School Psychology International最新文献_第2页

How adolescents’ perceived teachers’ mindset beliefs influence school engagement in China: Roles of perceived classroom goal structures and adolescents’ mindset beliefs 中国青少年感知到的教师心态信念如何影响他们的学校参与：感知到的课堂目标结构和青少年心态信念的作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-12-06 DOI: 10.1177/01430343231216974

Xiaoyu Jia, Ping Li, Jing Zhao, Yuchi Zhang

{"title":"How adolescents’ perceived teachers’ mindset beliefs influence school engagement in China: Roles of perceived classroom goal structures and adolescents’ mindset beliefs","authors":"Xiaoyu Jia, Ping Li, Jing Zhao, Yuchi Zhang","doi":"10.1177/01430343231216974","DOIUrl":"https://doi.org/10.1177/01430343231216974","url":null,"abstract":"Students’ perception of teachers’ mindset beliefs (TMB) is associated with their school engagement (SSE). Based on SSE's contextual-personal interplay, perceived classroom goal structures (CGS) and students’ mindset beliefs (SMB) were considered. Data from 1071 high school students were analyzed. The results show that CGS significantly mediated the negative connection between perceived headteachers’ fixed mindset beliefs and SSE. Students who perceived headteachers to endorse more fixed mindset beliefs aligned with classroom performance goal structure (PGS) rather than mastery goal structure (MGS) environments, predicted fewer engagements. SMB played a moderated role. The effect of MGS on SSE was much stronger for students with low fixed mindset beliefs, whereas the effect of PGS on SSE was significant only for students with high fixed mindset beliefs. These findings corroborate SSE's development-in-sociocultural-context theory, indicating the value of inculcating growth mindset among teachers, and the fitness of classroom-student motivational systems to improve adolescents’ engagement.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598132","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

Effectiveness of a universal school-based intervention for reducing internalizing problems in irish primary school children: A cluster randomized control trial 减少爱尔兰小学生内化问题的通用校本干预措施的效果：分组随机对照试验

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-12-06 DOI: 10.1177/01430343231216971

Aoife Clancy, Martin O’Connor, Eddie Murphy, L. Connaughton, Gary O’Reilly

{"title":"Effectiveness of a universal school-based intervention for reducing internalizing problems in irish primary school children: A cluster randomized control trial","authors":"Aoife Clancy, Martin O’Connor, Eddie Murphy, L. Connaughton, Gary O’Reilly","doi":"10.1177/01430343231216971","DOIUrl":"https://doi.org/10.1177/01430343231216971","url":null,"abstract":"Anxiety and depression are among the most common mental health concerns in youth, with rates of these internalizing problems continuing to rise. Universal school-based interventions have shown promising results in improving poor mental health outcomes; however, more research is needed across different cultural contexts. This study is part of an ongoing evaluation of A Lust for Life Schools Programme, a universal process-based cognitive behavioral therapy intervention for Irish primary school children. This study investigated the efficacy of the program through a cluster randomized controlled trial. Nine schools were randomly allocated to the intervention or control groups. Four hundred and seventy participants completed measures at three timepoints (baseline, post-intervention, and 6-week follow-up) assessing internalizing problems, anxiety, and depressive symptoms (primary outcomes) and avoidance, problem-solving, seeking social support, academic self-efficacy, social self-efficacy, and emotional self-efficacy (secondary outcomes). Although participants reported that they were mostly satisfied with the intervention, results revealed that the intervention did not have a significant effect on the outcome variables compared to the control group. Implications of the findings and recommendations for future research are discussed.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597023","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

Associations between children's school wellbeing, mindset and academic attainment in standardised tests of achievement 儿童的学校幸福感、心态与标准化成绩测试中的学业成绩之间的关系

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-11-28 DOI: 10.1177/01430343231215836

Tania Clarke, Ros McLellan

{"title":"Associations between children's school wellbeing, mindset and academic attainment in standardised tests of achievement","authors":"Tania Clarke, Ros McLellan","doi":"10.1177/01430343231215836","DOIUrl":"https://doi.org/10.1177/01430343231215836","url":null,"abstract":"Childhood wellbeing is essential for positive outcomes in adulthood, as is academic attainment. Schools play a pivotal role in laying the foundations for children to live well. However, research investigating the relationship between wellbeing and attainment has relied on conceptualisations of wellbeing that are too broad (i.e. overall and domain-general wellbeing) or samples spanning large age ranges (thereby overlooking developmental differences). Additionally, the role of mindset, a potentially co-occurring psychological state of both wellbeing and attainment, has been neglected. This study therefore investigated the wellbeing-attainment relationship in 942 children aged 9–11 (447 male, Mage = 10.5; 495 female, Mage = 10.6) across 17 schools in England (UK). Structural equation models distinguished between overall wellbeing, life satisfaction, and eudaimonia, examining associations of each with children's attainment on standardised tests, accounting for mindsets, achievement goals, and sociodemographic factors. Results indicated lower life satisfaction was significantly associated with higher attainment on average, and in English and Mathematics, while eudaimonia was not significantly related to attainment. Overall wellbeing was negatively associated with Mathematics attainment only. A growth mindset was positively associated, while a fixed mindset was negatively associated, with wellbeing. In turn, a growth mindset was significantly positively associated, while a fixed mindset was negatively associated, with attainment. Implications for policy and practice are discussed.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219671","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

Longitudinal relationships between grit, self-esteem, and academic achievement among Korean primary school students 韩国小学生的勇气、自尊和学业成绩之间的纵向关系

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-11-27 DOI: 10.1177/01430343231216973

Sanghyun Park

{"title":"Longitudinal relationships between grit, self-esteem, and academic achievement among Korean primary school students","authors":"Sanghyun Park","doi":"10.1177/01430343231216973","DOIUrl":"https://doi.org/10.1177/01430343231216973","url":null,"abstract":"In a competition-driven meritocratic learning environment, academic achievement can have a direct effect on self-esteem and self-concept. As such, academic achievement can act as an antecedent to grit and self-esteem. This study examined the longitudinal reciprocal relationships of academic achievement, consistency of interest (CI), perseverance of effort (PE), and self-esteem among fourth-grade and fifth-grade primary school students in South Korea, who were under heavy pressure in a performance-oriented learning environment. Data pertaining to 2,240 students were extracted from the 2018 Korean Children and Youth Panel Survey conducted by the National Youth Policy Institute, and cross-lagged structural equation modeling was conducted to examine the longitudinal relationship between three variables. The results revealed that academic achievement had a statistically significant positive relationship with CI, PE, and self-esteem; CI had a statistically significant positive relationship with PE; and PE had a statistically significant positive relationship with self-esteem through the mediation of academic achievement. In addition, self-esteem demonstrated the highest level of stability, and although CI and PE demonstrated similar levels of stability, CI displayed slightly greater stability compared to PE. Findings from this study suggest the need to support grit and self-esteem among Korean students under pressure in performance-oriented academic environments.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139231322","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

Youth as coresearchers: Social justice means youth as knowledge makers too 青年是核心研究者：社会公正意味着青年也是知识的创造者

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-11-27 DOI: 10.1177/01430343231216978

Elizabeth Benninger, Shereen C. Naser, Sinéad M. O'Neill

{"title":"Youth as coresearchers: Social justice means youth as knowledge makers too","authors":"Elizabeth Benninger, Shereen C. Naser, Sinéad M. O'Neill","doi":"10.1177/01430343231216978","DOIUrl":"https://doi.org/10.1177/01430343231216978","url":null,"abstract":"Dominant knowledge systems rely on a Western perspective of creating and disseminating new information. These systems marginalize traditional ways of knowing including co-creating knowledge, personal narratives and lived experiences, as well as inherited cultural knowledge. Additionally, Western knowledge systems have centered the White adult male as the primary knowledge creator both through what has been valued in contemporary scientific traditions and culturally in the image of who is considered capable of creating knowledge. Those who do not fit this image have historically been marginalized and exploited in the pursuit of knowledge making including youth and particularly youth with diverse racial/ethnic identities. It is these narrow epistemological systems that have informed school psychology research and practice since its inception. Recent calls for social justice as central to school psychology work have challenged the status quo and emphasized the amplification of marginalized voices in research and practice. Therefore, this article outlines methodologies that subvert more traditional knowledge-making strategies foundational to school psychology work and critiques these to provide guidelines for methodologies that can truly incorporate youth as co-researchers, particularly Black, Indigenous and youth of color within a US context. A case study illustrating the implementation of these guidelines is included.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139232079","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

Parental involvement and academic achievement of adolescents: The mediating roles of school adjustment 父母参与与青少年学业成就:学校适应的中介作用

3区心理学

School Psychology International Pub Date : 2023-10-23 DOI: 10.1177/01430343231207134

Gum-Ryeong Park, Jinho Kim

引用次数: 0

Social justice and public policy: Learning from school and counseling psychologists 社会正义和公共政策:向学校和咨询心理学家学习

3区心理学

School Psychology International Pub Date : 2023-10-05 DOI: 10.1177/01430343231201858

Laura Anne Winter, Maureen Wood, David Shriberg

引用次数: 0

A call for QuantCrit methodologies: Unpacking the need for a critical lens in school psychology research 对定量批判方法论的呼唤:揭示学校心理学研究中对批判视角的需求

3区心理学

School Psychology International Pub Date : 2023-09-25 DOI: 10.1177/01430343231202753

Stephanie D’Costa, Stephanie Grant, Tara Kulkarni, Adrianna Crossing, Miranda Zahn, Marie L. Tanaka

{"title":"A call for QuantCrit methodologies: Unpacking the need for a critical lens in school psychology research","authors":"Stephanie D’Costa, Stephanie Grant, Tara Kulkarni, Adrianna Crossing, Miranda Zahn, Marie L. Tanaka","doi":"10.1177/01430343231202753","DOIUrl":"https://doi.org/10.1177/01430343231202753","url":null,"abstract":"School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that ‘presumed neutral’ quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135817657","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

Elevating disabled voices: Decentering power in school psychology scholarship 提升残障人士的声音:学校心理学研究中的去中心化力量

3区心理学

School Psychology International Pub Date : 2023-09-20 DOI: 10.1177/01430343231201859

Devadrita Talapatra, Laurel A. Snider, Kayla McCreadie, Eileen Cullen

{"title":"Elevating disabled voices: Decentering power in school psychology scholarship","authors":"Devadrita Talapatra, Laurel A. Snider, Kayla McCreadie, Eileen Cullen","doi":"10.1177/01430343231201859","DOIUrl":"https://doi.org/10.1177/01430343231201859","url":null,"abstract":"People with intellectual disabilities (IDs) have experienced involuntary and inhumane research practices. Consequently, researchers have shifted towards excluding those with IDs; caregivers, teachers, or peers compose study samples, dominating a space they indirectly experience. Researcher bias regarding intellectual capacity has resulted in a unique research gap that overlooks insights from the population the research is intended to benefit. People with ID are interested in research participation and have a right to be included in decision-making that impacts them. Emancipatory inquiry allows school psychology scholars to center student voices while also promoting social justice. Emancipatory inquiry empowers the “subjects” of social inquiry by producing knowledge that directly benefits disenfranchised populations. Emancipatory inquiry aligns with the social justice frame of DisCrit, which compels us to privilege the voices of marginalized populations and recognize that many of the gains for disabled populations have largely occurred because of the benefits they afford White, able-bodied, middle-class citizens. Using Emancipatory inquiry, school psychology scholars can prepare trainees and future researchers to conduct ethically sound research, prioritize first-person voices of those with ID, provide socially valid services to students and their families, and move school psychology closer to partnership with the disabled community.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263169","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: 1

The relationship between school and classroom climate, and academic achievement: A meta-analysis 学校和课堂气氛与学业成就的关系:一项元分析

3区心理学

School Psychology International Pub Date : 2023-09-20 DOI: 10.1177/01430343231202923

Cahit Erdem, Metin Kaya

{"title":"The relationship between school and classroom climate, and academic achievement: A meta-analysis","authors":"Cahit Erdem, Metin Kaya","doi":"10.1177/01430343231202923","DOIUrl":"https://doi.org/10.1177/01430343231202923","url":null,"abstract":"This study reports two independent meta-analyses on the relationship between (a) classroom climate and academic achievement; and (b) school climate and academic achievement. The analyses were based on extant correlational research studies at the K-12 level that were published between 2000 and 2020. The relationships were analyzed in terms of various moderator variables. The first dataset included 53 research studies focusing on classroom climate and academic achievement, and the second dataset included 37 research studies on school climate and academic achievement. The meta-analyses were carried out with a random effects model. Fisher's effect size was calculated for each study. Publication bias was tested with Egger's linear regression method and Duval and Tweedie's trim and fill method. We used the Q-test for moderation analyses and I 2 test for heterogeneity analyses. The results revealed that the mean effect size for the relationship between classroom climate and academic achievement was small, while it was medium for the relationship between school climate and academic achievement. The effect sizes regarding classroom climate differed significantly only in terms of the academic area moderator variable, and the effect sizes regarding school climate differed in terms of school area, report type, and unit of analysis. This meta-analysis study confirmed that school climate and classroom climate are significant correlates of academic achievement, and the dataset in this study revealed a greater magnitude of relationship in favor of school climate (although a comparison is not meant in this study). This study suggests that policymakers and practitioners should invest their efforts in promoting sound school climates while maintaining an emphasis on classroom climate components, as the two types of climates are intertwined.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136309052","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