School Psychology International最新文献_第9页

Editorial notice 编辑注意到

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-03-16 DOI: 10.1177/01430343221083124

引用次数: 0

Prevalence and predictors of staff victimization of students in Kosovo 科索沃工作人员伤害学生的流行程度和预测因素

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-03-07 DOI: 10.1177/01430343221081994

A. Arënliu, R. Benbenishty, Kaltrina Kelmendi, Zamira Hyseni Duraku, J. Konjufca, R. Astor

{"title":"Prevalence and predictors of staff victimization of students in Kosovo","authors":"A. Arënliu, R. Benbenishty, Kaltrina Kelmendi, Zamira Hyseni Duraku, J. Konjufca, R. Astor","doi":"10.1177/01430343221081994","DOIUrl":"https://doi.org/10.1177/01430343221081994","url":null,"abstract":"Student victimization by school staff members has important potential consequences for students’ academic achievement and physical and psychological outcomes. Several studies have shown that such victimization exists in multiple contexts and there is considerable variation in prevalence among contexts. This study examined the prevalence of student victimization in public schools by staff members and its relationships with other school-related factors in the context of Kosovo. The sample was designed to represent all students from Grades 6–9 in 13 of Kosovo's 38 municipalities. The sample consisted of 12,040 students from 100 schools, 49.2% of whom were female. They were equally divided between Grades 6 to 9. Overall, more than a quarter of the students reported that a staff member victimized them in the last month. The least prevalent victimization type was sexual—touched or tried to touch you in a sexual manner (2.3%). The most prevalent physical behavior was slapping (15.8%); 12.7% reported being offended or humiliated by a staff member and 8.3% indicated that a staff member cursed them. Boys were victimized significantly more than girls for all types of victimization. The strongest predictors of staff victimization of students were students’ involvement in peer-to-peer victimization and risky behaviors, which were correlated with school climate. Future research should examine each type of staff victimization of students (emotional, physical, sexual) separately and test comprehensive models that include multiple predictors, including contextual and school-level variables and staff characteristics.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"296 - 317"},"PeriodicalIF":2.3,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44778829","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

Adapting a School-Based Motivational Interviewing Mentoring Program for Use in India 将基于学校的动机面试辅导计划用于印度

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-03-02 DOI: 10.1177/01430343221080782

M. Hart, R. Sable, A. Gupta, Jean Boddu, Samuel D McQuillin

{"title":"Adapting a School-Based Motivational Interviewing Mentoring Program for Use in India","authors":"M. Hart, R. Sable, A. Gupta, Jean Boddu, Samuel D McQuillin","doi":"10.1177/01430343221080782","DOIUrl":"https://doi.org/10.1177/01430343221080782","url":null,"abstract":"We report on the process of planning, adapting, and implementing a brief, instrumental, school-based mentoring curriculum originally developed in the United States, in three cities in India. India has the world’s largest population of young adults aged 10-24 years, a developmental period associated with heightened psychosocial stressors and the onset of mental health issues, as well as a dire shortage of mental health professionals. Moving services that are typically provided by highly skilled professionals to individuals with fewer credentials or less formal training (e.g., from psychologists to mentors) can increase access to adolescent mental health services. Yet, transferring programs internationally is accompanied by unique barriers including cultural differences, and should be guided by an established framework. In this paper, we discuss the formation of a research-practice partnership designed to generate applied knowledge through emic cultural perspectives. We describe each stage of the program adaptation process within the Cultural Adaptation Framework ( Fendt-Newlin et al., 2020), including our decisions to strategically adjust, remove, or retain content from the original mentoring intervention. Although program delivery was prematurely discontinued due to the COVID-19 pandemic, we provide a brief synopsis of lessons learned through the international partnership.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"196 - 216"},"PeriodicalIF":2.3,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45279192","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

Examining the Importance of Rooting out Bias Through Culturally Responsive Clinical Judgement When Assessing Black Children 在评估黑人儿童时，通过文化反应性临床判断来检查消除偏见的重要性

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-02-15 DOI: 10.1177/01430343221075352

Candice Aston, Leann V. Smith, Isaac L. Woods

{"title":"Examining the Importance of Rooting out Bias Through Culturally Responsive Clinical Judgement When Assessing Black Children","authors":"Candice Aston, Leann V. Smith, Isaac L. Woods","doi":"10.1177/01430343221075352","DOIUrl":"https://doi.org/10.1177/01430343221075352","url":null,"abstract":"In response to national attention regarding issues of racial injustice facing Black Americans, education has been highlighted as a ﬁ eld that has systematically operated in a way that has been detrimental to Black children in the form of underfunding, segregated schools, discriminatory discipline policies, and disproportionate placement in special education. While current estimates indicate a narrowing of the achievement gap, also referred to as opportunity gap, a large difference remains regarding how Black students perform on standardized tests when compared to their White counterparts. According to the Education Opportunity Project at Stanford University (Reardon et al., 2019), the differences in standardized test scores are reported to amount to a de ﬁ cit of approximately two academic years for Black students. While racial disparities in education are a longstanding issue, greater focus on dismantling structural inequity is required for Black students to have equal access to quality education. To accomplish this goal, educational professionals across all disciplines must examine their practices through an","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"568 - 583"},"PeriodicalIF":2.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48084783","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: 4

Parental attitudes toward School and Chinese Adolescents’ Academic Performance: A Moderated Mediation Model 父母对学校的态度与中国青少年学习成绩：一个适度中介模型

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-02-01 DOI: 10.1177/01430343221077249

Fangyuan Ding, Xingxue Xiao, Yijun Shi, Yani Wan, Gang Cheng

{"title":"Parental attitudes toward School and Chinese Adolescents’ Academic Performance: A Moderated Mediation Model","authors":"Fangyuan Ding, Xingxue Xiao, Yijun Shi, Yani Wan, Gang Cheng","doi":"10.1177/01430343221077249","DOIUrl":"https://doi.org/10.1177/01430343221077249","url":null,"abstract":"To explore the relationships between parents’ attitudes toward school (PAS) and adolescents’ family socioeconomic status (SES), psychological suzhi, and academic performance, we investigated a total of 1319 Chinese middle school students from junior grade 1 to senior grade 3 and their parents. The psychological suzhi was self-reported by students. Family SES and PAS were rated by one of the parents of the adolescents. Academic performance was collected from the final examination at school at the end of the semester. The results showed that (1) PAS were significantly negatively correlated with family SES, psychological suzhi and its components, and academic performance. Psychological suzhi and its components were significantly positively correlated with academic performance and family SES, while adolescents’ academic performance was not significantly correlated with family SES. (2) Psychological suzhi and its components played partial mediating roles between PAS and academic performance. However, cognitive quality showed a positive effect on academic performance, similar to psychological suzhi, while individuality and adaptability showed the opposite effects. (3) Family SES played a moderating role in the direct paths from PAS to cognitive quality and academic performance. Our results suggest that it may be effective to improve adolescents’ academic performance by improving negative PAS.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"178 - 195"},"PeriodicalIF":2.3,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42466359","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

Trajectory of first-year students’ depressive mood after the transition to high school: The role of personality dimensions 高一学生升入高中后抑郁情绪的发展轨迹:人格维度的作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-02-01 DOI: 10.1177/01430343211049113

Wei-hsin Yu, Gang Cheng, Jiajia Huang, Fangyuan Ding, Yuncheng Jia

引用次数: 1

Longitudinal and reciprocal relationships between self-esteem, school adjustment, and happiness in Korean secondary school students 韩国中学生自尊、学校适应与幸福感的纵向互惠关系

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-02-01 DOI: 10.1177/01430343211072426

Hyoyeon In

{"title":"Longitudinal and reciprocal relationships between self-esteem, school adjustment, and happiness in Korean secondary school students","authors":"Hyoyeon In","doi":"10.1177/01430343211072426","DOIUrl":"https://doi.org/10.1177/01430343211072426","url":null,"abstract":"Although personal and environmental correlates of adolescents’ happiness have been found, the temporal direction of these relationships is less known. The present study explored the longitudinal and reciprocal relationships between self-esteem, school adjustment, and happiness during secondary school years in South Korea. Longitudinal data of 2,351 adolescents from three time points (Grades 7, 9, and 11) were drawn from the Korean Children and Youth Panel Survey (KCYPS) and were analyzed using autoregressive cross-lagged modeling. The results indicated that inter-individual differences in self-esteem, school adjustment, and happiness were moderately stable from Grades 7 to 11. Self-esteem and happiness, and self-esteem and school adjustment reciprocally predicted each other over time. The effects of self-esteem on happiness and school adjustment two years later were stronger than the reverse direction of effects. School adjustment and happiness were only indirectly interrelated through self-esteem over time. These longitudinal relationships did not differ between genders. The implications of the findings for future research and adolescent interventions are discussed.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"135 - 155"},"PeriodicalIF":2.3,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41535380","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: 3

From Beckham until now: Recruiting, retaining, and including Black people and Black thought in school psychology 从贝克汉姆到现在：招募、留住黑人，并将黑人思想纳入学校心理学

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-01-27 DOI: 10.1177/01430343211066016

Sherrie L. Proctor

引用次数: 9

Reconceptualizing school safety for Black students 重新认识黑人学生的学校安全

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-01-27 DOI: 10.1177/01430343221074708

Kamontá Heidelburg, Chavez Phelps, Tai A. Collins

引用次数: 14

Rural students’ achievement goal orientation choices: A qualitative analysis of the influential individuals and factors 农村学生成就目标取向选择:影响个体与因素的定性分析