Psychology in the Schools最新文献_第7页

Meaning in life as a moderator of the relationship between bullying victimization profiles and life satisfaction in young adolescents 生活意义是青少年受欺凌情况与生活满意度之间关系的调节因素

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-29 DOI: 10.1002/pits.23218

Jusuk Song, Sondra Smith‐Adcock

{"title":"Meaning in life as a moderator of the relationship between bullying victimization profiles and life satisfaction in young adolescents","authors":"Jusuk Song, Sondra Smith‐Adcock","doi":"10.1002/pits.23218","DOIUrl":"https://doi.org/10.1002/pits.23218","url":null,"abstract":"Latent profiles of bullying victimization were examined to determine membership information and distinctive buffering roles of meaning in life between bullying victimization groups and life satisfaction. The PISA data set (n = 4695) of 15‐year‐old young adolescents was analyzed. Static predictors of membership consist of gender, immigrant status, parental education, and grade repetition. Latent profile analysis, analysis of variance, multiple logistic regression, and multivariable regression were utilized for a comprehensive understanding of bullying victimization memberships and related outcomes. Three distinctive latent profiles emerged: (a) Stable & Resilient (SR) (75.6%); (b) Mild & Internal (MI) (18.4%); and (c) Severe & External (SE) (6.0%). Immigration, gender, grade repetition, and parental education were found to be predictors of membership in the bullying victimization groups. Males, and immigrants, with higher parental education, and grade repetition experience significantly predicted increases in possibilities of membership in the MI or SE latent groups. Meaning in life has significant buffering roles for bullying victimization on life satisfaction. The moderating effect of meaning in life was strongest for the SE group. Implications and future directions are discussed.","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":"140840389","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

Systematic review and meta‐analysis of the implementation and effectiveness of spelling instruction and intervention 对拼写教学和干预的实施和有效性进行系统回顾和荟萃分析

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-29 DOI: 10.1002/pits.23223

Shawna Petersen‐Brown, Kourtney R. Kromminga

{"title":"Systematic review and meta‐analysis of the implementation and effectiveness of spelling instruction and intervention","authors":"Shawna Petersen‐Brown, Kourtney R. Kromminga","doi":"10.1002/pits.23223","DOIUrl":"https://doi.org/10.1002/pits.23223","url":null,"abstract":"It is important for students to develop spelling skills, and spelling skills have been found to benefit the development of reading and writing skills. Past reviews and meta‐analyses supported the effectiveness of spelling instruction at improving a variety of academic outcomes including spelling, reading, and writing. This review and meta‐analysis contributes to this research and extends the current research on the impact of implementation characteristics on effectiveness. This review and meta‐analysis included 81 studies (43 group design and 38 single‐case design [SCD]). The meta‐analysis indicated an average effect of spelling instruction and intervention that was small in the group design research (g = 0.319) and moderate in the SCD research (Tau‐U = 0.578). Implementation and methodological characteristics were described, and the nature of the comparison conditions and dependent variable were identified as potential moderators. A significant sample of research represented a range of participant samples, implementation characteristics, instructional practices, and methodological attributes. These results suggest that experimental spelling approaches are generally a modest improvement on existing approaches and that little research has investigated the effectiveness of some best practices, including practices that support individualization of spelling instruction.","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":"140840780","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

Development and validation of Mathematical Higher‐Order Thinking Scale for high school students 高中生数学高阶思维量表的开发与验证

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-26 DOI: 10.1002/pits.23213

Ying Zhou, Yimin Ning, Jihe Chen, Wenjun Zhang, Tommy T. Wijaya

{"title":"Development and validation of Mathematical Higher‐Order Thinking Scale for high school students","authors":"Ying Zhou, Yimin Ning, Jihe Chen, Wenjun Zhang, Tommy T. Wijaya","doi":"10.1002/pits.23213","DOIUrl":"https://doi.org/10.1002/pits.23213","url":null,"abstract":"Globally, significant attention is given to the cultivation and evaluation of Mathematical Higher‐Order Thinking Skills (MHOTS). This study aims to address the gap in developing and validating suitable MHOTS structures for high school students. In this study, 53 items were determined by experts in the field of mathematics education and scale development. The study group of this study consists of 654 students educated at the high school level. We decided to split the samples randomly in two by designating a random half as exploratory factor analysis (EFA) and the other half as confirmatory factor analysis (CFA). EFA was used to confirm a robust “four‐dimensional, nine‐factor” measurement structure, encompassing four key dimensions, namely mathematical critical thinking, mathematical creative thinking, mathematical problem‐solving, and mathematical metacognitive skills. The scale's quality was assessed through a retest using CFA and the structural validity was evaluated through CFA and correlation analysis. The criterion validity of the scale was also examined using math scores. The results from the double validity analysis showed that the scale had a reasonable and valid structure. The findings established the MHOTS for high school students as a reliable and valid instrument for measuring the level of MHOTS among high school students. This newly developed scale holds promise as an effective tool to assess and enhance mathematical higher‐order thinking in the student population.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140798917","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

Screening psychological symptoms in Filipino university students during the COVID‐19 pandemic: Translation and structural validation of the Filipino version of the DASS‐21 在 COVID-19 大流行期间筛查菲律宾大学生的心理症状：菲律宾语版 DASS-21 的翻译和结构验证

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-26 DOI: 10.1002/pits.23214

John Jamir Benzon R. Aruta, Niño Jose Mateo, Ron R. Resurreccion, Meniah Ann Martha C. Galanza, Allan B. I. Bernardo

{"title":"Screening psychological symptoms in Filipino university students during the COVID‐19 pandemic: Translation and structural validation of the Filipino version of the DASS‐21","authors":"John Jamir Benzon R. Aruta, Niño Jose Mateo, Ron R. Resurreccion, Meniah Ann Martha C. Galanza, Allan B. I. Bernardo","doi":"10.1002/pits.23214","DOIUrl":"https://doi.org/10.1002/pits.23214","url":null,"abstract":"Culturally appropriate tools are necessary to aid in objective screening for psychological symptoms among students in university settings. This study aimed to translate and validate the Depression Anxiety and Stress Scale‐21 (DASS‐21). The instrument underwent forward translation and was reviewed by representatives from the target population, field experts, and an external auditor. The translated version of the DASS‐21, together with the International Positive and Negative Affect Schedule Short Form (I‐PANAS‐SF), Patient Health Questionnaire (PHQ‐9), Generalized Anxiety Disorder‐7 (GAD‐7), Satisfaction with Life Scale (SWLS), was administered to 681 university students. Through confirmatory factor analysis, results supported the intercorrelated three‐factor model with correlated errors for the DASS‐21 Filipino. Results also demonstrated the criterion validity of the depression and anxiety subscales through significant correlations with PHQ‐9 and GAD‐7, respectively, and a stringent z‐score test to examine the difference between two dependent correlations with one variable in common. The convergent validity of all three subscales was established through significant correlations with I‐PANAS‐SF and SWLS. All DASS‐21 Filipino subscales which includes depression (α = .89), anxiety (α = .84), and stress (α = .85), showed high internal consistency. The current findings offer initial evidence on the structural validity of the DASS‐21 Filipino, which can be utilized as a tool to screen for depression, anxiety, and stress symptoms among Filipino speakers during a global health crisis. Implications for psychological assessment and school and clinical interventions are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140798994","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

Exposures for anxiety: A survey of practicing school psychologists 暴露焦虑：对在职学校心理学家的调查

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-25 DOI: 10.1002/pits.23208

Sheva Weiss, Elisa S. Shernoff, Adam L Lekwa, Jeffrey D. Shahidullah

引用次数: 0

How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory 师生关系如何影响青少年的英语学习成绩？基于控制价值理论的多重中介分析

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-25 DOI: 10.1002/pits.23187

Xiaoqi Yu, Yan Dong, Chunhui Sun, Hongfei Wang, Yuchuan Yang, Guoliang Yu

{"title":"How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory","authors":"Xiaoqi Yu, Yan Dong, Chunhui Sun, Hongfei Wang, Yuchuan Yang, Guoliang Yu","doi":"10.1002/pits.23187","DOIUrl":"https://doi.org/10.1002/pits.23187","url":null,"abstract":"The current study examined a multiple mediator model based on the control‐value theory. A sample of 433 Chinese junior middle school students participated in questionnaires assessing teacher‐student relationships (TSRs), academic emotions, academic value (AV), and academic self‐efficacy (ASE). English test scores were collected as an indicator of students' English academic performance. The results indicated the following: (a) for academic enjoyment, the TSR has an effect on academic achievement through the chain intermediary of AV and ASE; (b) for academic relaxation, the TSR has an effect on English academic achievement through the single intermediary of academic relaxation and the chain intermediary of AV, ASE, and academic relaxation; (c) for academic anxiety, the TSR has an effect on English academic achievement through the single intermediary of AV, the single intermediary of academic anxiety, and the chain intermediary of AV, ASE, and academic anxiety; (d) for academic boredom, the TSR has an effect on English academic achievement through the single intermediary of academic boredom. These findings enrich the relevant research on the control‐value theory and provide important insights for improving students' English academic achievement.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140658783","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

Understanding the relations between parental conditional regard, teacher autonomy support, and adolescent well‐being: A self‐determination theory perspective 了解父母的有条件关注、教师的自主支持与青少年幸福之间的关系：自我决定理论视角

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-22 DOI: 10.1002/pits.23212

Aylin Koçak, Ayşenur Alp Christ

{"title":"Understanding the relations between parental conditional regard, teacher autonomy support, and adolescent well‐being: A self‐determination theory perspective","authors":"Aylin Koçak, Ayşenur Alp Christ","doi":"10.1002/pits.23212","DOIUrl":"https://doi.org/10.1002/pits.23212","url":null,"abstract":"Based on the self‐determination theory, many studies have attempted to uncover the contextual features that satisfy adolescents' basic psychological needs. Most of these, however, have focused on one aspect of the social context, either the school or the family environment, and focused on either the issue of need frustration or need satisfaction and their implications on well‐being. Therefore, in this study, we aimed to investigate whether adolescents' perceptions of parental conditional regard (both positive and negative regards) and teacher autonomy support were associated with need frustration and need satisfaction, which in turn, would be related to adolescents' well‐being (both subjective stress and life satisfaction). To test our hypotheses, we recruited 340 Turkish adolescents (Mage = 16.88 years, SD = 0.86). Results of structural equation modeling showed that parental conditional negative regard was positively related to need frustration, which in turn, was associated positively with adolescents' subjective stress, and negatively with life satisfaction. However, parental conditional positive regard was related to neither need satisfaction nor need frustration. Moreover, teacher autonomy support was positively related to need satisfaction, which in turn, was positively associated with life satisfaction. The results indicate that future research should consider both parent‐ and teacher‐related contexts together in relation to adolescents' basic needs and their well‐being.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636810","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

Classroom mathematics learning: Association of joy of learning and school connectedness among high school students in India 课堂数学学习：印度高中生学习乐趣与学校联系的关系

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-22 DOI: 10.1002/pits.23207

Syama Sasidharan, Jacqueline Kareem

引用次数: 0

Adolescents' loneliness and problematic smartphone use: The mediating role of upward social comparison and the moderating role of self‐identity 青少年的孤独感与问题智能手机的使用：向上社会比较的中介作用和自我认同的调节作用

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-22 DOI: 10.1002/pits.23215

Siyang Shao, Ningning Mao, Zhengtian Zhang, Mo Yang, Siyu He, Xiaodong Yue, Chieh Li, Lixia Cui

引用次数: 0

Student perceptions of teacher feedback quality in homework: Individual and class‐level factors 学生对教师作业反馈质量的看法：个人和班级层面的因素

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-20 DOI: 10.1002/pits.23203

Jianzhong Xu

引用次数: 0