SCHOOL PSYCHOLOGY QUARTERLY最新文献_第2页

Classification Accuracy and Acceptability of the Integrated Screening and Intervention System Teacher Rating Form 综合筛选与干预系统教师评分表的分类准确性与可接受性

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-06-01 DOI: 10.1037/spq0000147

Brian Daniels, R. Volpe, G. Fabiano, A. Briesch

引用次数: 22

Shyness and School Adjustment in Chinese Children: The Roles of Teachers and Peers 中国儿童的羞怯与学校适应:教师和同伴的角色

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-03-01 DOI: 10.1037/spq0000179

R. Coplan, Junsheng Liu, Jian Cao, Xinyin Chen, Dan Li

{"title":"Shyness and School Adjustment in Chinese Children: The Roles of Teachers and Peers","authors":"R. Coplan, Junsheng Liu, Jian Cao, Xinyin Chen, Dan Li","doi":"10.1037/spq0000179","DOIUrl":"https://doi.org/10.1037/spq0000179","url":null,"abstract":"Although childhood shyness has been associated with school-adjustment difficulties in contemporary research in China, the conceptual mechanisms that may underlie these relations remain underinvestigated. The goal of this study was to examine a complex theoretical model that explicates the roles of both peer preference and teacher–child relationships in the links between shyness and school adjustment in Chinese children. Participants were N = 1,275 3rd- through 7th-grade students (637 boys, 638 girls; Mage = 10.78 years, SD = 1.55) attending public primary and secondary schools in Shanghai, People’s Republic of China. Measures of shyness, peer preference, teacher–child relationships, and aspects of school adjustment were obtained from multiple source, including peer nominations, child self-reports, teacher ratings, and school records. Results from mediation and moderated mediation analyses demonstrated that (a) shyness indirectly predicted greater internalizing problems and poorer academic achievement through its negative association with peer preference and (b) these indirect effects were moderated by teacher–child relationships, such that the negative association between shyness and peer reference was attenuated among children with higher quality of teacher–child relationships. Results are discussed in terms of the roles of peers and teachers in the links between shyness and school adjustment and their educational implications.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"131–142"},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/spq0000179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45401273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 67

Emotional Expressivity and Emotion Regulation: Relation to Academic Functioning Among Elementary School Children 情绪表达与情绪调节：与小学生学习功能的关系

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-03-01 DOI: 10.1037/spq0000166

Kyongboon Kwon, Amanda R. Hanrahan, K. Kupzyk

{"title":"Emotional Expressivity and Emotion Regulation: Relation to Academic Functioning Among Elementary School Children","authors":"Kyongboon Kwon, Amanda R. Hanrahan, K. Kupzyk","doi":"10.1037/spq0000166","DOIUrl":"https://doi.org/10.1037/spq0000166","url":null,"abstract":"We examined emotional expressivity (i.e., happiness, sadness, and anger) and emotion regulation (regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement). Also, we tested the premise that emotional expressivity and emotion regulation are indirectly associated with achievement through academic motivation and engagement. Participants included 417 elementary school students (Mage = 10 years; 52% female; 60% Black) and their teachers from a Midwestern metropolitan area. We used child and teacher questionnaires, and data were analyzed with structural equation modeling. Regarding emotionality, happiness was positively associated with multiple aspects of academic functioning whereas an inverse association was found for anger; sadness was not associated with academic functioning. Also, happiness and anger were indirectly related to achievement through academic engagement. Emotion regulation was positively associated with multiple aspects of academic functioning; it was also indirectly associated with achievement through engagement. Implications are discussed regarding how social and emotional learning programs in schools can further benefit from research on children’s emotions.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"75–88"},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/spq0000166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43062222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 104

Predicting Dropout Using Student- and School-Level Factors: An Ecological Perspective 利用学生和学校层面的因素预测辍学:一个生态学的视角

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-03-01 DOI: 10.1037/spq0000152

Laura Wood, S. Kiperman, Rachel C. Esch, Audrey J. Leroux, Stephen D. Truscott

{"title":"Predicting Dropout Using Student- and School-Level Factors: An Ecological Perspective","authors":"Laura Wood, S. Kiperman, Rachel C. Esch, Audrey J. Leroux, Stephen D. Truscott","doi":"10.1037/spq0000152","DOIUrl":"https://doi.org/10.1037/spq0000152","url":null,"abstract":"High school dropout has been associated with negative outcomes, including increased rates of unemployment, incarceration, and mortality. Dropout rates vary significantly depending on individual and environmental factors. The purpose of our study was to use an ecological perspective to concurrently explore student- and school-level predictors associated with dropout for the purpose of better understanding how to prevent it. We used the Education Longitudinal Study of 2002 dataset. Participants included 14,106 sophomores across 684 public and private schools. We identified variables of interest based on previous research on dropout and implemented hierarchical generalized linear modeling. In the final model, significant student-level predictors included academic achievement, retention, sex, family socioeconomic status (SES), and extracurricular involvement. Significant school-level predictors included school SES and school size. Race/ethnicity, special education status, born in the United States, English as first language, school urbanicity, and school region did not significantly predict dropout after controlling for the aforementioned predictors. Implications for prevention and intervention efforts within a multitiered intervention model are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"35–49"},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45129278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 61

The Role of Colorism in Explaining African American Females’ Suspension Risk 肤色歧视在解释非裔美国女性停学风险中的作用

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-03-01 DOI: 10.1037/spq0000173

Jamilia J. Blake, V. Keith, Wen Luo, Huong Le, P. Salter

引用次数: 65

The Association Between Arithmetic and Reading Performance in School: A Meta-Analytic Study 学校算术与阅读成绩的关系:一项元分析研究

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-02-20 DOI: 10.1037/spq0000197

Vivian Singer, Kathernie Strasser

引用次数: 25

Evaluating an Integrated Support Model for Increasing Treatment Plan Implementation Following Consultation in Schools 评估学校谘询后提高治疗计划执行的综合支援模式

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-02-20 DOI: 10.1037/spq0000195

G. Noell, Jennifer Volz, Marie Henderson, Kashunda L. Williams

{"title":"Evaluating an Integrated Support Model for Increasing Treatment Plan Implementation Following Consultation in Schools","authors":"G. Noell, Jennifer Volz, Marie Henderson, Kashunda L. Williams","doi":"10.1037/spq0000195","DOIUrl":"https://doi.org/10.1037/spq0000195","url":null,"abstract":"This study examined the percentage of steps implemented from treatment plans following consultation with teachers. Interventions were implemented for 39 elementary school students referred for consultation and treatment for challenging behavior or academic deficits. An integrated support model that included antecedent social influence and planning combined with follow-up performance feedback was compared to weekly structured follow-up interviews. Participating teacher-student dyads were randomly assigned to conditions. Integrated support produced superior treatment implementation and child outcomes compared to weekly follow-up meetings. In contrast, teachers’ ratings of consultants’ effectiveness, treatment acceptability, and treatment implementation were undifferentiated across conditions. Treatment plan implementation and child behavioral outcomes were statistically significantly correlated. Treatment acceptability and implementation were not correlated at a statistically significant level. The implications of these findings for consultation and treatment research and practice are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"525–538"},"PeriodicalIF":0.0,"publicationDate":"2017-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42467452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Strong Schools Against Suicidality and Self-Injury: Evaluation of a Workshop for School Staff 强学校防止自杀和自残:对学校教职员工作坊的评价

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-02-06 DOI: 10.1037/spq0000185

Rebecca C. Groschwitz, Lara M Munz, J. Straub, Isabelle Bohnacker, P. Plener

{"title":"Strong Schools Against Suicidality and Self-Injury: Evaluation of a Workshop for School Staff","authors":"Rebecca C. Groschwitz, Lara M Munz, J. Straub, Isabelle Bohnacker, P. Plener","doi":"10.1037/spq0000185","DOIUrl":"https://doi.org/10.1037/spq0000185","url":null,"abstract":"Nonsuicidal self-injury (NSSI) and suicidality are common among adolescents. School staff are often the first adults to be confronted with those behaviors. However, previous studies have shown a lack of knowledge and confidence in dealing with self-harming behaviors. Objectives of this study were to evaluate a workshop on NSSI and suicidality in adolescence for teachers, school social workers and school psychologists. In total, N = 267 school staff participated in 1 of 16 two-day workshops, which were offered in different cities in southern Germany. Pre-, post- and 6-month follow-up assessments were conducted concerning attitudes, confidence in own skills, perceived knowledge, and knowledge on NSSI and suicidality. Satisfaction with the workshop was evaluated directly after the workshop; changes in handling situations involving youth with self-harm were evaluated at follow-up. Overall, participants were very satisfied with the workshop. Few negative attitudes regarding NSSI and suicidality were prevalent before and after the workshop. Large effect sizes were found for improvement in confidence, perceived knowledge, and knowledge at postassessment, which were still present at 6-month follow-up. There were significant differences between professions, with teachers seemingly benefitting the most from the workshop. At follow-up, participants reported more changes in their own behavior than having been able to implement changes on a school level. A 2-day workshop seems to be effective in changing knowledge and confidence in school staff regarding NSSI and suicidality. Workshops catered to different professions (i.e., teachers and school psychologists) might be feasible.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"188–198"},"PeriodicalIF":0.0,"publicationDate":"2017-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42365269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 19

Development and Validity of the Rating Scales of Academic Skills for Reading Comprehension 阅读理解学术技能评定量表的编制与有效性

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-01-23 DOI: 10.1037/spq0000193

E. Shapiro, Sarah Gebhardt, K. Flatley, Kirra B. Guard, Qiong Fu, E. Leichman, M. Calhoon, Robin L. Hojnoski

{"title":"Development and Validity of the Rating Scales of Academic Skills for Reading Comprehension","authors":"E. Shapiro, Sarah Gebhardt, K. Flatley, Kirra B. Guard, Qiong Fu, E. Leichman, M. Calhoon, Robin L. Hojnoski","doi":"10.1037/spq0000193","DOIUrl":"https://doi.org/10.1037/spq0000193","url":null,"abstract":"The development and psychometric qualities of a measure using teacher judgment to rate performance in reading comprehension for narrative text is described—the Rating Scales for Academic Skills—Reading Comprehension Narrative (RSAS-RCN). Sixty-five teachers from the third, fourth, and fifth grades of 8 elementary schools completed the measure on 177 students. Each teacher rated students who had been identified through school-based universal screening to be below the 25th percentile, between the 25th and 74th percentile, and at or above the 75th percentile on national normative standards. Results indicated the RSAS-RCN has strong to moderate evidence of (a) 1-week test–retest reliability, (b) concurrent validity with the Group Reading Assessment and Diagnostic Evaluation (GRADE) and end of year state assessment in reading, and (c) significant classification accuracy across student ability levels. Principal component analysis and item response theory (Rasch modeling) indicate the RSAS-RCN is comprised of a single general dimension. Overall, this examination of the RSAS-RCN suggests teacher judgment may be a potentially valuable tool in assessing reading comprehension among upper elementary school students.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"509–524"},"PeriodicalIF":0.0,"publicationDate":"2017-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46159808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Metabolic Control and Academic Achievement Over Time Among Adolescents With Type 1 Diabetes 1型糖尿病青少年的代谢控制与学业成绩

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-01-12 DOI: 10.1037/spq0000190

J. B. Winnick, C. Berg, D. Wiebe, B. Schaefer, Pui‐wa Lei, J. Butner

{"title":"Metabolic Control and Academic Achievement Over Time Among Adolescents With Type 1 Diabetes","authors":"J. B. Winnick, C. Berg, D. Wiebe, B. Schaefer, Pui‐wa Lei, J. Butner","doi":"10.1037/spq0000190","DOIUrl":"https://doi.org/10.1037/spq0000190","url":null,"abstract":"The relation between metabolic control (HbA1c) and achievement (grade point average [GPA]) was examined over a period of 2.5 years (every 6 months) employing a dynamical systems approach that allowed for the examination of whether HbA1c was associated with change in subsequent GPA and vice versa. Metabolic control tends to deteriorate (i.e., with higher HbA1c reflecting poorer metabolic control) during adolescence. It was hypothesized that these higher levels of HbA1c would limit subsequent increases in GPA. The sample included 252 adolescents (Mbaseline age = 12.49 years, SD = 1.53; 53.6% female) with Type 1 diabetes. Mothers’ report and school records provided information on relevant demographics and GPA; medical records provided values of HbA1c. Two simultaneous coupled change equations (i.e., examining current values in 1 variable associated with changes in the other) controlling relevant risk indicators (i.e., age, sex, disease duration, insulin delivery method, IQ) revealed higher levels of HbA1c limited increases in GPA. Higher levels of GPA, however, were not associated with change in HbA1c except for 2 instances where moderation existed by disease duration and IQ. Higher GPA was associated with slower increases in HbA1c over time for youth with shorter disease duration and lower IQ. These results affirm the importance of maintaining good metabolic control to facilitate adequate school performance across the adolescent years. Further, the results suggest that factors related to school achievement may protect adolescents who are newly diagnosed or who have low cognitive ability from subsequent deterioration in metabolic control.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"105–117"},"PeriodicalIF":0.0,"publicationDate":"2017-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42020107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11