Canadian Journal of School Psychology最新文献_第8页

Mental Health Associations with Academic Performance and Education Behaviors in Canadian Secondary School Students 加拿大中学生心理健康与学习成绩和教育行为的关系

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-02-25 DOI: 10.1177/0829573521997311

M. Duncan, K. Patte, S. Leatherdale

{"title":"Mental Health Associations with Academic Performance and Education Behaviors in Canadian Secondary School Students","authors":"M. Duncan, K. Patte, S. Leatherdale","doi":"10.1177/0829573521997311","DOIUrl":"https://doi.org/10.1177/0829573521997311","url":null,"abstract":"Course grades, as an indicator of academic performance, are a primary academic concern at the secondary school level and have been associated with various aspects of mental health status. The purpose of this study is to simultaneously assess whether symptoms of mental illness (depression and anxiety) and mental well-being (psychosocial well-being) are associated with self-reported grades (in their primary language [English or French] and math courses) and education behaviors (school days missed due to health, truancy, and frequency of incomplete homework) in a sample of secondary school students across Canada (n = 57,394). Multivariate imputation by chained equations and multilevel proportional odds logistic regressions were used to assess associations between mental health scores, academic performance and education behaviors. Lower depression and higher psychosocial well-being scores were associated with better grade levels in both math and language courses, as well as better education behaviors. In turn, better education behaviors were associated with higher course grades. Depression scores and psychosocial well-being scores remained associated with higher grades after controlling for education behaviors, however the magnitude of association was diminished. Results indicate that the effects of mental health factors were partially attenuated by education behaviors, suggesting while reduced class attendance and poor homework adherence were associated with both academic outcomes and mental health, they do not account entirely for the association between lower grades and worse mental health.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"335 - 357"},"PeriodicalIF":2.2,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573521997311","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44597157","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: 17

A Study of Risk Factors Predicting School Disruption in Children and Youth Living in Ontario 预测安大略省儿童和青少年学业中断的风险因素研究

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2021-02-19 DOI: 10.1177/0829573521991421

Li Sun, Valbona Semovski, S. Stewart

引用次数: 4

Continued Educational Neuromyth Belief in Pre- and In-Service Teachers: A Call for De-Implementation Action for School Psychologists 职前教师和在职教师的持续教育神经神话信仰:对学校心理学家去实施行动的呼吁

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-12-21 DOI: 10.1177/0829573520979605

H. Craig, Gabrielle Wilcox, Erica Makarenko, F. Macmaster

{"title":"Continued Educational Neuromyth Belief in Pre- and In-Service Teachers: A Call for De-Implementation Action for School Psychologists","authors":"H. Craig, Gabrielle Wilcox, Erica Makarenko, F. Macmaster","doi":"10.1177/0829573520979605","DOIUrl":"https://doi.org/10.1177/0829573520979605","url":null,"abstract":"Despite the breadth and depth of educational neuroscience research and teachers’ interest in neuroscience, teachers often have limited access to reputable sources. As a result, neuromyths–misapplied or over-simplified claims related to brain science–have proliferated. School Psychologists have training in education, applied neuroscience, and evidence-based practices. As such, school psychologists are poised to mitigate the negative impact of teacher neuromyth endorsement. This study examined the endorsement rate of neuromyths by teachers to identify knowledge gaps to inform future training in this area. In-service and preservice teachers from grades K-12 completed an online survey of common neuromyths. Many neuromyths are pernicious and continue to be endorsed by teachers, most commonly related to learning styles and multiple intelligences. These results support the need for increased training in neuroscience for teachers and suggest a desire for factual and useful information about educational neuroscience, which school psychologists can provide in educational contexts.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"127 - 141"},"PeriodicalIF":2.2,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520979605","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47687751","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

Accuracy of Automated Written Expression Curriculum-Based Measurement Scoring 基于测量评分的自动书面表达课程的准确性

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-12-17 DOI: 10.1177/0829573520987753

Sterett H. Mercer, Joanna Cannon, Bonita Squires, Yue Guo, Ella Pinco

{"title":"Accuracy of Automated Written Expression Curriculum-Based Measurement Scoring","authors":"Sterett H. Mercer, Joanna Cannon, Bonita Squires, Yue Guo, Ella Pinco","doi":"10.1177/0829573520987753","DOIUrl":"https://doi.org/10.1177/0829573520987753","url":null,"abstract":"We examined the extent to which automated written expression curriculum-based measurement (aWE-CBM) can be accurately used to computer score student writing samples for screening and progress monitoring. Students (n = 174) with learning difficulties in Grades 1 to 12 who received 1:1 academic tutoring through a community-based organization completed narrative writing samples in the fall and spring across two academic years. The samples were evaluated using four automated and hand-calculated WE-CBM scoring metrics. Results indicated automated and hand-calculated scores were highly correlated at all four timepoints for counts of total words written (rs = 1.00), words spelled correctly (rs = .99–1.00), correct word sequences (CWS; rs = .96–.97), and correct minus incorrect word sequences (CIWS; rs = .86–.92). For CWS and CIWS, however, automated scores systematically overestimated hand-calculated scores, with an unacceptable amount of error for CIWS for some types of decisions. These findings provide preliminary evidence that aWE-CBM can be used to efficiently score narrative writing samples, potentially improving the feasibility of implementing multi-tiered systems of support in which the written expression skills of large numbers of students are screened and monitored.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"304 - 317"},"PeriodicalIF":2.2,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520987753","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48833677","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

Memory Aids as a Disability-Related Accommodation? Let’s Remember to Recommend Them Appropriately 记忆辅助工具作为一种与残疾相关的调节？让我们记住适当地推荐它们

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-12-14 DOI: 10.1177/0829573520979581

Allyson G. Harrison, Alana Holmes, Beth Pollock

{"title":"Memory Aids as a Disability-Related Accommodation? Let’s Remember to Recommend Them Appropriately","authors":"Allyson G. Harrison, Alana Holmes, Beth Pollock","doi":"10.1177/0829573520979581","DOIUrl":"https://doi.org/10.1177/0829573520979581","url":null,"abstract":"Memory aids are now frequently provided to elementary and secondary school students to increase their success in achieving provincial curriculum standards. While such an accommodation may meet the immediate goal of improved academic performance it may not be warranted based on an actual long-term memory retrieval impairment and may therefore be inequitable, providing an unfair academic advantage relative to non-disabled students. Furthermore, providing memory aid accommodations inappropriately may rob students of the opportunity to learn effective study and retrieval strategies, leading instead to dependence on an accommodation that may not be continued once they enter post-secondary education. An appropriate accommodation at the post-secondary level of education removes a disability-related barrier (functional impairment) and assists only those facing such barriers; under human rights legislation, accommodations are not implemented to guarantee success, reduce anxiety, or provide unequal access to material. Memory aids improve the retrieval of information from long-term storage for everyone. As such, the current widespread provision of this accommodation prior to post-secondary studies must be evaluated critically, with such supports offered only when justified. A six-step process for determining when memory aids are an appropriate accommodation within the post-secondary setting is provided and discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"255 - 272"},"PeriodicalIF":2.2,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520979581","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47338378","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

Implementing Evidence-Based Practices in School Psychology: Excavation by De-Implementing the Disproved 在学校心理学中实施循证实践:去证的挖掘

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-12-07 DOI: 10.1177/08295735211000513

S. Shaw

{"title":"Implementing Evidence-Based Practices in School Psychology: Excavation by De-Implementing the Disproved","authors":"S. Shaw","doi":"10.1177/08295735211000513","DOIUrl":"https://doi.org/10.1177/08295735211000513","url":null,"abstract":"The scientist-practitioner model of practice is the most common approach to the profession of school psychology and embraces evidence-based practices as foundations of clinical practice. The focus on evidence-based practices involves not only using the preponderance of research to determine what works, but also how to implement these practices effectively. An important impediment to implementing innovative evidence-based practices is that interventions and practices that have been proved ineffective or of low value continue to be used in education and psychology. What are the issues that assist in discontinuing practices that are widely used, but have been disproved or are otherwise problematic? How can room be made for more effective, innovative, and evidence-based practices? This issue of the Canadian Journal of School Psychology is devoted to exploration of different forms of disproved, low value, or problematic practices, factors that keep these practices alive in schools, and how to best de-implement ineffective, low value, and problematic practices. If the scientist-practitioner model is to be defined largely by the implementation of evidence-based practices, then de-implementation will be a critical aspect in the evolution of the profession of school psychology.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"91 - 97"},"PeriodicalIF":2.2,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/08295735211000513","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48461211","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

Contributing to an Evidence-Based Practice in Canadian School Psychology 为加拿大学校心理学的循证实践做出贡献

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-12-03 DOI: 10.1177/0829573520977398

S. Shaw

引用次数: 1

The Efficacy of Comprehensive School Health Course in Changing Pre-Service Teachers’ Attitudes and Reactions Toward Weight-Related Teasing 学校健康综合课程改变职前教师对体重相关取笑的态度和反应的效果

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-11-27 DOI: 10.1177/0829573520974916

Jessica F. Saunders, Sarah Nutter, Isabel Brun, D. Exner‐Cortens, S. Russell-Mayhew

{"title":"The Efficacy of Comprehensive School Health Course in Changing Pre-Service Teachers’ Attitudes and Reactions Toward Weight-Related Teasing","authors":"Jessica F. Saunders, Sarah Nutter, Isabel Brun, D. Exner‐Cortens, S. Russell-Mayhew","doi":"10.1177/0829573520974916","DOIUrl":"https://doi.org/10.1177/0829573520974916","url":null,"abstract":"Teachers view overt expressions of weight stigma, such as weight-related teasing, as troublesome but are often ill-prepared to address instances of weight-related teasing when they arise in the classroom. Comprehensive school health is an emerging framework that aims to better prepare teachers to address issues of health and wellness in the classroom, including weight-related teasing. We examined the efficacy of a university course in comprehensive school health in changing pre-service teachers’ attitudes and perceptions of weight-related teasing. Pre-service teachers read a vignette and responded to 10 items about the vignette at both the beginning and end of the semester-long course. Items relating to pre-service teachers’ perception of, responsibility and obligation to address the weight-related teasing event showed significant, positive change from the beginning to end of the semester. These results suggest that exposure to developmentally sound methods of delivering health-related content can support adaptive educator reactions to weight-related teasing.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"235 - 243"},"PeriodicalIF":2.2,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520974916","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44268678","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

Reducing Low-Value Practices a Functional-Contextual Consideration to Aid in De-Implementation Efforts 减少低价值做法——协助取消执行工作的功能性背景考虑

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-11-26 DOI: 10.1177/0829573520974915

Ryan L. Farmer, I. Zaheer, Gary J. Duhon, S. Ghazal

引用次数: 7

Teacher-Student Relationships and High School Drop-out: Applying a Working Alliance Framework 师生关系与高中辍学：工作联盟框架的应用

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-11-23 DOI: 10.1177/0829573520972558

Rick Noble, N. Heath, Amanda Krause, Maria A. Rogers

{"title":"Teacher-Student Relationships and High School Drop-out: Applying a Working Alliance Framework","authors":"Rick Noble, N. Heath, Amanda Krause, Maria A. Rogers","doi":"10.1177/0829573520972558","DOIUrl":"https://doi.org/10.1177/0829573520972558","url":null,"abstract":"Relationships with teachers are a central component of a student’s school environment, and have been shown to be related to school engagement and persistence in secondary school. Working alliance is a conceptualization of professional relationships that emphasizes not only the emotional bond between a professional and their client, but also their collaboration on the goals and tasks of their work together. While this theory has garnered considerable support in the fields of counseling and healthcare, working alliance has only recently begun to be investigated in an education setting. The present study sought to investigate working alliance between students and teachers as a broader framework for relationships in a high school setting. Specifically, the primary objective was to examine the use of the working alliance framework in teacher-student relationships to predict risk of high school student drop-out. A series of multiple regressions was used to test this objective. Results demonstrated that student-rated school working alliance predicted risk of drop-out, and that the relationship was partially mediated by student engagement. These results provide evidence for the validity of the construct of working alliance as a useful conceptualization for teacher-student relationships, and enhance our understanding of working alliance in a secondary school setting. Implications for educators and practitioners are discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"221 - 234"},"PeriodicalIF":2.2,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520972558","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43908684","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