{"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":"58 1","pages":""},"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}
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":"40 1","pages":""},"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}
{"title":"Parental involvement and academic achievement of adolescents: The mediating roles of school adjustment","authors":"Gum-Ryeong Park, Jinho Kim","doi":"10.1177/01430343231207134","DOIUrl":"https://doi.org/10.1177/01430343231207134","url":null,"abstract":"This study examines the relationship between parental involvement and academic achievement among adolescents and potential mechanisms underlying this relationship. Using data from six waves of the Korean Children and Youth Panel Survey, this study estimated fixed effects models to account for individual-level heterogeneity. Sobel mediation tests were employed to examine the mediating roles of four aspects of school adjustment, namely: (a) academic engagement, (b) compliance with school rules, (c) positive peer relationships, and (d) positive teacher–student relationships. Results revealed that parental involvement is positively associated with adolescents’ academic achievement ( b = 0.172). Proposed mechanism variables explain approximately 68.6% of the association, with academic engagement being the most salient pathway. The findings highlight the importance of parental involvement in helping adolescents adjust to school environments and improve their academic performance.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"23 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412892","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}
{"title":"Social justice and public policy: Learning from school and counseling psychologists","authors":"Laura Anne Winter, Maureen Wood, David Shriberg","doi":"10.1177/01430343231201858","DOIUrl":"https://doi.org/10.1177/01430343231201858","url":null,"abstract":"For applied psychologists, the goal is to promote positive outcomes among the individuals and groups they serve. Psychological practice takes place within a real-world context, including societal conditions that both harm and support children. Within school and counseling psychology, growing recognition of the impact of society on children has led to efforts to identify social justice as a key framework and set of strategies. Despite the obvious impact of public policy on the lives of children, there is very limited research on pathways and experiences of counseling and school psychologists who are involved in public policy efforts in their capacity as psychologists. This study addresses this gap, interviewing eighteen individuals across the United Kingdom and United States. Key findings include the importance of cultural responsiveness, professional development opportunities, and building and sustaining relationships. Several implications for future research and practice are provided, highlighting the need for multidisciplinary collaboration among those engaged in public policy and social justice efforts.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134974842","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}
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":"59 1","pages":"0"},"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}
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":"58 1","pages":"0"},"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}
{"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":"173 1","pages":"0"},"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}
{"title":"Parental burnout and adolescents’ phubbing: Understanding the role of parental phubbing and adolescents’ psychological distress","authors":"Han Zhang, Qing Hu, Yanting Mao","doi":"10.1177/01430343231201863","DOIUrl":"https://doi.org/10.1177/01430343231201863","url":null,"abstract":"Given its negative consequences for children's mental health and academic performance, parental burnout has recently drawn researchers’ attention. However, its effects on children's behavior remain unclear. To fill this gap, this study examined the relationship between parental burnout and adolescents’ phubbing as well as the mediating roles of parental phubbing and adolescents’ psychological distress based on the family system theory. This study included 871 adolescents and their primary caregivers. Results indicated positive correlations between parental burnout, parental phubbing, adolescents’ psychological distress and adolescents’ phubbing. Parental burnout had a direct relationship with adolescents’ phubbing; it also had an indirect relationship with adolescents’ phubbing through the independent mediating roles of parental phubbing and adolescents’ psychological distress as well as the chain-mediating roles of these two factors. The findings contribute to our understanding of how parental burnout is related to adolescents’ phubbing and highlight the importance of attending to parental phubbing and adolescents’ psychological distress in preventing and intervening in adolescents’ phubbing.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135552556","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}
Lisa N. Aguilar, Karina Mojica, H. S. Lim, Maria D. L. Ruiz-Montoya, Ja’Toria S. Palmer, Carissa B. Serratos, Jaylin M. Soto
{"title":"Surviving and thriving in school psychology through community building and storytelling: A collaborative autoethnography","authors":"Lisa N. Aguilar, Karina Mojica, H. S. Lim, Maria D. L. Ruiz-Montoya, Ja’Toria S. Palmer, Carissa B. Serratos, Jaylin M. Soto","doi":"10.1177/01430343231194733","DOIUrl":"https://doi.org/10.1177/01430343231194733","url":null,"abstract":"As marginalized graduate students and faculty, we have stories to tell about our experiences within school psychology. Many of these stories center our oppression, trauma, and exclusion but some of them also center our joy and resistance. The purpose of this collaborative autoethnographic project was to create a counterspace in which we, BIWOC faculty and graduate students, could come together to engage in storytelling and build community amongst one another as a way to survive and thrive in academia. As a result of the counterspace, we are able to provide critical feedback and recommendations for school psychology programs to better support marginalized students and faculty. And we also offer critical hope and knowledge to marginalized graduate students and faculty who are currently in the field.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42029292","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}
S. Hunt, Kisha R. Radliff, C. Acton, Alenna Bible, Laurice M. Joseph
{"title":"Students with disabilities' perceptions of school climate: A systematic review","authors":"S. Hunt, Kisha R. Radliff, C. Acton, Alenna Bible, Laurice M. Joseph","doi":"10.1177/01430343231194732","DOIUrl":"https://doi.org/10.1177/01430343231194732","url":null,"abstract":"School climate has been identified as a critical systemic variable associated with many desirable academic and social-emotional outcomes. However, little research has been conducted regarding the students with disabilities’ perceptions of school climate. This review aimed to investigate and synthesize the existing research on this topic to identify trends in the literature, guide future research, and inform intervention and reform. Following a systematic search of four major databases, 12 studies were determined to meet the inclusion criteria. Generally, students with disabilities reported more negative perceptions of school climate in comparison to peers without disabilities. However, when an intersectional lens was applied to discern this population's perspectives, a more nuanced understanding of school climate was able to be identified. This approach suggests evaluating school climate data in a disaggregated form may better inform decision-making in schools. Future research regarding students with disabilities’ perceptions of school climate and related outcomes is needed. This should include both a wider and more specified sample of students, what school climate subdomains are impacted and how, how these variables relate to school-related outcomes, and how school climate interventions specifically impact students with disabilities.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65227704","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}