School Psychology International最新文献_第7页

Can school climate or peer preference moderate the adjustment difficulties associated with peer victimization among Chinese middle school students? 学校氛围或同伴偏好是否能调节中学生同伴受害相关的适应困难?

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-09-23 DOI: 10.1177/01430343221108345

Cixin Wang, Jocelyn Yao, Ami Patel, Beilei Li

引用次数: 0

Centering the contributions, perspectives, and experiences of Black school psychologists: Commentary on Proctor (2022) 以黑人学校心理学家的贡献、观点和经历为中心：普罗克特评论（2022）

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-09-23 DOI: 10.1177/01430343221111049

Sally L. Grapin

引用次数: 2

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