School Psychology International最新文献

“It takes a village”: An ecological analysis of social and emotional learning environments in Malawi "需要一个村庄马拉维社会和情感学习环境的生态分析

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-09-10 DOI: 10.1177/01430343241268417

Jeongmin Lee

引用次数: 0

Measuring teacher-student relationships among children with emotional and behavioral problems 衡量有情绪和行为问题的儿童中的师生关系

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-04-24 DOI: 10.1177/01430343241248759

Christen Knowles, Christopher Murray, Jeff Gau

{"title":"Measuring teacher-student relationships among children with emotional and behavioral problems","authors":"Christen Knowles, Christopher Murray, Jeff Gau","doi":"10.1177/01430343241248759","DOIUrl":"https://doi.org/10.1177/01430343241248759","url":null,"abstract":"A rapidly growing body of research indicates that the quality of children's relationships with teachers can affect students’ emotional, behavioral, and school related adjustment. The vast majority of this research has relied on measures that assess teacher—rather than student—perceptions of these relationships. In this study, we administered a student self-report measure of teacher-student relationships (TSR) to 185 children, all of whom had emotional and behavioral problems. Children's special education teachers (N = 76) also completed a validated measure of TSR. Results of a confirmatory factor analysis of child ratings confirmed a model that included three TSR factors: Communication, Trust, and Alienation. Analyses of similarities between student and teacher views of their relationship with one another suggested limited concordance, however, student perceptions of TSR were robust predictors of their emotional, behavioral, and school adjustment even after controlling for teacher perceptions of TSR. These findings provide preliminary support for the importance assessing student perceptions of TSR and initial evidence for the construct validity, reliability and criterion-related validity of a child report measure of teacher-student relationships among students with emotional and behavioral problems.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140664824","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: 0

Provision of educational psychological services under a high inflationary environment in Masvingo Province, Zimbabwe 津巴布韦马斯文戈省在高通胀环境下提供教育心理服务的情况

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-04-22 DOI: 10.1177/01430343241247226

Elliott Nkoma, Moses Kufakunesu

{"title":"Provision of educational psychological services under a high inflationary environment in Masvingo Province, Zimbabwe","authors":"Elliott Nkoma, Moses Kufakunesu","doi":"10.1177/01430343241247226","DOIUrl":"https://doi.org/10.1177/01430343241247226","url":null,"abstract":"The study employed a qualitative research approach using a phenomenological research design since the lived experiences of educational psychologists in Masvingo Province were scrutinized with the intention of establishing the extent to which educational psychologists matched the laid down specifications pertaining to their professional operations during a high inflationary environment. Three males and two females were purposely selected and in-depth interviews were utilized. Four themes emerged from the study: (a) vital roles, successful, and unsuccessful experiences, (b) diverse views on major policy documents, (c) barriers in rendering support services, and (d) perceived solutions. Results indicated that policy documents are outdated and need revision. Human and material resources were viewed a barriers to performance and perceived solutions included multidisciplinary team work, decentralization and increasing the number of psychologists, training of psychologists and reduced continuous professional development points. Educational psychologists focused more on diagnostic and behavioral consultations in urban schools. They distributed schools in urban areas depending on psychologists’ place of residences. Rural schools were minimally assessed with little provision of intervention, prevention, and health promotion services. The results provide important implications for resource provision and policy formulation.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636495","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: 0

The role of teachers’ social and emotional competence in implementing social and emotional learning (SEL) curriculum in Malawi 教师的社会和情感能力在马拉维实施社会和情感学习（SEL）课程中的作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-04-13 DOI: 10.1177/01430343241247221

Jeongmin Lee

引用次数: 0

Ostracism, school engagement, and academic achievement: Examining a mediation model among senior high school students 排斥、学校参与和学业成绩：研究高中生的调解模型

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-04-13 DOI: 10.1177/01430343241247233

Lin Wang, Shan Jiang, Shilin Tan, Yangyang Wan, Wanyan Fei

{"title":"Ostracism, school engagement, and academic achievement: Examining a mediation model among senior high school students","authors":"Lin Wang, Shan Jiang, Shilin Tan, Yangyang Wan, Wanyan Fei","doi":"10.1177/01430343241247233","DOIUrl":"https://doi.org/10.1177/01430343241247233","url":null,"abstract":"Ostracism and school engagement have important implications for adolescents’ academic perseverance and success. However, limited previous studies have investigated the mediating effects of school engagement on the association between ostracism and academic achievement in the Chinese cultural context. The present study fills in this research gap by examining the mediating effects of emotional engagement, cognitive engagement, and behavioral engagement on the association between ostracism and adolescents’ academic achievement. Clustered random sampling was employed, and a total of 728 adolescents (52.6% female) were recruited as participants. The results showed that ostracism was negatively associated with academic achievement. Ostracism was negatively associated with emotional engagement and cognitive engagement, which in turn were related to worse academic achievement. Notably, within the Chinese cultural context, behavioral engagement did not exhibit a mediating effect between ostracism and academic achievement. The findings of the present research have theoretical and practical implications for curtailing ostracism and improving adolescents’ academic achievement.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140708014","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: 0

Cumulative family risk and rural-to-urban migrant adolescent prosocial behavior: The moderating role of school belonging 累积家庭风险与从农村到城市的移民青少年的亲社会行为：学校归属感的调节作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-04-13 DOI: 10.1177/01430343241247228

Zhuojun Yao

{"title":"Cumulative family risk and rural-to-urban migrant adolescent prosocial behavior: The moderating role of school belonging","authors":"Zhuojun Yao","doi":"10.1177/01430343241247228","DOIUrl":"https://doi.org/10.1177/01430343241247228","url":null,"abstract":"The importance of prosocial behavior in helping migrant youths overcome challenges associated with relocating to urban settings has been emphasized. However, the trajectory of prosocial behavior in this population and the factors influencing it remain unclear. This study aimed to investigate the influence of cumulative family risk on the growth trajectory of prosocial behavior among Chinese rural-to-urban migrant adolescents from 7th grade to 8th grade. Additionally, it delved into the moderating role of school belonging in the relationship between cumulative family risk and prosocial development. The participants in this study included rural-to-urban migrant adolescents (Mean age = 13.52, SD = 1.23, N = 844) and their parents. Outcomes from latent growth curve modeling revealed that migrant adolescents displayed intra-individual increases in prosocial behavior during the transition from 7th grade to 8th grade, while cumulative family risk had a negative influence on these changes. Nevertheless, the adverse impact of cumulative family risk on prosocial development was alleviated for adolescents who reported a heightened sense of belonging within the school environment. These findings underscore the protective role of school belonging in the prosocial development of migrant adolescents, especially for those facing elevated cumulative family risk.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140708216","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: 0

Botho/Ubuntu paradigm as cognitive justice in psychology 博托/乌班图范式作为心理学中的认知正义

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-04-12 DOI: 10.1177/01430343241244748

Maximus Monaheng Sefotho, Moeketsi Letseka

{"title":"Botho/Ubuntu paradigm as cognitive justice in psychology","authors":"Maximus Monaheng Sefotho, Moeketsi Letseka","doi":"10.1177/01430343241244748","DOIUrl":"https://doi.org/10.1177/01430343241244748","url":null,"abstract":"The concept of Botho/ Ubuntu emerges as a balancing paradigm poised to drive cognitive justice in psychological discourses. A paradigm is a universally recognized scientific model that represents a worldview of the nature of the world. There are enduring concerns about the privileging of Western European paradigms, ontologies, epistemologies, and axiologies over their African counterparts. In this article, we present the Botho/ Ubuntu paradigm as a strong contender for the promotion, and humanization of epistemologies in psychology. The 59th annual conference of the Comparative and International Education Society (CIES) in Washington, DC in 2015, whose theme was “ Ubuntu! Imagining a Humanist Education Globally,” as well as the World Council of Comparative Education Societies’ (WCCES) recent book, Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu, are examples through which Ubuntu began to emerge as a paradigm poised to deliver cognitive and epistemic justice in the area such as psychology. We use Critical African Psychology as a lens through which we interrogate cognitive injustice. We conclude by demonstrating that Botho/Ubuntu paradigm might serve as a driver of cognitive justice in psychology and makes inroads into major discourses driven by African scholars.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568001","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: 0

School psychologists’ training to support inclusive education in Portugal: Trainers’ perspectives of opportunities, challenges, and improvements 葡萄牙学校心理学家支持全纳教育的培训：培训人员对机遇、挑战和改进的看法

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-03-14 DOI: 10.1177/01430343241236487

Marisa Carvalho, Rosário Serrão, Heleza Azevedo, Joana Cruz, Diana Alves, Cristina Martins, Elisabete Marques, Marisa Fonseca, Nuna Tormenta, Teresa de Jesus, Sofia Ramalho

{"title":"School psychologists’ training to support inclusive education in Portugal: Trainers’ perspectives of opportunities, challenges, and improvements","authors":"Marisa Carvalho, Rosário Serrão, Heleza Azevedo, Joana Cruz, Diana Alves, Cristina Martins, Elisabete Marques, Marisa Fonseca, Nuna Tormenta, Teresa de Jesus, Sofia Ramalho","doi":"10.1177/01430343241236487","DOIUrl":"https://doi.org/10.1177/01430343241236487","url":null,"abstract":"School psychologists can support schools in implementing inclusive practices. In Portugal, the Decree-Law 54/2018 has set the country on the path to inclusive education based on whole-school approaches. This policy shift demands a change in school psychologists’ practices to be agents for systems change versus traditional roles (such as assessing and counseling students). An e-learning training course was developed and implemented by nine psychologists through a partnership between the Ministry of Education and the Portuguese Psychology Association, focused on the Multi-tiered Systems of Support framework for constructing inclusive schools. The main aim was to empower school psychologists to support adequate, inclusive, and multi-tiered intervention responses in their schools, resourcing a collaborative and supervised approach. From all Portuguese regions, 327 psychologists participated in the training from October 2020 to April 2021. This article focuses on the trainers’ experiences of training, collected through a focus group, reflecting on the challenges, opportunities, and necessary improvements for future training in school psychologists in Portugal on this topic. Trainers have identified organizational and pedagogical aspects as critical to the training delivery and quality that should be addressed in future training courses for school psychologists.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140155651","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: 0

Head teacher leadership behavior, class collective efficacy and school adjustment of junior high school students: A 2-2-1 multilevel mediation analysis 班主任领导行为、班级集体效能感与初中生的学校适应性：2-2-1多层次中介分析

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-03-07 DOI: 10.1177/01430343241236491

Leishan Shi, Yuping Wu, Yanfang Zhou

{"title":"Head teacher leadership behavior, class collective efficacy and school adjustment of junior high school students: A 2-2-1 multilevel mediation analysis","authors":"Leishan Shi, Yuping Wu, Yanfang Zhou","doi":"10.1177/01430343241236491","DOIUrl":"https://doi.org/10.1177/01430343241236491","url":null,"abstract":"Based on Bass' leadership theory and Bandura's social cognitive theory, we tested the direct relationship between head teacher transformational leadership behavior, head teacher transactional leadership behavior, and junior high school students’ school adjustment as well as explored the role of class collective efficacy in mediating this relationship. Surveying 5,083 junior high school students in 168 classes and controlling for grade, head teacher gender, and class size, the hypothesized relationships were tested through a 2-2-1 mediation model using multilevel structural equation modeling. The results indicated that there was not only a direct relationship between head teacher transformational leadership behavior and school adjustment ( b = .326, 95% confidence interval [CI] [.218, .434]), but also an indirect relationship through class collective efficacy (.047, 95% CI [.007, .087]), although the direct link was stronger. Moreover, there was only an indirect relationship between head teacher transactional leadership behavior and school adjustment through class collective efficacy (.051, 95% CI [.007, .096]), and the link between head teacher transformational leadership behavior and school adjustment was stronger than the link between head teacher transactional leadership behavior and school adjustment (diff = .351, 95% CI [.126, .577]). This study extended Bass' leadership theory to a class organization, and the relationship between head teacher leadership behavior and school adjustment was explored at the class level in a junior high school.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075720","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: 0

Acknowledgement of Reviewers – 2023 鸣谢审查员 - 2023 年

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-01-22 DOI: 10.1177/01430343241226764

引用次数: 0