School Psychology International最新文献_第5页

Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students. 在2019冠状病毒病期间实现最佳实践:与偏远学校开展响应性和关系性方案，以提高土著和托雷斯海峡岛民学生的福祉

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-04-01 Epub Date: 2022-11-20 DOI: 10.1177/01430343221137717

Janya McCalman, Nicole Caelli, Helen Travers, Veronica Graham, Ernest Hunter

{"title":"Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students.","authors":"Janya McCalman, Nicole Caelli, Helen Travers, Veronica Graham, Ernest Hunter","doi":"10.1177/01430343221137717","DOIUrl":"10.1177/01430343221137717","url":null,"abstract":"Purpose: From 2018, the Schools Up North (SUN) programme worked with three remote Australian schools to enhance their capability and resilience to support the wellbeing and mental health of Aboriginal and Torres Strait Islander students and staff. This paper explores the implementation of SUN during the first two years of COVID-19 (2020-2021). Method: Using grounded theory methods, school staff, other service providers and SUN facilitators were interviewed, with transcripts and programme documents coded and interrelationships between codes identified. An implementation model was developed. Results: The SUN approach was place-based, locally informed and relational, fostering school resilience through staff reflection on and response to emerging contextual challenges. Challenges were the: community lockdowns and school closures; (un)availability of other services; community uncertainty and anxiety; school staff capability and wellbeing; and risk of educational slippage. SUN strategies were: enhancing teachers' capabilities and resources, facilitating public health discussions, and advocating at regional level. Outcomes were: enhanced capability of school staff; greater school-community engagement; student belonging and engagement; a voice for advocacy; and continuity of SUN's momentum. Conclusions: The resilience approach (rather than specific strategies) was critical for building schools' capabilities for promoting students and staff wellbeing and provides an exemplar for remote schools globally.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"214-235"},"PeriodicalIF":2.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9816620/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47668651","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

Resilience to COVID-19 challenges: Lessons for school psychologists serving school-attending black South African youth aged 10 to 19 years old. 应对COVID-19挑战的韧性:为10至19岁的南非黑人在校青年提供服务的学校心理学家的经验教训

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-04-01 Epub Date: 2022-11-15 DOI: 10.1177/01430343221135872

Jace Pillay

{"title":"Resilience to COVID-19 challenges: Lessons for school psychologists serving school-attending black South African youth aged 10 to 19 years old.","authors":"Jace Pillay","doi":"10.1177/01430343221135872","DOIUrl":"10.1177/01430343221135872","url":null,"abstract":"Several studies have highlighted the mental health challenges of children and youth during the COVID-19 pandemic lockdown period, especially, in relation to an escalation of depression, anxiety, and stress. Whilst this may be the reality, it is unfortunate that most of the studies adopt a psychopathological point of departure often portraying doom and gloom. Adopting a social ecological resilience perspective the author focuses on the resilience of school-attending black South African youth during the COVID-19 lockdown period. The Child and Youth Resilience Measurement (CYRM-28) was completed by 4165 respondents in grades 4 to 12 (females = 2431, 58.4%; males = 1734, 41.6%) from the Gauteng, Mpumalanga and North-West provinces in South Africa. The findings indicate that school psychologists must consider gender, age and school levels when they design school-based resilience programmes for black South African children. Particular emphasis should be placed on contextual resilience highlighting spiritual, religious, cultural and educational factors. A major lesson for school psychologists is to ensure that school-based resiliency programmes adopt a whole school approach that includes children, their families and local communities for the successful promotion of resilience during adverse situations as postulated by the social ecological resilience model.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"172-189"},"PeriodicalIF":2.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9669504/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48095527","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

Exploring the role of implicit theories of talent in subjective well-being, academic buoyancy, and perceived physical health: A study in the Philippine context 探索天赋内隐理论在主观幸福感、学术浮力和感知身体健康中的作用:一项菲律宾背景下的研究

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-03-23 DOI: 10.1177/01430343231165269

J. P. Valdez

引用次数: 1

Academic resilience and test anxiety: The moderating role of achievement goals 学业韧性与考试焦虑：成就目标的调节作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-03-15 DOI: 10.1177/01430343231162876

M. Lim, Kah Loong Chue

引用次数: 1

Patterns of relational aggression, narcissism, and self-esteem: Adolescents’ social goals unraveled 关系攻击、自恋和自尊的模式：青少年的社会目标被解开

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-02-09 DOI: 10.1177/01430343231154738

Ioanna Voulgaridou, Constantinos M. Kokkinos, K. Fanti

{"title":"Patterns of relational aggression, narcissism, and self-esteem: Adolescents’ social goals unraveled","authors":"Ioanna Voulgaridou, Constantinos M. Kokkinos, K. Fanti","doi":"10.1177/01430343231154738","DOIUrl":"https://doi.org/10.1177/01430343231154738","url":null,"abstract":"This study applies latent profile analysis to identify profiles of adolescents differentiated on levels of relational aggression (RAgg), self-esteem, and narcissism. To understand the social aspects of these profiles within the adolescent peer context, we compare them to their reported social goals of dominance, popularity, and intimacy. Greek junior high school students ( N = 2,207), selected via random stratified cluster sampling, aged 13–16 ( M = 14.04, SD =.81), completed a self-report survey. Based on self-esteem, narcissism, and RAgg scores, four groups emerged: the group with the lowest scores in RAgg, narcissism, and self-esteem (“low risk”), the group with the highest scores in RAgg, narcissism, and self-esteem (“relational aggressors with narcissistic self-esteem”), the group with moderate scores in RAgg, narcissism, and self-esteem (“moderate risk”), and the group with high RAgg and narcissism scores but low self-esteem (“relational aggressors with vulnerable self-esteem”). Relational aggressors with high narcissism and self-esteem scored higher on social goals than those with vulnerable self-esteem (high narcissism but low self-esteem). Preventive policies should replace excessive and unconditional praise with more realistic self-esteem sources and teach adolescents how to respond to negative feedback and to cope with ego threats or social placement concerns.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48428861","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 stressful life events and school engagement for junior high school students in China: A serial mediation model 中国初中生压力生活事件与学校投入的关系:一个序列中介模型

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-02-09 DOI: 10.1177/01430343231155621

Shuanghu Fang, Dongyan Ding

{"title":"The relationship between stressful life events and school engagement for junior high school students in China: A serial mediation model","authors":"Shuanghu Fang, Dongyan Ding","doi":"10.1177/01430343231155621","DOIUrl":"https://doi.org/10.1177/01430343231155621","url":null,"abstract":"The purpose of this study is to examine the relationship between stressful life events (SLE) and school engagement and to determine if there are some likely mediating variables between them. A sample of 1517 Chinese junior high school students (51.5% female) completed the adolescent self-rating life events checklist (ASLEC), Utrecht Work Engagement Scale-student (UWES-s), cognitive fusion questionnaire (CFQ), and positive psychological capital questionnaire (PPQ). The model was calculated using the PROCESS macro in SPSS. The serial mediator model revealed a significant negative effect of SLE on school engagement through psychological flexibility and psychological capital (effect = −.08, 95% CI [−.10, −.06]). There was also a direct mediating effect through psychological capital (effect = −.17, 95% CI [−.21, −.13]). The results of the present study may help to clarify mechanisms that might explain the association between SLE and school engagement. Future research on improving school engagement should consider the critical roles of psychological flexibility and psychological capital.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42129562","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

Editorial Notice 编辑注意到

3区心理学

School Psychology International Pub Date : 2023-01-20 DOI: 10.1177/01430343221149286

引用次数: 0

Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors 成就价值、教师自主支持和教师学业压力在促进高中生学业参与中的作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-01-19 DOI: 10.1177/01430343221150748

Taerim Lee, So E. Hong, Jieun Kang, S. M. Lee

引用次数: 2

Assessing gender difference in mathematics achievement 评估数学成绩的性别差异

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-01-04 DOI: 10.1177/01430343221149689

Yujie Lu, Xuan Zhang, Xinlin Zhou

{"title":"Assessing gender difference in mathematics achievement","authors":"Yujie Lu, Xuan Zhang, Xinlin Zhou","doi":"10.1177/01430343221149689","DOIUrl":"https://doi.org/10.1177/01430343221149689","url":null,"abstract":"Gender differences in math-related professional achievements have been identified as a worldwide problem. Academic achievement assessments, however, have repeatedly revealed gender similarities. The observed gender similarity might be due to biased assessments that heavily rely on reading skills, which favors girls. The current study analyzed 29 international and within-country datasets representing a total of 9,471,692 students from 1,456 regions through four typical, large-scale student academic achievement assessments. The results showed a gender difference in mathematics achievements of greater than 0.76 (Cohen's d), favoring boys for each dataset after controlling for general reading achievements. The gender difference in mathematics achievements favoring boys exceeded 0.35 in each region, with a mean of 0.70 for 79 countries or jurisdictions in the 2018 Programme for International Student Assessment (PISA 2018) after controlling for general reading achievements. Dataset- and region-level gender differences are robust, suggesting that there is a clear gender difference in mathematics achievements that previous analyses have not identified due to the effect of reading achievements differences.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"553 - 567"},"PeriodicalIF":2.3,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44386360","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

‘Put students’ dreams first’: Student perspectives on secondary school climate improvement in Mongolia “把学生的梦想放在首位”：学生对蒙古中学气候改善的看法

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-12-29 DOI: 10.1177/01430343221147268

Oyundelger Enkhtur, Diana H Gruman, Michidmaa Munkhbat

引用次数: 2