Psychology in the Schools最新文献_第9页

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":null,"pages":null},"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":null,"pages":null},"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

Bullying prevention training for Chinese preservice teachers' efficacy and beliefs toward bullying 针对中国职前教师的预防欺凌培训对欺凌的影响和信念

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-03-13 DOI: 10.1002/pits.23194

Qianyu Zhu, Cixin Wang

{"title":"Bullying prevention training for Chinese preservice teachers' efficacy and beliefs toward bullying","authors":"Qianyu Zhu, Cixin Wang","doi":"10.1002/pits.23194","DOIUrl":"https://doi.org/10.1002/pits.23194","url":null,"abstract":"Bullying is prevalent in many schools worldwide. Providing bullying prevention training to preservice teachers can make a significant difference in preventing school bullying. There is a lack of training in bullying prevention for preservice teachers in China, and the effectiveness of such training for bullying prevention has not yet been established. The present study examined the effectiveness of bullying prevention training on antibullying self‐efficacy and incorrect beliefs about bullying among Chinese preservice teachers. A total of 139 preservice teachers (Mage = 20.76 years, SD = 0.80 years, ranging from 19 to 23 years; 90.6% women) were randomly assigned to the bullying prevention training (n = 73) or the control group (n = 66). Preservice teachers completed pre‐ and posttraining surveys. The participants in the treatment group completed a 5‐week bullying prevention training program (1.5 h per week). Measures of antibullying self‐efficacy and incorrect beliefs about bullying were used to evaluate the effectiveness of the bullying prevention training. Results indicated that the training increased preservice teachers' antibullying self‐efficacy but did not decrease their incorrect beliefs about bullying. Practical implications, limitations, and future directions of these findings are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244829","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":null,"pages":null},"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":null,"pages":null},"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

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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