Psychology in the Schools最新文献

{"title":"Children's mental health promotion: The need for intersectorial and interprofessional collaboration","authors":"Ema Tokolahi, Jess Fenwick, Dean Sutherland, Deirdre Richardson, Sue Bazyk, Dale Sheehan","doi":"10.1002/pits.23184","DOIUrl":"https://doi.org/10.1002/pits.23184","url":null,"abstract":"Every moment counts (EMC) is a multi-tiered mental health promotion initiative designed to build the capacity of practitioners to address the mental health needs of children and youth in school settings. This study evaluated the impact and cultural relevance of EMC workshops in supporting practitioners to apply a public health approach to children's mental health in Aotearoa New Zealand. A longitudinal mixed methods design employed a survey and semi-structured interviews to evaluate the applicability, impact and cultural relevance of the EMC workshops. Themes identified from participants' reflections on their experiences of implementing EMC represented everyday practices at individual, team, and organizational levels. Specifically, intersectorial collaboration was perceived as beneficial. There is a call to action for practitioners to work more cohesively and interprofessionally, at policy and practice levels, to effectively promote children's mental health and achieve equitable health and well-being outcomes. Communities of practice offer a potential mechanism to support translation of knowledge into practice in schools. Application of a public health approach to children's mental health in schools, facilitated by the EMC initiative, is applicable and positively impacts outcomes in Aotearoa New Zealand, with some modifications needed to better fit the cultural context.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140045280","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}

{"title":"Exploring music students' resistance to innovation as a moderator in the relationship between e‐learning adoption and academic performance","authors":"Xueer Bai","doi":"10.1002/pits.23181","DOIUrl":"https://doi.org/10.1002/pits.23181","url":null,"abstract":"A teaching strategy known as an “e‐learning system” involves the use of electronic technology to encourage and assist learning in a classroom setting. According to the increasing rise in the number of pupils using modern communication technologies, alterations to the e‐learning system are now feasible. The study aims to explore the relationship between e‐learning adoption, attitude, and academic performance in the regulations of students' resistance to innovation from the perspective of Chinese students. Recognizing the mediating impact of e‐learning adoption (ELAD) as well as the regulating function of resistance to innovation (RTI) is crucial for completely comprehending how e‐learning attitude (ELAT) influences music student performance (SP). The objective of this study is to find an association between ELAT and students' performance and to find out the association between ELAD and students' performance. A random sampling technique was utilized quantitatively. Data were collected from 293 music education students in China using a questionnaire method. The study obtained data were analyzed through descriptive statistics using SPSS statistical software. The research was conducted in Chinese music educational institutions in Beijing. PLS‐SEM stands for Partial Least Squares Structural Equation Modeling. It's a statistical method used for analyzing relationships between variables. Partial Least Squares (PLS) software is chosen for its versatility in handling complex relationships with small sample sizes. PLS is known for its ability to handle multicollinearity, making it a robust choice for research requiring accurate and stable predictions with limited data. The study analyzes the connection between music student performance and e‐learning attitude. The findings of the study indicate the regulating role of objections to innovation and the mediation effect of e‐learning adoption. The study suggests that a positive attitude toward e‐learning adoption enhances students' work performance. The findings underline the significance of ELAT and ELAD and offer useful policies for improving students' performance.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140428834","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}

{"title":"Effect of preschool teacher's math anxiety on teaching efficacy and classroom engagement in math","authors":"Jiniee Park, Gerardo Ramirez, Daeun Park","doi":"10.1002/pits.23182","DOIUrl":"https://doi.org/10.1002/pits.23182","url":null,"abstract":"Increasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current study, 209 in‐service preschool teachers were recruited to explore the relationship between math anxiety and their involvement in math activities within the classroom. Our findings showed that preschool teachers with high levels of math anxiety reported feeling less comfortable teaching math, leading to reduced engagement in math‐related activities and decreased interactions with their students. Building upon these insights, potential strategies are proposed to mitigate adverse effects of math anxiety among preschool teachers and cultivate a more positive learning environment for children.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948995","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}

{"title":"Giftedness characteristic identification among Kazakhstani school children","authors":"A. Mambetalina, K. Lawrence, A. Amangossov, Karima Mukhambetkalieva, Shnar Demissenova","doi":"10.1002/pits.23173","DOIUrl":"https://doi.org/10.1002/pits.23173","url":null,"abstract":"The need to identify and recognize school going children with giftedness remains a concern of the Republic of Kazakhstan's government. This concern motivated this study to examine the internal structure of the giftedness characteristic identification scale (GCIS) for use by Kazakhstan's school children. Exploratory quantitative research approach, and its design was grounded within the exploratory type. The GCIS is a self‐report scale to identify the four characteristics of giftedness including contextual, intellectual, creative, and social giftedness. A total of 1176 elementary and middle school students were sampled for the study. The students were in grades and aged between 12 and 16 years. Most of the participants were 65% female; and 35% male. The data collected was analyzed using exploratory factor analysis. The findings established a relatively high‐reliability Cronbach alpha coefficient of 89.7%. No statistical difference was found between the Kazakh and Russian languages of instruction, based on the gifted characteristics of the participants. Emphasis was placed on the fact that the GCIS was a reliable tool to identify giftedness among schoolchildren in Kazakhstan, but much future work is needed to determine its validity.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139839345","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}

{"title":"Giftedness characteristic identification among Kazakhstani school children","authors":"A. Mambetalina, K. Lawrence, A. Amangossov, Karima Mukhambetkalieva, Shnar Demissenova","doi":"10.1002/pits.23173","DOIUrl":"https://doi.org/10.1002/pits.23173","url":null,"abstract":"The need to identify and recognize school going children with giftedness remains a concern of the Republic of Kazakhstan's government. This concern motivated this study to examine the internal structure of the giftedness characteristic identification scale (GCIS) for use by Kazakhstan's school children. Exploratory quantitative research approach, and its design was grounded within the exploratory type. The GCIS is a self‐report scale to identify the four characteristics of giftedness including contextual, intellectual, creative, and social giftedness. A total of 1176 elementary and middle school students were sampled for the study. The students were in grades and aged between 12 and 16 years. Most of the participants were 65% female; and 35% male. The data collected was analyzed using exploratory factor analysis. The findings established a relatively high‐reliability Cronbach alpha coefficient of 89.7%. No statistical difference was found between the Kazakh and Russian languages of instruction, based on the gifted characteristics of the participants. Emphasis was placed on the fact that the GCIS was a reliable tool to identify giftedness among schoolchildren in Kazakhstan, but much future work is needed to determine its validity.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139779330","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}

{"title":"Exploring the biases of the perception of inattention, hyperactivity, and impulsivity of students from parents, teachers, self‐reports, and a VR measure","authors":"Yeon‐Ji Cho, Ha Min Son, Tai‐Myoung Chung, Jaehyoun Kim","doi":"10.1002/pits.23179","DOIUrl":"https://doi.org/10.1002/pits.23179","url":null,"abstract":"Symptoms of inattention (IA), hyperactivity, and impulsivity present in school‐aged children are important indications of developmental problems. The assessment of these symptoms largely relies on questionnaires completed by parents, teachers, and the children themselves. However, inherent perceptual biases may lead to inaccuracies in these evaluations. This study investigates the biases among different respondents for 41 elementary‐aged students (19 male and 22 female) by analyzing their responses on the attention‐deficit/hyperactivity disorder‐rating scale (ADHD‐RS) through a novel virtual reality‐based objective measure (AttnKare‐D). Correlation analysis reveals higher agreement between parents and students compared to other informant pairs. Nevertheless, when compared with the objective measure, parents and students do not exhibit distinct separation between high and low‐scoring samples, whereas teachers demonstrate significant separation on various objective measure factors. This discrepancy suggests that teachers may possess a more accurate baseline for peer‐related measurements, leading to a more objective evaluation of ADHD symptoms. However, it is essential to acknowledge that teachers are not entirely exempt from biases. Gender‐specific comparisons reveal notable differences, with male children showing the largest separation in distractibility and female children in movement. In conclusion, this study emphasizes the significance of recognizing and addressing potential biases when interpreting questionnaires assessing symptoms of IA, hyperactivity, and impulsivity in children.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780847","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}

{"title":"Exploring the biases of the perception of inattention, hyperactivity, and impulsivity of students from parents, teachers, self‐reports, and a VR measure","authors":"Yeon‐Ji Cho, Ha Min Son, Tai‐Myoung Chung, Jaehyoun Kim","doi":"10.1002/pits.23179","DOIUrl":"https://doi.org/10.1002/pits.23179","url":null,"abstract":"Symptoms of inattention (IA), hyperactivity, and impulsivity present in school‐aged children are important indications of developmental problems. The assessment of these symptoms largely relies on questionnaires completed by parents, teachers, and the children themselves. However, inherent perceptual biases may lead to inaccuracies in these evaluations. This study investigates the biases among different respondents for 41 elementary‐aged students (19 male and 22 female) by analyzing their responses on the attention‐deficit/hyperactivity disorder‐rating scale (ADHD‐RS) through a novel virtual reality‐based objective measure (AttnKare‐D). Correlation analysis reveals higher agreement between parents and students compared to other informant pairs. Nevertheless, when compared with the objective measure, parents and students do not exhibit distinct separation between high and low‐scoring samples, whereas teachers demonstrate significant separation on various objective measure factors. This discrepancy suggests that teachers may possess a more accurate baseline for peer‐related measurements, leading to a more objective evaluation of ADHD symptoms. However, it is essential to acknowledge that teachers are not entirely exempt from biases. Gender‐specific comparisons reveal notable differences, with male children showing the largest separation in distractibility and female children in movement. In conclusion, this study emphasizes the significance of recognizing and addressing potential biases when interpreting questionnaires assessing symptoms of IA, hyperactivity, and impulsivity in children.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841065","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}

{"title":"Examining the relations between interventionists' use of classroom management and student mathematics gains within a Tier 2 kindergarten mathematics intervention","authors":"Jessica Turtura, Marah Sutherland, Derek Kosty, Christian T. Doabler, Cayla Lussier, Benjamin Clarke","doi":"10.1002/pits.23177","DOIUrl":"https://doi.org/10.1002/pits.23177","url":null,"abstract":"Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the relationship between classroom management and student mathematics achievement within the context of ROOTS, a validated Tier 2 kindergarten mathematics intervention taught by paraprofessionals. Results show that the quality of classroom management within the ROOTS intervention predicted gains in student mathematics achievement from pretest to posttest. These findings have critical implications for practitioners, including the importance of integrating effective classroom management techniques into Tier 2 mathematics intervention groups and supporting paraprofessionals' knowledge and use of effective classroom management.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757572","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}

{"title":"Development of the Cyberbullying Awareness Scale for adolescents: Validity and reliability study","authors":"Yeşim Yurdakul, Aynur Bütün Ayhan","doi":"10.1002/pits.23178","DOIUrl":"https://doi.org/10.1002/pits.23178","url":null,"abstract":"The present study aims to develop the Cyberbullying Awareness Scale (CAS) for adolescents, which assesses adolescents' awareness about cyberbullying, and to examine the psychometric properties of the scale by conducting validity and reliability studies. In this context, evidence on the validity and reliability of the scale was obtained in two separate studies. In Study 1 (<i>N</i> = 552), scale items were developed, content validity was examined, and exploratory factor analysis (EFA) was performed to determine the factor structure of the scale. In addition, criterion-related validity and reliability analyses were performed. The mean age of the participants in Study 1 was 14.6. In Study 2 (<i>N</i> = 338), Confirmatory Factor Analysis (CFA) was performed to confirm the factorial structure obtained as a result of EFA. The mean age of the participants in Study 2 was 14.8. As a result of the research, it was determined that the CAS for adolescents had a three-factor structure comprised of Cyberbullying Tendency, Coping with Cyberbullying and Protection from Cyberbullying. The internal consistency coefficients were calculated as 0.80 for the Cyberbullying Tendency sub-dimension, 0.76 for the Coping with Cyberbullying sub-dimension and 0.63 for the Protection from Cyberbullying sub-dimension. In line with the obtained results, it can be said that the CAS for adolescents is a valid and reliable measurement tool for determining the awareness of adolescents in the 12–18 age group on cyberbullying.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757533","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}

{"title":"Feasibility and acceptability of a brief web-based training on cognitive behavioral tools for educators","authors":"Sarah Coe-Odess, John Crocker, Rachel Quist, Marisa Meldonian, Elizabeth Gordon, Sabine Wilhelm, Jennifer L. Greenberg","doi":"10.1002/pits.23180","DOIUrl":"https://doi.org/10.1002/pits.23180","url":null,"abstract":"A youth mental health crisis has been exacerbated significantly by the COVID-19 pandemic. Teachers are often front-line support for students in need. Yet teachers themselves are struggling, making it difficult to help their students. Cognitive behavioral interventions (CBIs) have been shown to reduce mental health symptoms in school settings. Learning and implementing a psychological intervention, however, places undue burden on teachers who are already struggling. This project aimed to develop and assess the acceptability and feasibility of a brief, web-based training for educators on cognitive behavioral tools that can be implemented in classrooms without additional psychological or practical burden. Attendees (<i>n</i> = 193) attended one of two 1-h trainings on applying cognitive behavioural therapy (CBT) in classrooms. Attendees completed pre- and posttraining surveys on their knowledge and comfort using CBT. Following the course, attendees reported increases in knowledge and comfort using CBT skills, with large effect sizes. Attendees reported being highly satisfied with the course and likely to recommend the course to colleagues. Limitations of this work include a relatively small, homogenous sample and a low rate of completing both pre- and posttraining measures. Suggestions for future research include measuring change in practice as a result of the training. Implications of our findings are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757548","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}