Canadian Journal of School Psychology最新文献_第5页

School-based Mentoring in Secondary Education: Its Effect on School Climate and Aggression Among Peers 中学校本师徒:对学校氛围和同伴攻击的影响

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2022-09-28 DOI: 10.1177/08295735221127059

N. Fernández-Rouco, Andrés A. Fernández-Fuertes, Marta García-Lastra, Celia España-Chico

{"title":"School-based Mentoring in Secondary Education: Its Effect on School Climate and Aggression Among Peers","authors":"N. Fernández-Rouco, Andrés A. Fernández-Fuertes, Marta García-Lastra, Celia España-Chico","doi":"10.1177/08295735221127059","DOIUrl":"https://doi.org/10.1177/08295735221127059","url":null,"abstract":"Background: School-based mentoring provided by teachers contributes to the ultimate goal of education: all-round student development and a good mutual coexistence. Aims: This study investigates secondary school students’ perceptions of a school climate and school-based mentoring provided by teachers; it also examines the relationship between the school climate and peer aggression, and the moderating effect that teacher-led school mentoring could have on this relationship. Methodology: A total of 441 students between 12 and 17 years old (M = 13.99, SD = 1.33) were surveyed in Cantabria (Spain); the high schools were selected by means of a random sampling of two-stage clusters. Findings: The results demonstrated a direct negative relationship between a school climate and school-based mentoring with respect to peer aggression victimization. Likewise, mentoring showed a moderating effect on the relationship between a school climate and peer aggression victimization. Further implications: These findings highlight the importance of the school climate in preventing peer aggression and the central role that school-based mentoring plays in the relationship between a school climate and peer aggression victimization.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":"328 - 343"},"PeriodicalIF":2.2,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46375227","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

Small Towns Talk: Clinical Competency Described Among Rural School Psychologists in Saskatchewan 小城镇谈话：萨斯喀彻温省农村学校心理学家的临床能力描述

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2022-09-01 DOI: 10.1177/08295735221121059

Conor Barker, Laurie Carlson Berg

{"title":"Small Towns Talk: Clinical Competency Described Among Rural School Psychologists in Saskatchewan","authors":"Conor Barker, Laurie Carlson Berg","doi":"10.1177/08295735221121059","DOIUrl":"https://doi.org/10.1177/08295735221121059","url":null,"abstract":"School psychologists serve the learning needs of students through assessment, intervention, and consultation. The school psychologist can often be the only mental health professional who travels into rural communities. In an effort to adapt to this context of clinical isolation, rural school psychologists develop specialty competencies to serve their clients. This study explores the competencies required among school psychologists practicing in rural regions of Saskatchewan. Eight rural school psychologists participated in a thematic Delphi process to describe the competencies needed in rural school psychology. The participants engaged in three rounds of data collection and collective data analysis and arrived at a strong level of agreement on the final outcomes. The findings describe rural school psychology knowledge (i.e., community knowledge, generalist knowledge, and system knowledge), skills (i.e., relationship skills, core psychologist skills, efficiency skills, and communication skills), attitudes (i.e., flexibility, openness, and compassion), and behaviors (i.e., being responsive, being empowering, being available, and being procedural). The present study results contribute to better defining and understanding the multiple roles and practices of rural school psychologists. Recommendations of the study invite psychologists, clinical supervisors, and psychology training programs to incorporate an emphasis on interpersonal relationships, a generalist approach to psychological services, and consider creative practices of rural practitioners to the initial training and ongoing professional development of school psychologists.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":"344 - 361"},"PeriodicalIF":2.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46604070","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

Parental Involvement in Education and Academic Achievement in Adolescents With Attention Deficit Hyperactivity Disorder 青少年注意力缺陷多动障碍的父母参与教育与学业成绩

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2022-09-01 DOI: 10.1177/08295735221092959

Gladiola Musabelliu, J. Wiener, Maria A. Rogers

引用次数: 0

Social and Emotional Variables as Predictors of Students’ Perceived Cognitive Competence and Academic Performance 社会和情感变量对学生认知能力和学习成绩的预测作用

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2022-09-01 DOI: 10.1177/08295735221118474

Maryam Hachem, Guher Gorgun, Man-Wai Chu, O. Bulut

{"title":"Social and Emotional Variables as Predictors of Students’ Perceived Cognitive Competence and Academic Performance","authors":"Maryam Hachem, Guher Gorgun, Man-Wai Chu, O. Bulut","doi":"10.1177/08295735221118474","DOIUrl":"https://doi.org/10.1177/08295735221118474","url":null,"abstract":"Research extensively highlights the importance of social-emotional skills in learning and development. In this study, we evaluated whether social and emotional variables directly impact students’ perceived cognitive competence and academic performance through a structural equation model. Survey responses (N = 29,384) were collected from 114 K-12 schools in a large school district in Alberta. Results showed that cognitive competence was directly predicted by social cognition and social competence but indirectly by emotional competence through the mediating effect of social competence. Academic performance was also directly predicted by social cognition. Cognitive competence was positively associated with academic emotions, while academic performance was negatively associated with them. Overall, our findings suggest that learning is a highly social process, and investing in the development of social-emotional skills must be a priority, with a primary focus on creating positive and supportive learning environments. Future research may adjust this model and target more specific social-emotional variables.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":"362 - 384"},"PeriodicalIF":2.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45073393","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

An Exploratory Study of Pre-Service Teachers’ Evidence-Based Practice Related Knowledge, Attitudes, and Practices 职前教师循证实践相关知识、态度与实践的探索性研究

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2022-07-25 DOI: 10.1177/08295735221114193

Amira Noyes, Krista C. Ritchie, Sara King

引用次数: 0

Just a Little Healthy Competition: Teacher Perceptions of Competition and Social Comparison in the Classroom 只是一场小小的健康竞争：教师课堂竞争观与社会比较

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2022-06-29 DOI: 10.1177/08295735221101223

L. Goegan, L. Daniels

引用次数: 0

Lessons Learned: Achieving Consensus About Learning Disability Assessment and Diagnosis 经验教训:达成关于学习障碍评估和诊断的共识

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2022-05-24 DOI: 10.1177/08295735221089457

Tricia S. Williams, J. Wiener, C. Lennox, Maria Kokai

引用次数: 0

Evaluation des bénéfices d’un dispositif d’entraînement à l’usage des doigts en mathématiques 评估手指训练设备在数学中的益处

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2022-04-08 DOI: 10.1177/08295735221081960

Nathalie Bonneton-Botté, Fanny Ollivier, Hélène Hili, F. Bara

{"title":"Evaluation des bénéfices d’un dispositif d’entraînement à l’usage des doigts en mathématiques","authors":"Nathalie Bonneton-Botté, Fanny Ollivier, Hélène Hili, F. Bara","doi":"10.1177/08295735221081960","DOIUrl":"https://doi.org/10.1177/08295735221081960","url":null,"abstract":"Numerous studies have shown a significant positive relationship between the mental representation of hands in young children and their calculation performance. The literature indicates that certain components of manual motor skills may be critical to the quality of this relationship. The main objective of this study is to measure the benefit of an explicit training and teaching device for finger use in mathematics by measuring the initial motor imitation abilities of young children. A protocol of pretest, training, and post-test type was proposed to 101 children with an average age of 5 years and 3 months. Measurements focused on manual motor skills and arithmetical skills. The 12-week classroom-based device was designed to develop manual motor skills and explicitly teach finger use in mathematics. The results indicate that significant progress was made in arithmetic for the students who benefited from the training. Interestingly this progress is modulated by the children’s initial motor imitation skills. This contribution opens up new research and application perspectives on the relationships between mental motor imagery, fine motor skills, and arithmetic ability.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":"289 - 303"},"PeriodicalIF":2.2,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46801236","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

Exploratory Investigation of Gender Differences in School Psychology Publishing Before and During the Initial Phase of COVID-19 新冠肺炎前期和初期学校心理出版性别差异的探索性调查

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2022-01-21 DOI: 10.1177/08295735221074473

Bryn Harris, Amanda L. Sullivan, Paul Embleton, E. Shaver, Thuy Nguyen, Jiwon Kim, Koryn St. Clair, Shayna Williams

引用次数: 3

Validation of the Moral Disengagement for Adolescent Dating Violence Prevention Scale With Teacher Trainees 青少年约会暴力预防量表中道德脱离的实证研究

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-12-14 DOI: 10.1177/08295735211063990

Elizabeth Baker, D. Exner‐Cortens, Isabel Brun, S. Russell-Mayhew

{"title":"Validation of the Moral Disengagement for Adolescent Dating Violence Prevention Scale With Teacher Trainees","authors":"Elizabeth Baker, D. Exner‐Cortens, Isabel Brun, S. Russell-Mayhew","doi":"10.1177/08295735211063990","DOIUrl":"https://doi.org/10.1177/08295735211063990","url":null,"abstract":"Once in the workforce, teachers are often asked to participate in school-based adolescent dating violence prevention efforts. However, our understanding of how willing and able future teachers are to engage in dating violence prevention is limited. This may be due, in part, to the lack of available measurement tools. Understanding willingness before teachers are in the classroom is key to exploring how to help future teachers be more ready and able to engage in prevention efforts once they are in the classroom. Thus, the purpose of the current study was to develop and test a measure that assesses one aspect of teacher trainees’ willingness to engage in dating violence prevention efforts: moral disengagement. Using two independent samples of teacher trainees (N = 400; 64.5% White, 75.0% female, 84.5% heterosexual), we explored the factor structure of the Moral Disengagement for Adolescent Dating Violence Prevention (MD-ADVP) scale. We conducted exploratory factor analysis (Sample 1, n = 222) and confirmatory factor analysis (Sample 2, n = 178), and also examined the factor structure across sub-groups and assessed internal consistency reliability and construct validity evidence. Analyses suggest the MD-ADVP is unidimensional, and that this factor structure holds across sub-groups. We found strong evidence of both reliability and construct (convergent and divergent) validity. As hypothesized, scores on the MD-ADVP demonstrated significant negative bivariate associations with scores on three measures of adolescent dating violence prevention-related beliefs, and no association with scores on a measure of weight bias. The MD-ADVP will advance research investigating teacher preparation for adolescent dating violence prevention efforts. For example, use of the MD-ADVP can illuminate whether teacher trainees’ moral disengagement is an indicator of future implementation success. Further testing of this measure in racially and gender diverse samples is needed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":"271 - 288"},"PeriodicalIF":2.2,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65215286","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