School Psychology International最新文献_第3页

Validity practices in qualitative research in school psychology 学校心理学定性研究的有效性实践

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-08-17 DOI: 10.1177/01430343231194731

Sujay V. Sabnis, Jennifer R. Wolgemuth

引用次数: 0

Self-concept and the academic achievement of students from collectivist countries: A scoping review of empirical findings 集体主义国家学生的自我概念与学业成就:一项实证研究的范围审查

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-08-11 DOI: 10.1177/01430343231194735

Vanessa K. Weva, Jenilee-Sarah Napoleon, Karen Arias, M. Huizinga, J. Burack

{"title":"Self-concept and the academic achievement of students from collectivist countries: A scoping review of empirical findings","authors":"Vanessa K. Weva, Jenilee-Sarah Napoleon, Karen Arias, M. Huizinga, J. Burack","doi":"10.1177/01430343231194735","DOIUrl":"https://doi.org/10.1177/01430343231194735","url":null,"abstract":"The relationship between self-concept and academic achievement that is commonly cited has primarily been found in studies of students from Western countries with individualistic societies. Thus, this relationship may not be evident among students from non-Western countries, which are thought to largely adopt collectivist cultural values and behaviors that are inconsistent with the way that students from individualist nations perceive and evaluate their academic functioning. This lack of clarity motivates the present scoping review about the relationship between self-concept and academic achievement among students from collectivist countries who study in elementary, secondary, and post-secondary schools. A final review of 27 empirical articles involving student populations across educational levels and from several collectivist countries provided support for the same general relationship between self-concept and academic achievement that has been found in Western countries. Accordingly, the development of a favorable self-concept was associated with greater academic achievement. In some cases, this relationship was dependent on self-concept and academic achievement being measured in the context of a school-related discipline and on the time interval between the examination of both variables. Our findings provide insight into pathways to academic success that are effective across cultures, and we offer considerations for successful academic self-concept interventions for collectivist students.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47743210","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

Immigrant mothers as advocates: Understanding how Korean immigrant mothers of children with disabilities navigate special education in the USA 移民母亲作为倡导者：了解残疾儿童的韩国移民母亲如何在美国接受特殊教育

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-08-10 DOI: 10.1177/01430343231194730

Danbi Choe, Courtenay A. Barrett, Jungmin Kwon, Lamia Bagasrawala

{"title":"Immigrant mothers as advocates: Understanding how Korean immigrant mothers of children with disabilities navigate special education in the USA","authors":"Danbi Choe, Courtenay A. Barrett, Jungmin Kwon, Lamia Bagasrawala","doi":"10.1177/01430343231194730","DOIUrl":"https://doi.org/10.1177/01430343231194730","url":null,"abstract":"Despite a myriad of linguistic and cultural barriers, immigrant parents of children with disabilities in the United States have adopted a variety of advocacy strategies. Drawing upon the frameworks of Community Cultural Wealth and Ecological Systems Theory, this study explores how Korean immigrant mothers of children with disabilities advocate for their children within the special education system in the United States. Seven Korean immigrant mothers participated in semi-structured focus group interviews. The findings reveal that these mothers use various strategies, such as seeking resources, attending training, and engaging with support networks within the Korean immigrant community. They also proactively acquired knowledge of special education policies and sought assistance from legal advocacy groups. However, they face challenges in accessing information due to linguistic barriers and a lack of clear descriptions of their children's rights and available services. They also identified that their intersecting racial, ethnic, cultural, and gender identities contribute to their experiences of discrimination and disadvantage. The study underscores the importance of providing tailored information, enhancing community support, and addressing systemic barriers to empower immigrant mothers within the special education system. Implications for schools, school psychologists, and families are discussed, along with recommendations for future research.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49613425","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 effect of duration of youth/parent communication on depression and anxiety during COVID-19 isolation in China. 新冠肺炎隔离期间青少年/父母沟通时间对抑郁和焦虑的影响

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-08-01 Epub Date: 2022-12-05 DOI: 10.1177/01430343221142284

Weijian Hu, Cuiyun Deng, Mengyao Wu, Menglu Cao, Zhaoquan Liu

{"title":"The effect of duration of youth/parent communication on depression and anxiety during COVID-19 isolation in China.","authors":"Weijian Hu, Cuiyun Deng, Mengyao Wu, Menglu Cao, Zhaoquan Liu","doi":"10.1177/01430343221142284","DOIUrl":"10.1177/01430343221142284","url":null,"abstract":"The current study examines the mediating roles of self-efficacy and sleep disturbance and the moderating role of gender in the association between the duration of youth/parent communication on depression and anxiety during the COVID-19 isolation period in China. We used the self-designed demographic variable questionnaire, General Self-Efficacy Scale, the Pittsburgh Sleep Quality Index, the Self-Rating Depression Scale, and the Self-Rating Anxiety Scale with 1,772 youths aged 15-24 from 26 provinces in China during the COVID-19 lockdown. We performed demographic variable analysis, correlation analysis, mediation analysis, and moderated analysis. The duration of daily communication with parents was significantly positively correlated with self-efficacy and significantly negatively correlated with sleep disturbance, depression, and anxiety. The chain mediation analysis revealed that the duration of communication with parents directly affected depression and anxiety. Self-efficacy, sleep disturbance, and self-efficacy sleep disturbance had significant mediating and chain-mediating effects on the duration of communication with parents, depression, and anxiety. The interactions between sleep disturbance and gender (B = 0.35, 95% CI 0.06 to 0.64, p = .02 < .05) were significant. The duration of parent/youth communication directly affected depression and anxiety and indirectly affected depression and anxiety via the chain-mediating effect of self-efficacy and sleep disturbance. Gender moderates the relationships between sleep disturbance and depression.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"468-488"},"PeriodicalIF":2.3,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9729717/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47785437","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: 0

Grit, academic engagement in math and science, and well-being outcomes in children during the COVID-19 pandemic: A study in Hong Kong and Macau. 新冠肺炎大流行期间的Grit、数学和科学学术参与以及儿童的幸福结果：香港和澳门的一项研究

IF 1.7 3区心理学

School Psychology International Pub Date : 2023-08-01 Epub Date: 2023-01-19 DOI: 10.1177/01430343221147273

Jesus Alfonso D Datu, Jet U Buenconsejo, Cheuk Ying Cherry Shek, Yat Ling Elaine Choy, Kuai Long Elvo Sou

{"title":"Grit, academic engagement in math and science, and well-being outcomes in children during the COVID-19 pandemic: A study in Hong Kong and Macau.","authors":"Jesus Alfonso D Datu, Jet U Buenconsejo, Cheuk Ying Cherry Shek, Yat Ling Elaine Choy, Kuai Long Elvo Sou","doi":"10.1177/01430343221147273","DOIUrl":"10.1177/01430343221147273","url":null,"abstract":"There is evidence showing that the triarchic model of grit and its dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) predict engagement and well-being outcomes in high school and undergraduate students during the COVID-19 pandemic outbreak. However, there has been limited research on how this model of grit relates to engagement and optimal psychological outcomes in primary school students. This research investigates the association of grit's dimensions with academic engagement in math and science as well as well-being outcomes (i.e., positive emotions, negative emotions, and flourishing) in primary school students. Participants were primary school students (Mage = 10.42; SDage = 1.26) from Hong Kong (n = 279) and Macau (n = 124). Results showed that perseverance of effort positively predicted cognitive and behavioral engagement in math as well as positive emotions even after controlling for demographic covariates (i.e., age, gender, setting, and year level), conscientiousness, and achievement goal orientations. Adaptability to situations positively predicted cognitive and social engagement in math and flourishing. Consistency of interests negatively predicted both cognitive engagement in science and negative emotions. Indeed, this study indicates that perseverance and adaptability may facilitate children's positive academic and psychological functioning during the COVID-19 pandemic outbreak.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"489-512"},"PeriodicalIF":1.7,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9892874/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43604128","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: 0

Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation. 新冠肺炎期间实践学校心理学家的视角：多国、混合方法的调查

IF 1.7 3区心理学

School Psychology International Pub Date : 2023-08-01 Epub Date: 2022-11-10 DOI: 10.1177/01430343221137716

Fiona May, Gary E Schaffer, Kelly-Ann Allen, Emily Berger, Alexa von Hagen, Vivian Hill, Zoe A Morris, Stefanie Prior, Dianne Summers, Gerald Wurf, Andrea Reupert

{"title":"Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation.","authors":"Fiona May, Gary E Schaffer, Kelly-Ann Allen, Emily Berger, Alexa von Hagen, Vivian Hill, Zoe A Morris, Stefanie Prior, Dianne Summers, Gerald Wurf, Andrea Reupert","doi":"10.1177/01430343221137716","DOIUrl":"10.1177/01430343221137716","url":null,"abstract":"COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"447-467"},"PeriodicalIF":1.7,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9659691/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45133439","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: 0

Self-compassion mediates the relationship between alexithymia and learning burnout in Chinese primary and secondary school students: A cross-sectional study 自我同情在述情障碍与学习倦怠之间的中介作用:一项横断面研究

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-07-18 DOI: 10.1177/01430343231182387

Jiali Zhang, Xian Wang, S. Mu

引用次数: 0

When Mindfulness is Insufficient: The Moderated Moderating Effects of Self-Harm and Negotiable Fate Beliefs on the Association Between Mindfulness and Adolescent Psychological Distress in Disasters 正念不足:自我伤害和可协商命运信念对正念与青少年心理困扰的调节作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-07-12 DOI: 10.1177/01430343231187108

Yuchi Zhang, Chunqian Wang, Yi An, Xinrui Jiang

{"title":"When Mindfulness is Insufficient: The Moderated Moderating Effects of Self-Harm and Negotiable Fate Beliefs on the Association Between Mindfulness and Adolescent Psychological Distress in Disasters","authors":"Yuchi Zhang, Chunqian Wang, Yi An, Xinrui Jiang","doi":"10.1177/01430343231187108","DOIUrl":"https://doi.org/10.1177/01430343231187108","url":null,"abstract":"The coronavirus disease 2019 (COVID-19) pandemic has increased the risk of psychological distress among adolescents. Moreover, adolescents in 70 countries have suffered simultaneously from the COVID-19 pandemic and flood disasters. Research on the protective role of mindfulness on psychological distress is warranted; moreover, the practical needs arising from disasters require a deeper understanding of the potentially complex interplay between mindfulness and psychological distress. Using social–ecological systems theory, this study examined the moderating effects of self-harm and negotiable fate on the relationship between mindfulness and psychological distress in adolescents suffering from concurrent dual disasters (COVID-19 and flood disasters). High school adolescents ( N = 1679; 49.3% adolescent boys) in Zhengzhou, China, completed the Child and Adolescent Mindfulness Measure, Suicide Thoughts and Behaviors Checklist, Negotiable Fate Questionnaire, and Depression Anxiety Stress Scales-21. A three-way interaction model was developed. The results indicate that mindfulness has a significant negative relationship with psychological distress during disasters. Moreover, self-harm and negotiable fate significantly moderated the negative associations between mindfulness and psychological distress in adolescents enduring concurrent dual disasters (three-way interaction effects model). These findings highlight the significance of the interactions between different ecological system factors in the negative associations between mindfulness and psychological distress amid disasters.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41544616","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

Critical psychology & education: Opportunities outside silos 批判心理学与教育：筒仓之外的机遇

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-07-10 DOI: 10.1177/01430343231187064

Tim Corcoran, Stephen J. Vassallo

引用次数: 0

Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study 采用视频反馈干预支持幼儿在学校的师生互动和行为规范:一项定性试点研究

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-06-28 DOI: 10.1177/01430343231184001

Kim M. Starreveld, M. Overbeek, A. Willemen, M. Bakermans-Kranenburg

{"title":"Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study","authors":"Kim M. Starreveld, M. Overbeek, A. Willemen, M. Bakermans-Kranenburg","doi":"10.1177/01430343231184001","DOIUrl":"https://doi.org/10.1177/01430343231184001","url":null,"abstract":"The evidence-based parenting program Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) may have potential to also support teachers in primary schools in their interaction with children with behavior problems. We therefore adapted the intervention for use with primary school teachers (VIPP-School). Here we examined the feasibility of VIPP-School, using qualitative analyses of the perceptions of teachers and VIPP-interveners on their experiences with VIPP-School. Three teacher-child dyads from kindergarten and 2nd grade participated in six sessions of VIPP-School. Perceptions of the participants were collected using semi-structured interviews, logbooks, observations and a questionnaire. The data were qualitatively analysed. Thematic analysis showed five main themes: 1) scheduling of appointments, 2) experiences with intervention elements, 3) working alliance, 4) changes in the teacher-child interaction, 5) defining the target group. Teachers mentioned notable time investment, but appreciated the video feedback as a great way to become more aware of subtle signals of the child and their own behaviors. This study shows that with some adaptations VIPP-School is an acceptable and deliverable intervention for teachers in primary education. It has potential for supporting teachers in the interaction with children with behavioral problems. Further research on the effectiveness of VIPP-School is recommended.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45643907","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