Journal of Emotional and Behavioral Disorders最新文献_第9页

Too Anxious to Talk: Social Anxiety, Academic Communication, and Students’ Experiences in Higher Education 焦虑到不能开口:社交焦虑、学术交流与学生在高等教育中的经历

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-12-30 DOI: 10.1177/10634266211060079

Kristen A. Archbell, R. Coplan

{"title":"Too Anxious to Talk: Social Anxiety, Academic Communication, and Students’ Experiences in Higher Education","authors":"Kristen A. Archbell, R. Coplan","doi":"10.1177/10634266211060079","DOIUrl":"https://doi.org/10.1177/10634266211060079","url":null,"abstract":"Social anxiety is related to a host of negative student outcomes in the educational context, including physical symptoms of anxiety, reduced cognitive functioning, and poor academic performance. Despite the prevalence of social anxiety, little is known about mechanisms that may underlie associations between social anxiety and outcomes in the context of higher education. Therefore, the goal of this study was to evaluate a conceptual model linking social anxiety, communication with peers and instructors, students’ experiences (i.e., engagement, connectedness, and satisfaction), and indices of socio-emotional functioning at university. Participants were 1,073 undergraduate students (Mage = 20.3 years, SD = 3.49) who completed a series of self-report measures. Among the results, social anxiety was negatively related to communication with instructors, socio-emotional functioning, and student experiences, and academic communication accounted for significant variance in the links between social anxiety and student experiences. In addition, there was at least some evidence that student experiences partially mediated the association between social anxiety and socio-emotional functioning. Gender effects suggest that social anxiety is related to less communication with instructors, lower engagement and satisfaction, and poorer socio-emotional functioning among females compared with males. Results are situated within current literature examining social anxiety in education. The discussion provides concrete suggestions for educational practitioners to increase support for students who experience social anxiety.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"145 1","pages":"273 - 286"},"PeriodicalIF":1.9,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77961886","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: 15

Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students With Disabilities 高中生行为自我调节:目标与自我监控的比较

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-11-10 DOI: 10.1177/10634266211051404

Sara Estrapala, A. Bruhn, A. Rila

{"title":"Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students With Disabilities","authors":"Sara Estrapala, A. Bruhn, A. Rila","doi":"10.1177/10634266211051404","DOIUrl":"https://doi.org/10.1177/10634266211051404","url":null,"abstract":"High school students, particularly those with disabilities, often struggle with academic engagement in general education classes. One empirically supported method for improving academic engagement includes self-regulation interventions. However, individual effects of frequently used self-regulation strategies’ goal setting and self-monitoring remain unknown. To address this issue, we implemented a multiple-probe single-case design with embedded alternating treatments to evaluate the differential impact of behavioral goal reminders and self-monitoring. The sample consisted of three high school students with emotional or behavioral disorders (EBD) in general education classes who also received special education services. Innovative approaches to intervention design included student-determined behavioral goals and self-monitoring procedures informed by triangulated behavioral assessment data. Although visual analysis indicated only moderate improvements in academic engagement, and no functional relationships were determined for either the multiple-probe or alternating treatments designs, the intervention was rated with high social validity from teachers and students, and the study represents an exemplar of high-quality special education single-case research. Practical implications, limitations, and directions for future research are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"160 1","pages":"171 - 184"},"PeriodicalIF":1.9,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84962303","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: 4

The Effects of Group Counseling Program for Training of Peer Counselorson the Problem Solving Skill and Communication Skill 团体辅导项目对同伴辅导员解决问题能力和沟通能力训练的影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-09-30 DOI: 10.33770/jebd.37.3.2

Yoon Mi Jeoun

引用次数: 0

The Phenomenological Study on the Experience of Counseling Trainees in Participating in Self-Awareness Improvement Program 辅导学员参与自我意识提升项目体验的现象学研究

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-09-30 DOI: 10.33770/jebd.37.3.4

Kwanggi Lee, Yong Su Kim

引用次数: 0

Domestic Research Trends on Adopted Families 国内收养家庭研究动态

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-09-30 DOI: 10.33770/jebd.37.3.3

E. Lim, Geun Mae Lee

引用次数: 0

Trends Analysis of Domestic Research Related to Counseling Supportfor Families of Students with Disabilities 国内残疾学生家庭辅导支持研究趋势分析

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-09-30 DOI: 10.33770/jebd.37.3.1

Na Kyung Kim, J. Choi, Ji Yeon Park

引用次数: 0

A Basic Study on the Development of Human Rights Awareness Scale for Students with Disability for Prospective Special Teachers 面向准特殊教师的残疾学生人权意识量表编制的基础研究

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-09-30 DOI: 10.33770/jebd.37.3.6

Chun Young Lee, Jae Wook Lee

引用次数: 0

Study on the Influence of Middle-aged Women’s Crisison Psychosocial Maturity 中年妇女危机心理社会成熟度的影响研究

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-09-30 DOI: 10.33770/jebd.37.3.5

"Yoon Ju " Jung

引用次数: 1

Trauma Symptoms and Relationship With Child and Family Team Meeting Characteristics and Outcomes in a Statewide System of Care. 创伤症状及其与儿童和家庭团队会议的关系在全州护理系统中的特点和结果。

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-09-01 Epub Date: 2020-12-21 DOI: 10.1177/1063426620980695

Alayna Schreier, Mark Horwitz, Tim Marshall, Jeana Bracey, Mary Cummins, Joy S Kaufman

{"title":"Trauma Symptoms and Relationship With Child and Family Team Meeting Characteristics and Outcomes in a Statewide System of Care.","authors":"Alayna Schreier, Mark Horwitz, Tim Marshall, Jeana Bracey, Mary Cummins, Joy S Kaufman","doi":"10.1177/1063426620980695","DOIUrl":"https://doi.org/10.1177/1063426620980695","url":null,"abstract":"Systems of care (SOCs) are comprehensive, community-based services for youth with emotional and behavioral disorders. For these youth, little is known about how trauma symptoms influence participation in SOC care coordination through the Child and Family Team (CFT) meeting. The current study assessed the extent to which exposure to potentially traumatic events (PTEs) and trauma symptoms were associated with participation in CFTs and youth and family outcomes. Participants were 464 youth (M age = 11.02, SD = 3.72) and their caregivers. Families completed measures of youth and caregiver functioning, PTEs, and trauma symptoms at enrollment and 6-month follow-up. Care coordinators completed surveys assessing CFT characteristics following each meeting and assessments of youth functioning. Moderated multiple regression analyses tested the conditional effects of youth trauma symptoms on the relationships between CFT characteristics and youth and caregiver outcomes. Trauma symptoms moderated the relationship between the number of days to the first CFT meeting and youth impairment and the relationship between CFT meeting duration and youth impairment. Results suggest the presence of trauma and other contextual factors contributed to difficulty in initiating services and to changes in youth impairment. Implications for the provision of trauma-informed SOC services are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"29 3","pages":"175-186"},"PeriodicalIF":1.9,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1063426620980695","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39571783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Function-Based Self-Advocacy Training for Students With or at Risk for Emotional and Behavioral Disorders in General Education Settings 基于功能的自我倡导训练在普通教育环境中有或有情绪和行为障碍风险的学生

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2021-08-29 DOI: 10.1177/10634266211039760

Tosha L. Owens, Ya-yu Lo

引用次数: 1