Psychology in the Schools最新文献_第7页

Turkish adolescents' anonymous use of social networking sites (SNSs): A phenomenological study 土耳其青少年匿名使用社交网站（SNS）的情况：现象学研究

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-18 DOI: 10.1002/pits.23200

Elif Çimşir, Ramazan Akdoğan, Alper Akbayrak

{"title":"Turkish adolescents' anonymous use of social networking sites (SNSs): A phenomenological study","authors":"Elif Çimşir, Ramazan Akdoğan, Alper Akbayrak","doi":"10.1002/pits.23200","DOIUrl":"https://doi.org/10.1002/pits.23200","url":null,"abstract":"Despite the surging anonymous social media use among adolescents living in non‐Western countries, such as Turkey, existing studies have been conducted in a Western context and do not provide a holistic understanding of adolescents' lived experiences of anonymous social networking site (SNS) interactions. As a result, Turkish adolescents aged 12–15 years (N = 20) were interviewed about their lived experiences of anonymous SNS interactions, using a phenomenological qualitative approach. The authors identified 10 themes. Four themes address circumventing social norms and avoiding repercussions: mocking friends, seeking revenge, engaging in activism, and exploring and expressing self. Four themes pertain to initiating, developing, and testing relationships: exploring romantic relationships, testing friendships, seeking information about others, and gaining attention and/or popularity. Reflecting a major intrapersonal dynamic, another theme describes low self‐confidence/esteem. The final theme addresses a significant risk associated with the anonymous use of SNSs: increased risk of child sexual exploitation. The results provide important insights into the roles of anonymous online interactions in satisfying adolescents' developmental needs and indicate the importance of providing them with support and education to help them navigate the online world safely and responsibly.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"2014 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140628748","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

Applying structural equation modeling to examine the role of teacher beliefs and practices in differentiated instruction in physical education: Multiple mediation analyses 应用结构方程模型研究教师的信念和实践在体育分层教学中的作用：多重中介分析

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-17 DOI: 10.1002/pits.23206

Qingyun Wen, Juan Cai

引用次数: 0

A mixed-methods approach to identify elements of culturally-attuned teacher−student relationship interventions 采用混合方法确定与文化相适应的师生关系干预措施的要素

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-16 DOI: 10.1002/pits.23197

Pamela W. Garner, Kamilah Legette, Julia M. Shadur

{"title":"A mixed-methods approach to identify elements of culturally-attuned teacher−student relationship interventions","authors":"Pamela W. Garner, Kamilah Legette, Julia M. Shadur","doi":"10.1002/pits.23197","DOIUrl":"https://doi.org/10.1002/pits.23197","url":null,"abstract":"We employed a mixed-methods design to identify intervention elements that may improve relational inclusion in classrooms through equity-framed and culturally-attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed-methods design, we first analyzed the individual data points and then integrated the quantitative and qualitative data in the interpretation and discussion of the results. Our findings showed that, for school mental health professionals, the quantitative data largely complemented the qualitative results, which represented four themes: School−family partnerships, critical consciousness, educator preparation, and transformational social-emotional learning. Parents of minoritized students identified unique elements, including microaggressions, color evasion, recognition of bias, storytelling, and systemic change as important for the development of culturally-attuned interventions. The two groups had parallel and contrasting recommendations about elements that may contribute to improved classroom relational inclusion for minoritized students. Results illustrate how merging professional and parent perspectives could contribute to the development of teacher−student relationship interventions that appropriately address issues of equity and culture in ways that are meaningful to end users and other stakeholders.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"42 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569109","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

Higher education students' perceptions on their barriers to critical thinking 高校学生对其批判性思维障碍的看法

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-16 DOI: 10.1002/pits.23198

Nuriye Semerci, Çetin Semerci, Fatma Ünal, Emrullah Yılmaz, Ömer Yılmaz

引用次数: 0

The impact of mindfulness training on the attention to facial expressions among undergraduates 正念训练对大学生面部表情注意力的影响

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-04-15 DOI: 10.1002/pits.23199

Taiyong Bi, Li Qiye, Xue Li, Yuxia He, Qinhong Xie, Hui Kou

{"title":"The impact of mindfulness training on the attention to facial expressions among undergraduates","authors":"Taiyong Bi, Li Qiye, Xue Li, Yuxia He, Qinhong Xie, Hui Kou","doi":"10.1002/pits.23199","DOIUrl":"https://doi.org/10.1002/pits.23199","url":null,"abstract":"The improvements in attention by mindfulness training have been proved. However, the effects of mindfulness training on attention to emotional stimuli were mixed. We employed a randomized, controlled design to investigate the effects of mindfulness training on attention to emotional expressions, and investigated whether baseline levels of dispositional mindfulness and emotional intelligence would moderate the intervention effects. Forty participants received 8‐week mindfulness training, and another forty participants attended two lectures about mindfulness. All participants completed the visual search task, the Five Facet Mindfulness Questionnaire, and the Emotional Intelligence Scale at both pre‐training and post‐training. The results showed that the improvements in search efficiencies were larger in the mindfulness group than those in the control group for sad and angry faces, but not for happy faces. In addition, baseline emotional intelligence but not dispositional mindfulness played a significant moderating role in the relationship between mindfulness training and emotional attention to sadness and anger. The search efficiencies of negative emotions (i.e., anger and sadness) but not positive emotions (i.e., happiness) were significantly improved by mindfulness training. Individuals with a high level of baseline emotional intelligence showed significant improvement in search efficiencies relative to those with a low level of emotional intelligence.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"255 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568753","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 comparison of general and special education teachers' attitudes toward evidence‐based practices for students with autism spectrum disorder 比较普通教育和特殊教育教师对自闭症谱系障碍学生循证实践的态度

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-03-21 DOI: 10.1002/pits.23195

Blaine Garman‐McClaine

引用次数: 0

The experiences of menstruation in schools in high income countries: A systematic review and line‐of‐argument synthesis 高收入国家学校中的月经经历：系统回顾与论据综述

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-03-16 DOI: 10.1002/pits.23192

Ciara Thomas, G. J. Melendez‐Torres

{"title":"The experiences of menstruation in schools in high income countries: A systematic review and line‐of‐argument synthesis","authors":"Ciara Thomas, G. J. Melendez‐Torres","doi":"10.1002/pits.23192","DOIUrl":"https://doi.org/10.1002/pits.23192","url":null,"abstract":"Menstruation is a global public health issue with negative discourses of shame, embarrassment, and disgust. There is growing anecdotal evidence linking negative menstruation experiences at school to absenteeism. This systematic review and line‐of‐argument synthesis aims to develop a conceptual understanding of menstruation experiences in schools in high‐income countries. MEDLINE (Ovid), PsycINFO (Ovid), EMBASE (Ovid), HMIC (Ovid), and ERIC databases were searched. NVivo was used for thematic synthesis and reciprocal translation to generate third‐order constructs: overarching themes that interpretatively describe social processes around menstruation in schools. One thousand three hundred and thirty‐three studies were screened, with 19 meeting inclusion criteria. Six third‐order constructs were identified and integrated into a synthesized line‐of‐argument illustrating menstrual injustice at school. To ensure menstruating students do not face academic disadvantage because of schools’ failure to accommodate menstrual needs, schools should challenge stigma, provide facilities to improve students’ capability and confidence to manage menstruation, and provide academic support to menstruating students who miss classes. Future research should explore experiences of period poverty in HIC schools, examining the influence of gender identity, disability, race, and class on menstruation experiences.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"2013 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154422","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

Time‐lagged effects of student misbehavior on teacher counterproductive work behaviors: The role of negative affect and regulatory focus 学生不良行为对教师反工作行为的时滞效应：消极情绪和监管重点的作用

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-03-16 DOI: 10.1002/pits.23193

Farshad Ghasemi

{"title":"Time‐lagged effects of student misbehavior on teacher counterproductive work behaviors: The role of negative affect and regulatory focus","authors":"Farshad Ghasemi","doi":"10.1002/pits.23193","DOIUrl":"https://doi.org/10.1002/pits.23193","url":null,"abstract":"Student misbehavior is a significant occupational stressor for educators, with numerous emotional consequences threatening their mental well‐being. However, research to date has failed to study the behavioral consequences of student misbehavior among teachers, as such stressors may lead to counterproductive workplace behaviors (CWB) that could decline teachers' performance and school functioning. The current study builds on the stressor–emotion model and frustration‐aggression theory to fill this major gap in the literature. The proposed research model examines the association between student misbehavior and teacher CWB through two indirect pathways. It was hypothesized that job‐related negative affect would mediate the relationship between student misbehavior and CWB, and regulatory prevention focus would moderate the path from student misbehavior to CWB. Data collected from a sample of 330 teachers at two time points revealed that student misbehavior was directly associated with CWB and was indirectly associated with CWB through job‐related negative affect. Additionally, the regulatory prevention focus moderated the relationship between student misbehavior and CWB. The findings of the study help clarify the processes underlying the stressor‐behavior link, as well as the boundary conditions of these processes, which could provide a framework for schools to guide policies and practices regarding supporting educators in their interpretation and response to classroom misbehavior.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"23 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154338","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 psychologists' training and experience in providing grief support 学校心理学家在提供悲伤支持方面的培训和经验

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-03-12 DOI: 10.1002/pits.23185

Jacqueline A. Brown, Kara M. Snider, Hannah G. Hall, Jennifer L. Rotzal, Morgan M. Gow

{"title":"School psychologists' training and experience in providing grief support","authors":"Jacqueline A. Brown, Kara M. Snider, Hannah G. Hall, Jennifer L. Rotzal, Morgan M. Gow","doi":"10.1002/pits.23185","DOIUrl":"https://doi.org/10.1002/pits.23185","url":null,"abstract":"School-based mental health professionals consistently report that they are either not prepared to support grieving students, or do not have time to integrate crisis intervention support into their hectic schedule. Given that inadequate school mental health services can increase a bereaved student's risk of developing emotional problems, it is critical that school psychologists increase their comfort in grief. This study surveyed 75 school psychologists in the Northwestern United States regarding their training and experience in grief support. A reflexive thematic analysis identified four themes related to the challenges and recommendations in grief support: lack of training, limited role of the school psychologist, lack of formalized grief response system, and lack of school and community resources. Furthermore, only 3% of participants reported taking the lead in providing grief support and 64% provide grief support fewer than five times a year. The majority (81%) reported that they had zero courses devoted to grief support during their graduate degree, with more participants (67%) obtaining grief training postdegree. Study limitations, areas for further research, and implications for schools and school psychologists are also discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"44 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140107155","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

Embedding social emotional learning from the bottom up in multi-tiered services and supports frameworks 自下而上地将社会情感学习纳入多层次服务和支持框架中

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-03-11 DOI: 10.1002/pits.23183

Jessie D. Guest, Robbie A. Ross, Tasha M. Childs, Kate E. Ascetta, Rachelle Curcio, Aidyn Iachini, Lauren Griffiths

{"title":"Embedding social emotional learning from the bottom up in multi-tiered services and supports frameworks","authors":"Jessie D. Guest, Robbie A. Ross, Tasha M. Childs, Kate E. Ascetta, Rachelle Curcio, Aidyn Iachini, Lauren Griffiths","doi":"10.1002/pits.23183","DOIUrl":"https://doi.org/10.1002/pits.23183","url":null,"abstract":"Student mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma-informed (TI) approaches, social and emotional learning (SEL), and others can lead to confusion and potentially less effective implementation of services and supports for students. In this paper, we aim to mitigate this confusion and offer a solution that integrates several of these approaches into a single complementary model with a special emphasis on the role of SEL. We first present an overview of commonly used SMH frameworks. Next, we present the Trauma-Informed Multi-Tiered Systems of Support Model (TI-SEL MTSS)–an adaptation of the TITI-SEL MTSS–to include and emphasize the specific role of SEL as a critical foundational layer within a multi-tiered system of support. The proposed adapted model maintains the key structure of a MTSS while highlighting the importance of embedding SEL pedagogy in daily teaching practices and all aspects of school life. A case study is used to illustrate how the proposed model adaptations can be used in practice and in tandem with TI and SMH services without being conflated as the same service as SEL. Practical implications for implementation are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"21 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140106968","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