SCHOOL PSYCHOLOGY QUARTERLY最新文献_第3页

School Connectedness and Suicidal Thoughts and Behaviors: A Systematic Meta-Analysis 学校关联与自杀思想和行为的系统元分析

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-01-12 DOI: 10.1037/spq0000192

Marisa E. Marraccini, Zoe M F Brier

{"title":"School Connectedness and Suicidal Thoughts and Behaviors: A Systematic Meta-Analysis","authors":"Marisa E. Marraccini, Zoe M F Brier","doi":"10.1037/spq0000192","DOIUrl":"https://doi.org/10.1037/spq0000192","url":null,"abstract":"Among the protective factors associated with reduced risk for suicide, scientific inquiries into school connectedness are especially important considering that schools are ideally situated to provide interventions reaching the vast majority of youth. Although there is a wealth of research that supports the association between school connectedness and reduced self-report of adolescents having a suicidal thought or making a suicide attempt, inconsistencies in the way studies have measured and operationalized school connectedness limit synthesis across findings. This meta-analytic study investigates the literature exploring associations between school connectedness and suicidal thoughts and behaviors across general and subpopulations (high risk and sexual minority youth) using a random effects model. Eligible studies examined a measure of school connectedness explicitly referred to as “school connectedness” or “connections at school” in relation to suicidal ideation or suicide attempts among youth enrolled in school (Grades 6–12). Multiple metaregression analyses were conducted to explore the influence of school connectedness measurement variation, as well as participant characteristics. Results, including 16 samples, support that higher school connectedness is associated with reduced reports of suicidal thoughts and behaviors across general (odds ratio [OR] = 0.536), high-risk (OR = 0.603), and sexual minority (OR = 0.608) adolescents. Findings are consistent when analyzed separately for suicidal ideation (OR = 0.529) and suicide attempts (OR = 0.589) and remain stable when accounting for measurement variability. Although limited by its cross-sectional nature, findings support recent calls to increase school connectedness and proffer important implications for screening and intervention efforts conducted in schools.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"5–21"},"PeriodicalIF":0.0,"publicationDate":"2017-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/spq0000192","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48881972","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: 133

Is Perceived Control a Critical Factor in Understanding the Negative Relationship Between Cognitive Test Anxiety and Examination Performance? 认知控制是理解认知考试焦虑与考试成绩负相关关系的关键因素吗?

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2016-11-10 DOI: 10.1037/spq0000183

D. Putwain, Ben Aveyard

引用次数: 31

Curriculum-based measurement of oral reading: A preliminary investigation of confidence interval overlap to detect reliable growth. 基于课程的口语阅读测量:可信区间重叠的初步调查，以检测可靠的增长。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2016-02-11 DOI: 10.1037/spq0000146

Ethan R. Van Norman

{"title":"Curriculum-based measurement of oral reading: A preliminary investigation of confidence interval overlap to detect reliable growth.","authors":"Ethan R. Van Norman","doi":"10.1037/spq0000146","DOIUrl":"https://doi.org/10.1037/spq0000146","url":null,"abstract":"Curriculum-based measurement of oral reading (CBM-R) progress monitoring data is used to measure student response to instruction. Federal legislation permits educators to use CBM-R progress monitoring data as a basis for determining the presence of specific learning disabilities. However, decision making frameworks originally developed for CBM-R progress monitoring data were not intended for such high stakes assessments. Numerous documented issues with trend line estimation undermine the validity of using slope estimates to infer progress. One proposed recommendation is to use confidence interval overlap as a means of judging reliable growth. This project explored the degree to which confidence interval overlap was related to true growth magnitude using simulation methodology. True and observed CBM-R scores were generated across 7 durations of data collection (range 6-18 weeks), 3 levels of dataset quality or residual variance (5, 10, and 15 words read correct per minute) and 2 types of data collection schedules. Descriptive and inferential analyses were conducted to explore interactions between overlap status, progress monitoring scenarios, and true growth magnitude. A small but statistically significant interaction was observed between overlap status, duration, and dataset quality, b = -0.004, t(20992) =-7.96, p < .001. In general, confidence interval overlap does not appear to meaningfully account for variance in true growth across many progress monitoring conditions. Implications for research and practice are discussed. Limitations and directions for future research are addressed. (PsycINFO Database Record","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"31 3 1","pages":"405-418"},"PeriodicalIF":0.0,"publicationDate":"2016-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57352640","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: 1

Modeling early writing growth with curriculum-based measures 用课程为基础的方法对早期写作成长进行建模

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-12-01 DOI: 10.1037/A0026833

David C. Parker, Kristen L. McMaster, Amanuel Medhanie, B. Silberglitt

引用次数: 25

Social prominence and the heterogeneity of rejected status in late elementary school 小学后期社会地位与被拒绝地位的异质性

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-12-01 DOI: 10.1037/A0025624

Thomas W. Farmer, C. M. Hall, M. Leung, David B. Estell, Debbie Brooks

引用次数: 12

Hierarchical Factor Structure of the Cognitive Assessment System: Variance Partitions from the Schmid-Leiman (1957) Procedure. 认知评估系统的层次因素结构:来自Schmid-Leiman(1957)程序的方差划分。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-12-01 DOI: 10.1037/A0025973

Gary L. Canivez

引用次数: 35

Spearman's law of diminishing returns and the DAS-II: Do g effects on subtest scores depend on the level of g? 斯皮尔曼收益递减定律和DAS-II: g对子测试分数的影响是否取决于g的水平?

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-12-01 DOI: 10.1037/A0026190

Matthew R. Reynolds, Daniel B. Hajovsky, Christopher R. Niileksela, T. Keith

引用次数: 12

Adding a Vocabulary Component to Incremental Rehearsal to Enhance Retention and Generalization 在增量排练中增加词汇组件以增强记忆和泛化

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-09-01 DOI: 10.1037/A0024914

Shawna Petersen‐Brown, M. Burns

引用次数: 23

A Multiple Risk Factors Model of the Development of Aggression Among Early Adolescents From Urban Disadvantaged Neighborhoods 城市弱势社区早期青少年攻击行为发展的多风险因素模型

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-09-01 DOI: 10.1037/A0024116

Sangwon Kim, P. Orpinas, R. Kamphaus, S. Kelder

引用次数: 20

Improving the Efficacy of First Grade Reading Screening: An Investigation of Word Identification Fluency with Other Early Literacy Indicators. 提高一年级阅读筛选的效果:词语识别流畅性与其他早期识字指标的调查。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-09-01 DOI: 10.1037/A0025173

Nathan H. Clemens, E. Shapiro, F. Thoemmes

{"title":"Improving the Efficacy of First Grade Reading Screening: An Investigation of Word Identification Fluency with Other Early Literacy Indicators.","authors":"Nathan H. Clemens, E. Shapiro, F. Thoemmes","doi":"10.1037/A0025173","DOIUrl":"https://doi.org/10.1037/A0025173","url":null,"abstract":"This study investigated the accuracy of several early literacy measures that have been used in research and practice for first grade reading screening. A set of measures, Word Identification Fluency (WIF), Letter Naming Fluency, Phoneme Segmentation Fluency, and Nonsense Word Fluency, were administered as screening measures with 138 first grade students in the fall of the school year. Reading skills were assessed at the end of first grade using Oral Reading Fluency, the Test of Word Reading Efficiency (Sight Word Efficiency and Phonemic Decoding Efficiency), reading Maze, and a latent variable composite. Analyses compared the accuracy at which each screening measure, as well as combinations of screening measures, classified students according to successful or unsuccessful reading outcomes at the end of the year. Receiver operating characteristic curve analyses indicated that when compared with other single screening measures, WIF tended to demonstrate the strongest overall classification accuracy. With levels of sensitivity held constant at .90, combining screening measures with WIF using predicted probabilities from logistic regression analyses resulted in modest improvements in accuracy by reducing the number of false positives. More measures were not always better, however, as models of two or three measures were as accurate as models consisting of all measures. Overall results provided support for WIF as a starting point for first grade reading screening, whereby additional steps might be taken to reduce false positives.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"231-244"},"PeriodicalIF":0.0,"publicationDate":"2011-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0025173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57370454","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: 59