Psychology in the Schools最新文献_第8页

Loneliness, gratitude, and entitlement among Israeli and Polish college students: A serial mediation model 以色列和波兰大学生的孤独感、感激之情和权利感：串联调解模型

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-03-11 DOI: 10.1002/pits.23188

Roni Laslo-Roth, Sivan George-Levi, Rafał Iwański, Małgorzata Wałejko, Malka Margalit

{"title":"Loneliness, gratitude, and entitlement among Israeli and Polish college students: A serial mediation model","authors":"Roni Laslo-Roth, Sivan George-Levi, Rafał Iwański, Małgorzata Wałejko, Malka Margalit","doi":"10.1002/pits.23188","DOIUrl":"https://doi.org/10.1002/pits.23188","url":null,"abstract":"Loneliness has recently been defined as a public health problem, and college students from various cultures are considered a vulnerable group. As college students must cope with new personal, social, and academic challenges, their perceptions regarding their entitlement from their environment, and their gratefulness for the assistance they receive, may make a unique contribution to their experience of loneliness. In the current study we examined the associations between loneliness, gratitude, and two types of entitlement (active and academic) among college students in two countries: Israel and Poland. A total of 313 Israeli students and 275 Polish students completed a series of questionnaires. The results indicated that Israeli students experienced lower levels of loneliness and academic entitlement, and higher levels of active entitlement and gratitude, in comparison to Polish students. The two types of entitlement and gratitude mediated the association between students' country and loneliness. Active entitlement predicted more gratitude, which predicted lower levels of loneliness. However, academic entitlement predicted lower levels of gratitude, which predicted more loneliness. Our focus on entitlement, gratitude, and loneliness offers insights into the understanding of the psychological and social dynamics among college students in two countries, with implications for theoretical understanding and intervention planning in higher education.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"150 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140106969","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

Check yourself! Exploring current culturally responsive teaching assessment measures 检查自己探索当前的文化敏感性教学评估措施

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-03-08 DOI: 10.1002/pits.23189

Tamara K. Lawson, Jerica Knox, Emily Romero, Andrea Molina Palacios, Lindsay M. Fallon

{"title":"Check yourself! Exploring current culturally responsive teaching assessment measures","authors":"Tamara K. Lawson, Jerica Knox, Emily Romero, Andrea Molina Palacios, Lindsay M. Fallon","doi":"10.1002/pits.23189","DOIUrl":"https://doi.org/10.1002/pits.23189","url":null,"abstract":"Culturally responsive teaching (CRT) was introduced over 30 years ago and remains an educational framework used to guide instruction today. Although research has evidenced its utility and positive impact, little is known about available tools to guide practitioners in assessing and monitoring their implementation of CRT practices. This systematic review aimed to identify and describe available assessment tools that incorporate dimensions of CRT. Systematic search procedures produced 18 tools educators can access and use to assess the implementation of CRT in the classroom. All 18 instruments are self‐reported, and a few include alternate forms of evaluation, such as an observational section. All tools located encompass aspects of the CRT framework, including self‐efficacy, cultural competence, belonging, and relationship building. Results indicated that nearly half of the tools reviewed (44%) focus on educator self‐efficacy of CRT (i.e., I know I can do X), several (28%) focus on educators' action or implementation of CRT (i.e., I do X), and many (28%) focus on educators' cultural humility or competence (i.e., I understand how to support X). Limitations and implications for research and practice are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"3 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073050","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 power of the communicative approach: An investigation of classroom practices of English teachers working in vocational high schools 交际法的力量：职业高中英语教师课堂实践调查

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-03-08 DOI: 10.1002/pits.23191

Süleyman Karataş, Barış Aksoy, Orhan Göçer, Emine At, Saliha Çiftçi, Mustafa Caner

{"title":"The power of the communicative approach: An investigation of classroom practices of English teachers working in vocational high schools","authors":"Süleyman Karataş, Barış Aksoy, Orhan Göçer, Emine At, Saliha Çiftçi, Mustafa Caner","doi":"10.1002/pits.23191","DOIUrl":"https://doi.org/10.1002/pits.23191","url":null,"abstract":"This research examines classroom methodologies aligned with the communicative approach, gauging the perspectives of English teachers working within vocational high schools (VHSs). The study, employing a qualitative case study research design, engaged 10 teachers from diverse backgrounds. The participants volunteered for the study and were selected through a maximum diversity sampling technique, a purposeful sampling method. The research methodology encompassed data collection through interviews, observations, and document analysis. Content analysis was applied to scrutinize interview data, whereas observational and document‐based findings were subjected to descriptive analysis techniques. The study revealed a prevalent utilization of teacher‐controlled activities and a predominant teacher‐centric classroom layout among teachers. Notably, a considerable proportion of in‐class time was allocated to grammar instruction, whereas comparatively lesser emphasis was placed on fostering reading, speaking, writing, and listening skills. Moreover, it was found that multiple‐choice tests and alternative assessment formats such as performance evaluations and projects were exclusively employed; using other alternative assessment approaches like observations, interviews, learning diaries, and portfolios was rare. It is also found that English instruction in VHSs heavily relies on textbooks, supplemented by the occasional integration of audiovisual materials. Overall, teachers expressed a consensus that there exists a need for enhancement in curricular frameworks, teaching aids, as well as assessment and evaluation tools within the English instruction domain.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"59 1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073049","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

Social media addiction mediates the relationship between basic psychological needs satisfaction and academic procrastination 社交媒体成瘾是基本心理需求满足与学习拖延之间关系的中介

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-03-08 DOI: 10.1002/pits.23190

Fatma Kurker, Abdullah Surucu

{"title":"Social media addiction mediates the relationship between basic psychological needs satisfaction and academic procrastination","authors":"Fatma Kurker, Abdullah Surucu","doi":"10.1002/pits.23190","DOIUrl":"https://doi.org/10.1002/pits.23190","url":null,"abstract":"Academic procrastination is the failure to perform academic tasks on time or not doing at all. It can cause undesirable consequences for students' academic development and mental health. It has a complex structure that includes cognitive and emotional components in addition to its behavioral dimension. This study seeks to answer whether social media addiction mediates the relationship between satisfaction of basic psychological needs and academic procrastination. The participants were 647 university students (70.6% female and 29.4% male) representative of all the programs in the College of Education at a public university in Turkey. We used two analytic approaches to test the mediation effect (regression with bootstrap and structural equation modeling) and arrived the same conclusion. Results showed that social media addiction partially mediated the relationship between university students' basic psychological needs and academic procrastination. While greater satisfaction of basic psychological needs was directly related to a reduction in academic procrastination, indirectly, it was associated with a further decrease in academic procrastination through social media addiction. Thus, we suggest that preventive and curative psychological services should focus on enhancing the satisfaction of basic psychological needs (autonomy, competence, and relatedness) to help mitigate the development of social media addiction, which further reduces academic procrastination.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"2015 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073046","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

Children's mental health promotion: The need for intersectorial and interprofessional collaboration 促进儿童心理健康：跨部门和跨专业合作的必要性

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-03-06 DOI: 10.1002/pits.23184

Ema Tokolahi, Jess Fenwick, Dean Sutherland, Deirdre Richardson, Sue Bazyk, Dale Sheehan

{"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":"14 1","pages":""},"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}

引用次数: 0

Effect of preschool teacher's math anxiety on teaching efficacy and classroom engagement in math 学前教师的数学焦虑对数学教学效果和课堂参与度的影响

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-02-22 DOI: 10.1002/pits.23182

Jiniee Park, Gerardo Ramirez, Daeun Park

引用次数: 0

Examining the relations between interventionists' use of classroom management and student mathematics gains within a Tier 2 kindergarten mathematics intervention 在第二级幼儿园数学干预中，研究干预人员使用课堂管理与学生数学成绩之间的关系

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-02-10 DOI: 10.1002/pits.23177

Jessica Turtura, Marah Sutherland, Derek Kosty, Christian T. Doabler, Cayla Lussier, Benjamin Clarke

引用次数: 0

Development of the Cyberbullying Awareness Scale for adolescents: Validity and reliability study 开发青少年网络欺凌意识量表：有效性和可靠性研究

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-02-10 DOI: 10.1002/pits.23178

Yeşim Yurdakul, Aynur Bütün Ayhan

{"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 (N = 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 (N = 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":"19 1","pages":""},"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}

引用次数: 0

Feasibility and acceptability of a brief web-based training on cognitive behavioral tools for educators 针对教育工作者的认知行为工具简短网络培训的可行性和可接受性

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-02-10 DOI: 10.1002/pits.23180

Sarah Coe-Odess, John Crocker, Rachel Quist, Marisa Meldonian, Elizabeth Gordon, Sabine Wilhelm, Jennifer L. Greenberg

{"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 (n = 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":"51 1","pages":""},"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}

引用次数: 0

Behavior management training for teachers in the induction phase 在入职阶段对教师进行行为管理培训

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-02-08 DOI: 10.1002/pits.23176

Stacy N. McGuire, Yan Xia, Aleksandra Guzy, Talitha S. Akoto, Hedda Meadan

引用次数: 0