Canadian Journal of School Psychology最新文献_第6页

Achievement Goal Theory Review: An Application to School Psychology 成就目标理论综述：在学校心理学中的应用

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-12-14 DOI: 10.1177/08295735211058319

D. Chazan, Gabrielle N. Pelletier, L. Daniels

引用次数: 9

The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging. 社会支持与学生学业投入的关系:学校归属感的中介作用。

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-12-01 Epub Date: 2021-07-26 DOI: 10.1177/08295735211034713

Luis Francisco Vargas-Madriz, Chiaki Konishi

引用次数: 14

Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors 自我决定理论在教育中的应用:规则类型、心理需求与自主支持行为

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-10-27 DOI: 10.1177/08295735211055355

F. Guay

引用次数: 41

Control-Value Theory of Achievement Emotions and Its Relevance to School Psychology 成就情绪的控制价值理论及其与学校心理学的关联

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-10-27 DOI: 10.1177/08295735211053962

Virginia Tze, Patti C. Parker, Alyse Sukovieff

引用次数: 10

Integrative and Theoretical Reviews of Achievement Motivation for School Psychologists: Introduction to the Special Issue 学校心理学家成就动机的综合与理论综述：特刊导论

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-10-27 DOI: 10.1177/08295735211055333

L. Daniels, Bryce S. Dueck

{"title":"Integrative and Theoretical Reviews of Achievement Motivation for School Psychologists: Introduction to the Special Issue","authors":"L. Daniels, Bryce S. Dueck","doi":"10.1177/08295735211055333","DOIUrl":"https://doi.org/10.1177/08295735211055333","url":null,"abstract":"A theoretically grounded understanding of achievement motivation appears to be largely overlooked in both initial education programs and ongoing professional development of school psychologists. This is unfortunate because motivation constructs such as perceived control, value, and self-beliefs predict students’ academic performance in a way that complements the variance explained by intelligence tests. This empirical evidence is rooted in long-standing theorizing that motivation constructs hold an important role alongside cognitive constructs in understanding student learning. Moreover, because motivation constructs are viewed as malleable, they provide an untapped source of intervention for school psychologists in supporting students. For these reasons, this special issue presents five review articles that integrate discrete theories of achievement motivation to the practice of school psychology. Largely representing Canadian expertise, the articles describe the potential for the control-value theory of emotions, achievement goal theory, mindset theory, self-determination theory, and self-regulated learning in the work of school psychologists. The final commentary article explicates a whole-child framework to highlight the role motivation can hold alongside cognition and guide school psychologists to partner these constructs for the betterment of children.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":"3 - 22"},"PeriodicalIF":2.2,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44805209","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

Mindset Theory and School Psychology 心态理论与学校心理学

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-10-27 DOI: 10.1177/08295735211053961

A. Kapasi, J. Pei

{"title":"Mindset Theory and School Psychology","authors":"A. Kapasi, J. Pei","doi":"10.1177/08295735211053961","DOIUrl":"https://doi.org/10.1177/08295735211053961","url":null,"abstract":"Mindset theory is an achievement motivation theory that centers on the concept of the malleability of abilities. According to mindset theory, students tend to have either a growth mindset or a fixed mindset about their intelligence; students with a growth mindset tend to believe that intelligence is malleable, whereas students with fixed mindsets tend to believe that intelligence is unchangeable. As described in many empirical and theoretical papers, the mindset a student holds can influence important psychological and behavioral factors, including reaction to failure, persistence and level of effort, and expectations of success, which ultimately impact academic achievement. Importantly, mindsets can be changed, and interventions have been developed to promote a more growth mindset. A growth mindset allows students to view challenges as an opportunity for improvement, is linked to enjoyment of learning, and increases motivation in school. School psychologists are often working with students with learning differences and/or mental health concerns who are particularly at-risk for poor academic achievement, and researchers have demonstrated the important impact a growth mindset can have for these vulnerable students. School psychologists are well-positioned to incorporate mindset theory into the school environment in order to best support the students they serve. In this paper we provide a theoretical overview of mindset theory and mindset interventions, and specifically review the literature on mindset theory for individuals with learning disabilities and mental health challenges. We discuss how school psychologists can incorporate mindset theory into their practice to support the shift from a fixed to a growth mindset for all students.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":"57 - 74"},"PeriodicalIF":2.2,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47506662","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: 8

Motivation From a Self-Regulated Learning Perspective: Application to School Psychology 自律学习视角下的动机：在学校心理学中的应用

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-10-27 DOI: 10.1177/08295735211054699

Aishah Bakhtiar, A. Hadwin

引用次数: 6

The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants 学习的认知-情感-动机模型:站在巨人的肩膀上

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-10-25 DOI: 10.1177/08295735211054270

K. McGrew

{"title":"The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants","authors":"K. McGrew","doi":"10.1177/08295735211054270","DOIUrl":"https://doi.org/10.1177/08295735211054270","url":null,"abstract":"The Cognitive-Affective-Motivation Model of Learning (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs need to integrate motivation alongside affective and cognitive constructs vis-à-vis an updated trilogy-of-the-mind (cognitive, conative, affective) model of intellectual functioning. CAMML builds on Richard Snow’s seminal research on academic aptitudes—which are not synonymous with cognitive abilities. Learning aptitude complexes are academic domain-specific cognitive abilities and personal investment mechanisms (motivation and self-regulation) that collectively produce a student’s readiness to learn in a specific domain. CAMML incorporates the “crossing the Rubicon” commitment pathway model of motivated self-regulated learning. It is recommended SPs take a fresh look at motivation theory, constructs, and research, embedded in the CAMML aptitude framework, by going back-to-the-future guided by the wisdom of giants from the field of cognition, intelligence, and educational psychology.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":"117 - 134"},"PeriodicalIF":2.2,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44363955","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

Developing Emotional and Social Competencies in Children: Evaluating the Impact of a Classroom-Based Program 培养儿童的情感和社会能力：评估基于课堂的项目的影响

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-10-20 DOI: 10.1177/08295735211051825

Emily Storey-Hurtubise, Jennifer A. Forristal, C. Henning, J. Parker

引用次数: 1

A Historical Review and Analysis of Impact Factors Across School Psychology Journals from 1977 to 2019 1977～2019年学校心理学期刊影响因素的历史回顾与分析

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-09-16 DOI: 10.1177/08295735211045548

Randy Floyd, Emily K. Lewis, K. Walker, P. McNicholas, Kerry L. Jones

{"title":"A Historical Review and Analysis of Impact Factors Across School Psychology Journals from 1977 to 2019","authors":"Randy Floyd, Emily K. Lewis, K. Walker, P. McNicholas, Kerry L. Jones","doi":"10.1177/08295735211045548","DOIUrl":"https://doi.org/10.1177/08295735211045548","url":null,"abstract":"School psychology journals yield hundreds of articles each year. As these journals are often evaluated based on the impact factors they produce, the aim of this study was to provide a historically complete record of the five impact factor values for the generalist school psychology journals that yield them. This study identified impact factors beginning in 1977, 20 years earlier than previously reported, and ending in 2019. Across all years and journals, the average Journal Impact Factor (JIF) was about 1.0, the average Immediacy Index was less than 0.4, the average 5-year Impact Factor was about 2.3, the average original CiteScore was 1.8, and the average new CiteScore was about 3.0. Increases in values were evident across time, and the highest recorded values across journals are held by the Journal of School Psychology (for the JIF, 5-year Impact Factor, and both CiteScore metrics) and School Psychology Review (for the Immediacy Index). Most impact factors, with the exception of the Immediacy Index, were moderately to highly correlated. The new CiteScore values were always the highest, and Immediacy Index values were always the lowest. School psychology has added journals to the list of those indexed by major databases, and these journals have increased their impact over time.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":"139 - 159"},"PeriodicalIF":2.2,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48043785","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: 1