019.24","DOIUrl":"https://doi.org/10.1017/jgc.2019.24","url":null,"abstract":"Abstract The professional experience of school counsellors in training in Australia is subject to different supervisor-supervisee relationships and school settings. The current study explored the first-year New South Wales school counsellor in training professional experience via an adapted qualitative content and framework analysis approach. Participants were students undertaking their first professional experience as part of the Master of Teaching (School Counselling) at the University of Sydney. The most common descriptive reflections explored professional psychological learning, followed by system- and process-related knowledge of the school setting. Emergent themes highlighted that professional experience prepared students for the role, which varied based on supervisor and school setting, and helped the students form professional identities via observing rich ethical and professional practice. Future professional experiences may be enriched with explicit reflections, peer-to-peer learning and support to foster working supervisor-supervisee relationships.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"30 1","pages":"264 - 274"},"PeriodicalIF":1.3,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2019.24","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42081255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Writing intervention: A comprehensive program for primary school children 写作干预：一项针对小学生的综合计划

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-06-03 DOI: 10.1017/jgc.2019.35

Antonio Iniesta, F. Serrano

引用次数: 0

JGC volume 30 issue 1 Cover and Back matter JGC第30卷第1期封面和封底

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-06-01 DOI: 10.1017/jgc.2020.12

引用次数: 0

Grade repetition and boys’ risk of being repeated in early schooling in Queensland, Australia 在澳大利亚昆士兰州，年级重复和男孩在早期教育中重复的风险

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-06-01 DOI: 10.1017/jgc.2019.5

Robyn Anderson, C. Anderson

引用次数: 1