Psychology in the Schools最新文献_第6页

Correction to “Using a brief web‐based, on demand training to improve pre‐service knowledge of attention deficit hyperactivity disorder” 更正 "利用简短的网络按需培训来提高上岗前对注意缺陷多动障碍的认识"

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-05-07 DOI: 10.1002/pits.23196

引用次数: 0

Assistive technologies for visual impairments: Development and validation of self‐efficacy scale for preservice teachers 视觉障碍辅助技术：开发和验证职前教师自我效能感量表

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-05-07 DOI: 10.1002/pits.23225

Derya Baser, Tugba Kamali‐Arslantas

{"title":"Assistive technologies for visual impairments: Development and validation of self‐efficacy scale for preservice teachers","authors":"Derya Baser, Tugba Kamali‐Arslantas","doi":"10.1002/pits.23225","DOIUrl":"https://doi.org/10.1002/pits.23225","url":null,"abstract":"This article describes the development and validation process of a scale designed to assess the assistive technology (AT) knowledge of preservice special education teachers related to visual impairment (VI). The scale was administered to two groups of preservice special education teachers, and data from the first group (N = 291) were subjected to an exploratory factor analysis (EFA). The results of the EFA revealed that the scale had a five‐factor structure, which included “braille technologies,” “accessibility for documents and software,” “AT for diverse needs,” “AT for accessing print,” and “AT for transforming content into accessible digital format.” Based on the findings of the EFA, the researchers revised the scale and applied it to the second group of preservice teachers (N = 119) to confirm the five‐factor structure through a confirmatory factor analysis (CFA). The fit indices calculated during the CFA indicated a good model fit. By following a systematic approach, a valid 23‐item scale for assessing AT knowledge related to VI was developed. This study offers a useful assessment tool and knowledge constructs for designing AT courses.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925644","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

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-05-03 DOI: 10.1002/pits.23224

Jesus Alfonso D. Datu, Amity Noltemeyer

引用次数: 0

Does growth mindset benefit negative mental health among middle school students: The role of psychological resilience and gender 成长型思维模式是否有益于中学生的消极心理健康？心理复原力和性别的作用

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-05-02 DOI: 10.1002/pits.23227

Weina Lei, Weiping Hu, Hongxia Guo, David Yun Dai

{"title":"Does growth mindset benefit negative mental health among middle school students: The role of psychological resilience and gender","authors":"Weina Lei, Weiping Hu, Hongxia Guo, David Yun Dai","doi":"10.1002/pits.23227","DOIUrl":"https://doi.org/10.1002/pits.23227","url":null,"abstract":"The mental health problems have been increasingly threatening the development of adolescence in China, it is very necessary to explore the protective factors preventing adolescents' negative mental health. Previous studies suggested that growth mindset benefits mental health. However, the internal psychological mechanism underlying this relationship is still unclear. This study investigated the relation between growth mindset and negative mental health among Chinese adolescence, and simultaneously tested the mediating effect of psychological resilience and the moderating role of gender in the mediation process of this relation. A total of 1204 middle school students (624 male students and 580 female students) in China completed measures on growth mindset, psychological resilience, and negative mental health. The results revealed that growth mindset not only directly predicted negative mental health, but also indirectly predicted negative mental health through the mediating path of psychological resilience. Moreover, the mediating effect of psychological resilience in the relationship between growth mindset and negative mental health was moderated for females and not males. These findings indicated that intervention focus on growth mindset could improve psychological resilience and prevent negative mental health among middle school students.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141020536","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 mediating role of self‐control between stress and procrastination among adolescents: Examining the ego depletion theory 自我控制在青少年压力和拖延症之间的中介作用：检验自我耗竭理论

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-05-02 DOI: 10.1002/pits.23217

Zeynep Şimşir Gökalp, Abdulkadir Haktanir

引用次数: 0

A narrative review of the effects of psychoeducation on children and adolescents with attention deficit hyperactivity disorder 心理教育对患有注意力缺陷多动障碍的儿童和青少年影响的叙述性综述

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-05-02 DOI: 10.1002/pits.23228

Ali Syed, Hugo A. E. Morandini, Parma Barbaro, Prue Watson, Pradeep Rao

{"title":"A narrative review of the effects of psychoeducation on children and adolescents with attention deficit hyperactivity disorder","authors":"Ali Syed, Hugo A. E. Morandini, Parma Barbaro, Prue Watson, Pradeep Rao","doi":"10.1002/pits.23228","DOIUrl":"https://doi.org/10.1002/pits.23228","url":null,"abstract":"Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in children and adolescents (CAA) and its treatment plan includes a multimodal approach. Psychoeducation is a potential therapeutic modality in the multimodal treatment of ADHD. Psychoeducation intervention generally consists of single or multiple sessions providing education to the recipient regarding ADHD with the aim to facilitate an informed, self‐responsible management of the disorder and to improve the quality of life of patients and their families. Previous reviews have highlighted the positive effects of parental psychoeducation on ADHD symptoms, behavioral problems and social skills of CAA with ADHD. However, the effects of child only and combined parental and CAA psychoeducation interventions are unclear and under investigated. In the current paper, for the first time, we review, individually, the outcomes of parent only psychoeducation, child only psychoeducation and combined parental and CAA psychoeducation across a range of domains in CAA with ADHD. The findings reveal that including psychoeducation in the treatment of ADHD may improve clinical symptoms, social skills, functioning and family relationships in CAA with ADHD.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140841826","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

Predicting teachers’ sense of efficacy: A multimodal analysis integrating SEM, deep learning, and ANN 预测教师的效能感：结合 SEM、深度学习和 ANN 的多模式分析

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-05-02 DOI: 10.1002/pits.23222

Ibrahim Arpaci, Kasım Karataş, Feyza Gün, Sedef Süer

{"title":"Predicting teachers’ sense of efficacy: A multimodal analysis integrating SEM, deep learning, and ANN","authors":"Ibrahim Arpaci, Kasım Karataş, Feyza Gün, Sedef Süer","doi":"10.1002/pits.23222","DOIUrl":"https://doi.org/10.1002/pits.23222","url":null,"abstract":"This study aims to investigate the predictive role of cultural intelligence, motivation to teach, and “culturally responsive classroom management self‐efficacy” (CRCMSE) in teachers’ sense of efficacy. The study utilized a combination of “structural equation modeling” (SEM), deep learning, and “artificial neural network” (ANN) to analyze data collected from 1061 preservice teachers. The SEM analysis indicated that cultural intelligence, motivation to teach, and CRCMSE significantly predicted the sense of efficacy of the teacher candidates, accounting for 59% of the variance. Additionally, the ANN model accurately predicted the teachers’ sense of efficacy with 75.71% and 75.17% accuracy for training and testing, respectively. The sensitivity analysis revealed that CRCMSE played the most crucial role in predicting the preservice teachers’ sense of efficacy. The deep learning model also predicted the sense of efficacy with an overall accuracy of 74.18%. The utilization of a multimodal analysis approach facilitated the identification of both linear and nonlinear relationships between the constructs.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140841830","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

Exploring the relationship between paternal co‐parenting behaviors and cyberbullying perpetration in Chinese adolescents: The moderating roles of psychological entitlement and gender 探索中国青少年父亲共同抚养行为与网络欺凌行为之间的关系：心理权利和性别的调节作用

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-05-02 DOI: 10.1002/pits.23210

Fengqing Zhao, Huifang Zhang, Sen Li, Haomeng Wu, Jie Hou

{"title":"Exploring the relationship between paternal co‐parenting behaviors and cyberbullying perpetration in Chinese adolescents: The moderating roles of psychological entitlement and gender","authors":"Fengqing Zhao, Huifang Zhang, Sen Li, Haomeng Wu, Jie Hou","doi":"10.1002/pits.23210","DOIUrl":"https://doi.org/10.1002/pits.23210","url":null,"abstract":"This study examined the relationships between paternal co‐parenting dimensions (including integrity, consistency, conflict, and bias) and adolescent cyberbullying perpetration, delving into potential moderating mechanisms. A sample of 795 Chinese adolescents (Mage = 14.79 years, SD = 1.67) completed questionnaires assessing parental co‐parenting, cyberbullying perpetration, and psychological entitlement. Results showed a positive association only between paternal co‐parenting bias and cyberbullying perpetration. The study identified a moderating role of psychological entitlement, indicating a stronger link between paternal co‐parenting bias and cyberbullying perpetration for adolescents with higher psychological entitlement than for those with lower psychological entitlement. Notably, the significant association between paternal co‐parenting bias and cyberbullying perpetration only existed among boys. The study provides new insights into the roles of paternal co‐parenting and adolescent psychological entitlement in cyberbullying perpetration among adolescent boys, emphasizing the importance of mitigating paternal co‐parenting bias and reducing adolescent psychological entitlement to prevent cyberbullying perpetration.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141018315","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

Teaching the partial products multiplication algorithm to students who struggle using CRA‐I 向使用 CRA-I 有困难的学生教授部分积乘法算法

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-29 DOI: 10.1002/pits.23219

Vanessa M. Hinton, Margaret M. Flores

引用次数: 0

Linking perceived job insecurity and work passion: The mediating role of mindful self‐care in academic staff 将感知到的工作不安全感与工作激情联系起来：学术人员自我保健意识的中介作用

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-29 DOI: 10.1002/pits.23220

Aman S. Elemo, Abdulatif H. Ahmed, Ergün Kara

{"title":"Linking perceived job insecurity and work passion: The mediating role of mindful self‐care in academic staff","authors":"Aman S. Elemo, Abdulatif H. Ahmed, Ergün Kara","doi":"10.1002/pits.23220","DOIUrl":"https://doi.org/10.1002/pits.23220","url":null,"abstract":"Self‐care is proactive action that involves a repertoire of practices aimed at developing, maintaining and improving physical health and mental well‐being. Although there is a growing number of studies on mindfulness in a variety of academic fields, there is a dearth of studies that look at academics' mindful self‐care in relation to job insecurity and work passion in the higher education institutions. This study aims to examine how job insecurity is related to academic staff's work passion in Ethiopia. It also looks at the role of mindful self‐care in lessening the impact of job insecurity. A cross‐sectional study was carried out, and snowball sampling was used to collect data from a total of 251 academics, ranging in age from 23 to 66 years, who voluntarily consented to participate in the self‐report survey. Job insecurity was inversely related to passion for work and mindful self‐care. Mindful self‐care was a mediator in the link between job insecurity and passion for work. The study encourages workplace mental health professionals to consider the role of mindful self‐care in their psychological intervention programs aimed at minimizing job insecurity and increasing passion for work.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840388","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