SCHOOL PSYCHOLOGY QUARTERLY最新文献_第6页

Exploring processes linking shyness and academic achievement in childhood. 探索童年时期害羞与学业成就之间的联系。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-12-01 DOI: 10.1037/A0022070

K. Hughes, R. Coplan

{"title":"Exploring processes linking shyness and academic achievement in childhood.","authors":"K. Hughes, R. Coplan","doi":"10.1037/A0022070","DOIUrl":"https://doi.org/10.1037/A0022070","url":null,"abstract":"The goal of the current study was to explore the relations between shyness, academic engagement, and academic achievement in childhood. Participants were (n = 125) children (aged 9-13 years) attending public school boards in Canada. Children completed self reports of shyness and were administered a test of nonverbal IQ. Academic achievement was assessed through both teacher ratings and standardized tests of reading comprehension and mathematics. As well, a new teacher-rated measure of academic engagement was created to assess student participation and on-task behavior in the classroom. Among the results, shyness was negatively related to teacher-rated achievement but not related to standardized test scores. Academic engagement was significantly and negatively related to shyness, and positively related to all measures of achievement. Finally, academic engagement partially mediated the relation between shyness and teacher ratings of achievement. These findings suggest that poorer teacher-rated academic performance in shy children may be partially accounted for by a lack of academic engagement in the classroom. Future studies are needed to explore why shy children are less likely to be engaged in the classroom.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"213-222"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57324749","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: 135

Evaluation of the Bess TRS-CA Using the Rasch Rating Scale Model. 用Rasch评定量表模型评价Bess TRS-CA。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-12-01 DOI: 10.1037/A0021509

C. Distefano, G. Morgan

引用次数: 28

Evidence on multicultural training in school psychology: Recommendations for future directions. 学校心理学多元文化训练的证据:对未来发展方向的建议。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-12-01 DOI: 10.1037/A0021542

Markeda Newell, B. Nastasi, C. Hatzichristou, Janine M. Jones, G. T. Schanding, Georgette Yetter

引用次数: 107

Assignment choice: Do students choose briefer assignments or finishing what they started? 作业选择:学生是选择简短的作业还是完成他们开始的作业?

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-09-01 DOI: 10.1037/A0020914

Meredith L. Hawthorn-Embree, C. Skinner, John T. Parkhurst, Michael O'Neil, Elisha Conley

引用次数: 5

Effect of Music on Reading Comprehension of Junior High School Students 音乐对初中生阅读理解的影响

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-09-01 DOI: 10.1037/A0021213

Stacey A. Anderson, G. Fuller

{"title":"Effect of Music on Reading Comprehension of Junior High School Students","authors":"Stacey A. Anderson, G. Fuller","doi":"10.1037/A0021213","DOIUrl":"https://doi.org/10.1037/A0021213","url":null,"abstract":"This quantitative study was an investigation of the effect of lyrical music on reading comprehension by adolescents. Existing research has produced results that range from concluding such distraction may be detrimental to finding it could be helpful. The reading comprehension subtest of the Gates-MacGinitie Reading Tests, 4th edition (MacGinitie, MacGinitie, Maria, & Dryer, 2000) was administered to 334 7th- and 8th-grade students. Testing was conducted under two conditions: a nonmusic environment, and with accompanying music comprising Billboard Magazine’s (2006) top hit singles. Following the music portion of the test, students completed a survey to assess any preference for or against listening to music while studying. Results of an analysis of variance showed performance declined significantly when listening to music. A point biserial correlation illustrated a pronounced detrimental effect on comprehension for students exhibiting a stronger preference for listening to music while studying. Results are important for understanding influences on study habits, with the goal of helping educators and school psychologists design support systems tailored to the needs of adolescents.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"178-187"},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0021213","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57315845","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: 75

A Typology of Teacher-Rated Child Behavior: Revisiting Subgroups over 10 Years Later. 教师评价儿童行为的类型学:10年后重新审视子群体。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-09-01 DOI: 10.1037/A0020913

C. Distefano, R. Kamphaus, Diana Mindrila

引用次数: 12

Measuring students' connectedness to school, teachers and family: Validation of three scales 测量学生与学校、教师和家庭的连通性:三个量表的验证

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-09-01 DOI: 10.1037/A0020942

S. Waters, D. Cross

引用次数: 32

Evaluating the impact of a multicomponent intervention model on teachers' awareness of social networks at the beginning of middle school in rural communities. 评价多成分干预模型对农村社区初中生教师社会网络意识的影响。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-06-01 DOI: 10.1037/A0020147

Thomas W. Farmer, C. M. Hall, R. Petrin, Jill V. Hamm, Kimberly Dadisman

引用次数: 35

History of peer victimization and children's response to school bullying 同伴受害史与儿童对校园欺凌的反应

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-06-01 DOI: 10.1037/A0020313

L. Elledge, T. Cavell, Nick T. Ogle, Kenya T. Malcolm, R. Newgent, M. A. Faith

引用次数: 56

Predictive Ability of the General Ability Index (GAI) versus the Full Scale IQ among Gifted Referrals. 资优转介者一般能力指数(GAI)与全面智商的预测能力比较。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-06-01 DOI: 10.1037/A0020148

E. Rowe, Jessica M. Kingsley, Dawna F Thompson

{"title":"Predictive Ability of the General Ability Index (GAI) versus the Full Scale IQ among Gifted Referrals.","authors":"E. Rowe, Jessica M. Kingsley, Dawna F Thompson","doi":"10.1037/A0020148","DOIUrl":"https://doi.org/10.1037/A0020148","url":null,"abstract":"The General Ability Index (GAI) is a composite ability score for the Wechsler Intelligence Scale for Children—Fourth Edition (WISC–IV) that minimizes the impact of tasks involving working memory and processing speed. The goal of the current study was to compare the degree to which the Full Scale IQ (FSIQ) and the GAI predict academic achievement in math and reading among a group of 88 children tested for gifted programming. All students had significant variability among their index scores on the WISC–IV. Whereas both the FSIQ and GAI significantly predicted standardized achievement test scores in reading and math, the FSIQ explained more of the variance. In sequential regression analyses, both working memory and verbal comprehension scores explained significant, unique variance in reading and math scores. However, measures of processing speed and perceptual reasoning did not account for significant amounts of variance in achievement scores over and above measures of working memory and verbal comprehension. The inclusion of working memory scores in calculation of the FSIQ appears to account for the difference in prediction between the FSIQ and the GAI.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"119-128"},"PeriodicalIF":0.0,"publicationDate":"2010-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57303253","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: 27