School Psychology International最新文献_第7页

Can clinical judgement overcome flawed materials when assessing black children: The need for more intervention-based pedagogy and less assessment negligence 在评估黑人儿童时，临床判断能否克服有缺陷的材料:需要更多基于干预的教学法和更少的评估疏忽

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-09-21 DOI: 10.1177/01430343221128244

Scott L. Graves

引用次数: 1

Adaptation and validation of BullyHARM-China—a Chinese version of the Bullying, Harassment, and Aggression Receipt Measure 欺凌、骚扰与攻击接受量表的中文版——bullyharm - china的适应与验证

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-09-15 DOI: 10.1177/01430343221123965

Jingyi Yang, R. Ferraz, Dexin Shi, S. Harrison, Zhi Ye, Lihua Chen, D. Lin

{"title":"Adaptation and validation of BullyHARM-China—a Chinese version of the Bullying, Harassment, and Aggression Receipt Measure","authors":"Jingyi Yang, R. Ferraz, Dexin Shi, S. Harrison, Zhi Ye, Lihua Chen, D. Lin","doi":"10.1177/01430343221123965","DOIUrl":"https://doi.org/10.1177/01430343221123965","url":null,"abstract":"Bullying is a growing concern in China, yet there are few validated scales designed to measure different types of bullying among Chinese children. In this present study, a bilingual team of researchers use a forward-backward translation process to adapt the Bullying, Harassment, and Aggression Receipt Measure (BullyHARM) for Chinese youth. BullyHARM has previously been shown to be a reliable scale for measuring six bullying domains (i.e., physical, verbal, social/relational, cyber, property, sexual) among children in the United States (US). After cultural and linguistic adaptation, we enrolled 397 middle school students from Beijing, China in a validation study to assess the psychometric properties of the new BullyHARM-China scale. Results of confirmatory factor analysis suggest the final 21-item scale displays strong internal consistency. Consistent with findings from the US, the first-order model of six factors (i.e., six bullying subscales) displays the best fit to the data. Our findings suggest that BullyHARM-China is a reliable tool for measuring bullying victimization among Chinese students.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"279 - 300"},"PeriodicalIF":2.3,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42432749","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

Teacher-student relationship and academic achievement in China: Evidence from a three-level meta-analysis 中国的师生关系与学业成就：来自三级荟萃分析的证据

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-09-07 DOI: 10.1177/01430343221122453

H. Lei, Xijing Wang, M. Chiu, Mingfeng Du, Tongwei Xie

引用次数: 4

Do parents have exam anxiety, too? The predictive role of irrational beliefs and perfectionism with parental exam anxiety in explaining students’ exam anxiety 父母也有考试焦虑吗?非理性信念、完美主义与家长考试焦虑对学生考试焦虑的预测作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-09-01 DOI: 10.1177/01430343221122387

Kemal Baytemir

{"title":"Do parents have exam anxiety, too? The predictive role of irrational beliefs and perfectionism with parental exam anxiety in explaining students’ exam anxiety","authors":"Kemal Baytemir","doi":"10.1177/01430343221122387","DOIUrl":"https://doi.org/10.1177/01430343221122387","url":null,"abstract":"Objectives: Exam Anxiety is a condition influenced by both personal and environmental factors as well as cultural, family, and family-related systems. Accordingly, the current study aims at determining the predictive role of parental exam anxiety with irrational beliefs and perfectionism in explaining students’ exam anxiety. Methods: The study included a total of 1006 participants, students (N = 503 (58%) female and (42%) male) and parents (N = 503 (65%) female and (35%) male) of these students. The Test Anxiety Inventory, Exam Anxiety Scale for Parents, The Irrational Beliefs Scale for Adolescence, and Frost Multidimensional Perfectionism Scale were used as data collection instruments for this study. Results: The regression analyses indicated that exam anxiety in students was significantly predicted by the worry sub-dimension of parental exam anxiety, irrational beliefs as well as concern over mistakes, parental criticism, and doubting of actions sub-dimension of perfectionism. Conclusion: The findings are discussed and explained based on the relevant literature.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"257 - 278"},"PeriodicalIF":2.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41625793","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: 2

Classroom practices and peer social status in junior high school 初中课堂实践与同伴社会地位

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-09-01 DOI: 10.1177/01430343221122408

Maria Rosaria Di Stasio, R. Savage

引用次数: 0

The moderating role of emotional engagement on the relation of anger regulation with later achievement in elementary school 情绪投入对小学生愤怒调节与后期成就关系的调节作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-08-01 DOI: 10.1177/01430343221116297

Colleen R. O’Neal, Kristin Meyering, Leyla Babaturk, N. Gosnell, Hayley Weinberg

{"title":"The moderating role of emotional engagement on the relation of anger regulation with later achievement in elementary school","authors":"Colleen R. O’Neal, Kristin Meyering, Leyla Babaturk, N. Gosnell, Hayley Weinberg","doi":"10.1177/01430343221116297","DOIUrl":"https://doi.org/10.1177/01430343221116297","url":null,"abstract":"The objective of this study was to understand if and for whom anger regulation relates to later reading and math achievement. The sample included 267 upper elementary school students from two schools (5% Asian, 10% Black, 6% Latinx, 17% Multiethnic/Other, and 62% White; 36% dual language learner; 60% female; average age = 9.7 years). Self-reported anger regulation and self- and teacher-reported emotional engagement were assessed. Then, reading and math standardized achievement were tested by the schools approximately three months later. Latent variable path analyzes suggested that withdrawal when experiencing anger (“anger withdraw”) had a significant, positive relation with later reading and math achievement outcomes, when controlling for other anger regulation strategies and demographics. Latent student- and teacher-reported emotional engagement moderated the relation of anger withdraw with later reading achievement. Discussion centers on anger regulation, moderation, and implications of anger regulation for school psychologists.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"23 - 47"},"PeriodicalIF":2.3,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41517549","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

Videoconferencing-based cognitive behavioral therapy for youth with anxiety and depression during COVID-19 pandemic. 基于视频会议的认知行为疗法对COVID-19大流行期间焦虑和抑郁青年的影响

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-08-01 DOI: 10.1177/01430343221097613

Burcu Uysal, Ebru Morgül, Feyzanur Taştekne, Dilruba Sönmez, Mehmed Seyda Tepedelen, Sümeyra Gülay, Iclal Eskioğlu Aydın, Hülya Evecek, Vahdet Gormez

{"title":"Videoconferencing-based cognitive behavioral therapy for youth with anxiety and depression during COVID-19 pandemic.","authors":"Burcu Uysal, Ebru Morgül, Feyzanur Taştekne, Dilruba Sönmez, Mehmed Seyda Tepedelen, Sümeyra Gülay, Iclal Eskioğlu Aydın, Hülya Evecek, Vahdet Gormez","doi":"10.1177/01430343221097613","DOIUrl":"10.1177/01430343221097613","url":null,"abstract":"<p><p>The need for psychosocial intervention programmes to address the negative consequences of the COVID-19 pandemic and its associated lockdown restrictions on the mental health of young people is evident. Using a within subject pretest-posttest design, this study aimed to evaluate the effects of online Cognitive Behavioural Therapy (CBT)-based anxiety and depression management psychoeducation programmes on mental health and coping skills in youth ages 14-20. The Demographic Information Form, Revised Child Anxiety Depression Scale, and KidCope were administered before and after the psychoeducational programme to assess programme outcomes. The results indicate significant decreases in levels of anxiety, significant decreases in avoidance of anxiety-provoking situations and significant increases in coping skills following the online CBT Anxiety Management Psychoeducation Program. A significant decrease in depression scores was noted among the online CBT Depression Management Psychoeducation Program participants. Although these results should be interpreted cautiously due to limitations of the study (e.g., no control group, high attrition), they suggest that psychological prevention or intervention programmes may be beneficial for young people who are physically unable to go to school or who cannot interact face-to-face with social support networks.</p>","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"420-439"},"PeriodicalIF":2.3,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9096007/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47946876","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

Perceived teacher empathy and teenagers’ positive academic emotions: The mediating effect of interpersonal emotion regulation 感知教师移情与青少年积极学业情绪：人际情绪调节的中介效应

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-07-11 DOI: 10.1177/01430343221113004

Shuyin Wang, Xu Li, Jiamei Lu, MeiQi Yu

引用次数: 1

Individual differences in self-esteem and social anxiety predict problem smartphone use in adolescents 自尊和社交焦虑的个体差异预测青少年问题智能手机的使用

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-07-03 DOI: 10.1177/01430343221111061

E. J. Edwards, Caitlin S. Taylor, Robert S. Vaughan

{"title":"Individual differences in self-esteem and social anxiety predict problem smartphone use in adolescents","authors":"E. J. Edwards, Caitlin S. Taylor, Robert S. Vaughan","doi":"10.1177/01430343221111061","DOIUrl":"https://doi.org/10.1177/01430343221111061","url":null,"abstract":"Smartphones have many characteristics that make them attractive to adolescents. Recent work, however, has established a link between smartphone-related problems and self-esteem (self-worth) and social anxiety (fear of social relations). To date, little is known about the characteristics underpinning these relationships in combination. Driven by theory, the present study examined the association between self-esteem, social anxiety, and nomophobia (fear of being without access to a smartphone) and problem smartphone use (PSU) in a sample of early adolescents (N = 254). Self-esteem (Rosenberg Self Esteem Scale), social anxiety (Social Avoidance and Distress Scale) and their combined contribution (self-esteem × social anxiety) served as predictor variables of nomophobia (Nomophobia Questionnaire) and PSU (Mobile Phone Problem Usage Scale – Adolescent version) in separate moderated regression analyses. We found that lower self-esteem was associated with higher nomophobia and PSU, and that higher self-esteem may be a protective factor in those lower in social anxiety, such that they are not prone to excessive smartphone use. Our findings offer preliminary markers for psychologists addressing the challenges related to excessive smartphone use in this age group.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"460 - 476"},"PeriodicalIF":2.3,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49292163","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: 2

Universal crisis psychoeducational interventions in schools: A scoping review 学校普遍的危机心理教育干预：范围界定综述

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-06-28 DOI: 10.1177/01430343221104986

M. Capurso, S. De Stasio, B. Ragni

{"title":"Universal crisis psychoeducational interventions in schools: A scoping review","authors":"M. Capurso, S. De Stasio, B. Ragni","doi":"10.1177/01430343221104986","DOIUrl":"https://doi.org/10.1177/01430343221104986","url":null,"abstract":"In times of crisis, schools are expected to help students deal with the situation and any help offered should consider the social and emotional problems arising from the critical event. Therefore, school-based activities enabling children to recognize the experience and work through it are essential to sustain their normal development and prevent academic and mental health problems. This paper provides an overview of the literature on universal school crisis interventions. We performed a scoping literature search in Scopus, ERIC, and Psych Info for articles published between January 2000 and May 2021 and identified 32 universal school-based crisis interventions based on three main crisis types (armed conflict, natural disaster, and Covid-19). Analysis of the methodologies and theoretical backgrounds generated six key psychoeducational factors commonly adopted. Comparing the different programmes in terms of topics, course content, duration, and methodology can help administrators and educators select the most appropriate crisis intervention for their school and situation. We also discuss the collaboration between mental health care specialists, school teams, and other important factors needed to implement these programmes and ensure their effectiveness under real-life conditions.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"339 - 380"},"PeriodicalIF":2.3,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41377146","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: 2