Psychology in the Schools最新文献_第10页

Measuring academic skill development for students with autism spectrum disorder using curriculum-based measurement: A scoping review and call for research 使用基于课程的测量方法测量自闭症谱系障碍学生的学习技能发展：范围综述和研究呼吁

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-01-31 DOI: 10.1002/pits.23154

Milena A. Keller-Margulis, Sarah S. Mire, Elías S. Loría Garro, Emily R. Jellinek-Russo, Ivana Lozano, Amanda R. Hut, My-Linh N. Luu, Amy K. Izuno-Garcia, Kristen H. Erps, Lindsey N. Landry Pierce, Samantha X. Tan, Morgan M. McNeel, Scarlett M. Gardner, Brenda J. Duran

{"title":"Measuring academic skill development for students with autism spectrum disorder using curriculum-based measurement: A scoping review and call for research","authors":"Milena A. Keller-Margulis, Sarah S. Mire, Elías S. Loría Garro, Emily R. Jellinek-Russo, Ivana Lozano, Amanda R. Hut, My-Linh N. Luu, Amy K. Izuno-Garcia, Kristen H. Erps, Lindsey N. Landry Pierce, Samantha X. Tan, Morgan M. McNeel, Scarlett M. Gardner, Brenda J. Duran","doi":"10.1002/pits.23154","DOIUrl":"https://doi.org/10.1002/pits.23154","url":null,"abstract":"School-based service providers must understand how to best measure academic skill development given its key role in improving long-term outcomes for individuals with autism spectrum disorder (ASD). Curriculum-based measurement (CBM), which has applications for foundational academic skill areas of reading, writing, and mathematics, may be one way to determine academic intervention targets and progress monitor academic skills for students with ASD, but the extent of the literature base is unknown. Results of this scoping review regarding use of CBM with autistic students indicated few studies, overall. Studies had a wide range of sample sizes and primarily focused on intervention, using CBM as progress or outcome measures. Numerous demographic characteristics and study elements were absent from the literature. Future directions for this area of research and the implications for assessment in response to instruction for students with ASD are presented.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"43 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679438","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

School psychology: Increasing awareness, enhancing policies, and reducing shortages 学校心理学：提高认识、强化政策、减少短缺

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-01-31 DOI: 10.1002/pits.23162

Katherine A. Dockweiler, Roberta Kaufman

引用次数: 0

A longitudinal qualitative exploration of teachers' experiences of stress and well-being during COVID-19 对 COVID-19 期间教师压力和幸福体验的纵向定性探索

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-01-31 DOI: 10.1002/pits.23169

Madison Blaydes, Cassandra A. Gearhart, Christopher J. McCarthy, Caroline H. Weppner

引用次数: 0

Second grade retention: Beliefs, decision-making styles, and factors involved in the decision process 二年级留级：信念、决策方式和决策过程中的相关因素

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-01-31 DOI: 10.1002/pits.23130

Natalie Nóbrega Santos, Vera Monteiro

引用次数: 0

Effects of grade retention in lower secondary education on students' self-concept, self-esteem, goal orientations, and school career 初中留级对学生自我概念、自尊、目标定向和学校生涯的影响

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-01-30 DOI: 10.1002/pits.23145

Joana Pipa, João R. Daniel, Francisco Peixoto

{"title":"Effects of grade retention in lower secondary education on students' self-concept, self-esteem, goal orientations, and school career","authors":"Joana Pipa, João R. Daniel, Francisco Peixoto","doi":"10.1002/pits.23145","DOIUrl":"https://doi.org/10.1002/pits.23145","url":null,"abstract":"Grade retention is one of the most discussed and controversial educational measures, and yet, it is still widely applied in many countries. Research investigating the effects of grade retention on students' psychosocial variables presents mixed findings, partly due to the variables assessed, methodological issues, and the length of the studies. This study aimed to analyse both the short to medium and longitudinal effects of grade retention in grades 7 or 8 on Portuguese students' academic self-concept, self-esteem, goal orientations, and school career. Data were collected continuously over a 3-year span (once a year) and, again, 3 years after the third wave. After matching 477 students on several pretreatment variables using inverse probability treatment weighting with time-varying treatments (i.e., retention), our analytical sample consisted of 85 promoted students, 33 students retained in grade 7, and 32 students retained in grade 8. Our results showed that retained students did not differ from their promoted peers in self-esteem and goal orientations in the short, medium, or long term. The exception was for an increase in the academic self-concept of retained students, but only in short term. Finally, considering students' school career, grade retention was not predictive of further retention.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679375","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

The development of sustained, selective, and divided attention in school-age children 学龄儿童持续注意力、选择性注意力和分散注意力的发展

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-01-26 DOI: 10.1002/pits.23160

Ilya V. Talalay

{"title":"The development of sustained, selective, and divided attention in school-age children","authors":"Ilya V. Talalay","doi":"10.1002/pits.23160","DOIUrl":"https://doi.org/10.1002/pits.23160","url":null,"abstract":"This cross-sectional study aimed to investigate developmental changes in the efficiency of sustained, selective, and divided attention in a group of children aged 6−12 years by means of a computerized test battery. Participants included 199 children (51% female, majority White) who had normal or corrected-to-normal vision and no history of either neurological or attention deficit disorders. The study was conducted in three different schools. We used a convenience sampling strategy; each age group was sampled from one of the schools and was represented by students selected from different (parallel) classes of the same grade level. The three aspects of attention showed different developmental trajectories from 6 to 12 years. In terms of accuracy, selective attention was found to improve gradually, while the efficiency of divided attention increased dramatically across the school-age years. In terms of reaction time, all attentional components showed a slow developmental time course. The results indicate that situations in which children have to divide attention among several sources of visual information while looking for two target stimuli considerably hamper their task performance. This is especially true for children of senior preschool and primary school age.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"11 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139579616","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

Effects of Christian REACH forgiveness intervention to reduce aggressiveness in adolescents with conduct disorder 基督教 REACH 宽恕干预对减少行为障碍青少年攻击性的影响

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-01-22 DOI: 10.1002/pits.23161

Sebastian Binyamin Skalski-Bednarz

{"title":"Effects of Christian REACH forgiveness intervention to reduce aggressiveness in adolescents with conduct disorder","authors":"Sebastian Binyamin Skalski-Bednarz","doi":"10.1002/pits.23161","DOIUrl":"https://doi.org/10.1002/pits.23161","url":null,"abstract":"While there have been significant advances in the treatment of conduct disorder (CD), there is still a need to seek and develop therapeutic solutions that can overcome the poor long-term prognosis. In this evidence-based research, we evaluated the effect of immediate REACH Forgiveness training on the severity of aggressiveness among adolescents with CD. The purposive sample consisted of 32 Catholics aged 15–18 randomly placed in an experimental or nonintervention control group. Participants in the experimental group were subjected to an immediate REACH Forgiveness session for Christians, which lasted 6 h, while participants in the control group played board games and spent time together in the day care center during this time. The scores obtained by adolescents in the experimental group regarding forgiveness (decisional and emotional) and aggressiveness (anger, physical aggression, verbal aggression, and hostility) improved under REACH Forgiveness training, and these positive effects were still evident 1 month after the intervention (while the control scores did not change in a statistically significant way). The data obtained indicate that the Christian version of REACH can provide important support for other forms of psychopedagogical therapy in adolescent Catholics with CD in reducing aggressive behavior.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"7 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139579548","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

Nonsuicidal self-injury in elementary schools: School educators' knowledge and professional development needs 小学中的非自杀性自我伤害：学校教育工作者的知识和专业发展需求

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-01-13 DOI: 10.1002/pits.23142

Amanda Simundic, Lisa Van Hove, Imke Baetens, Elana Bloom, Nancy Heath

{"title":"Nonsuicidal self-injury in elementary schools: School educators' knowledge and professional development needs","authors":"Amanda Simundic, Lisa Van Hove, Imke Baetens, Elana Bloom, Nancy Heath","doi":"10.1002/pits.23142","DOIUrl":"https://doi.org/10.1002/pits.23142","url":null,"abstract":"Previous research suggests that nonsuicidal self-injury (NSSI; the intentional destruction of bodily tissue without suicidal intent) occurs among elementary-aged children. However, it remains unclear to what extent elementary school educators encounter NSSI among students and how they respond. Therefore, this study investigated cross-national differences in Canadian and Belgian elementary school educators' knowledge of, and experience with NSSI among students. More specifically, elementary school educators' perceived reasons and supportive needs of students who engage in NSSI, as well as their own professional development needs, were explored. In total, 181 elementary school educators across Canada (n = 63) and Belgium (n = 118) were recruited through teacher association listservs and by school administrators who distributed the study information to school staff. Chi-square tests revealed that Canadian elementary school educators had more often encountered NSSI among their students than Belgian educators, although Canadian and Belgian school educators' similarly reported feeling ill-equipped to deal with NSSI among students. Thematic analyses revealed that educators believe elementary-aged students engage in NSSI because of various intrapersonal (e.g., low self-esteem) and interpersonal stressors (e.g., bullying). Moreover, the majority of educators would like professional development to more effectively respond to students. Implications for schools and future research are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"13 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139497135","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

Student profiles of physical activity, screen time, sleep quality and dietary habits and their association with mental health and school satisfaction: An exploratory study 学生的体育活动、屏幕时间、睡眠质量和饮食习惯概况及其与心理健康和学校满意度的关系：探索性研究

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-01-12 DOI: 10.1002/pits.23127

Collin A. Webster, Diana Mîndrila, Anthony D. Murphy, Ivana Banićević, Dušan Perić, Dragan Stankić, Željko Banićević

{"title":"Student profiles of physical activity, screen time, sleep quality and dietary habits and their association with mental health and school satisfaction: An exploratory study","authors":"Collin A. Webster, Diana Mîndrila, Anthony D. Murphy, Ivana Banićević, Dušan Perić, Dragan Stankić, Željko Banićević","doi":"10.1002/pits.23127","DOIUrl":"https://doi.org/10.1002/pits.23127","url":null,"abstract":"The interrelated nature of mental health and indicators of school success in children and adolescents has been under-investigated from a person-centered perspective. In this exploratory study, we examined patterns of health behavior in relation to mental health and school satisfaction. A convenience sample of 315 students (Mage = 11.39; SD = 2.045) from two British schools in Dubai, the United Arab Emirates participated in an online survey that included self-report measures of physical activity, screen time, sleep quality, dietary habits, mental health, and school satisfaction. Based on latent profile analysis, we identified four distinct health behavior profiles: high, low, average, and poor sleep and diet. Significant variation across profiles was evident for mental health subscores, age, and gender, although the results for gender were due to a high number of participants identifying as “other” or preferring not to say their gender. Profile membership was significantly associated with mental health and school satisfaction with students in the high health behavior profile reporting the highest scores on these outcomes. This study presents novel findings about students' health behaviors and school satisfaction and provides impetus for continuing research in this area of inquiry from a person-centered perspective.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139459472","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

A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students 资优学生元认知与数学适应力之间关系的中介分析

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-01-12 DOI: 10.1002/pits.23141

Sedat Turgut, Mahir Uğurlu

引用次数: 0