Journal of School Psychology最新文献

{"title":"Profiles and transitions of bullying involvement among Chinese elementary school students: School-level predictors and well-being outcomes","authors":"Qingna Du ,&nbsp;E. Scott Huebner ,&nbsp;Lili Tian","doi":"10.1016/j.jsp.2026.101547","DOIUrl":"10.1016/j.jsp.2026.101547","url":null,"abstract":"<div><div>Bullying is a complex social phenomenon and prevalent form of violence in school environments that encompasses various overlapping participant roles, including bullies, victims, and bystanders. The elementary school years are a critical period for the development of bullying involvement. Numerous studies have documented the adverse effects of bullying involvement on students' well-being. However, they have primarily focused on Western populations or adolescent samples, with limited attention given to Chinese elementary school students. Furthermore, due to a predominant reliance on cross-sectional designs, the relations between different profiles and transitions of bullying involvement and key antecedents and outcomes have not been explored fully. By combining person-centered and variable-centered approaches, this study examined the heterogeneous profiles and transitions of bullying involvement, including perpetration, victimization and three types of bystander behaviors (i.e., pro-bullying, passive bystanding, and defending) among Chinese elementary school students, along with their school-level predictors and well-being outcomes. A total of 2510 Chinese elementary school students (54.7% boys, <em>M</em>age = 9.47) participated in self-report assessments on four occasions employing six-month intervals. Five distinct profiles were identified: non-involved; moderate victimization; moderate pro-bullying and passive bystanding; low perpetration, victimization and bystanding; and high perpetration-moderate victimization and bystanding. The non-involved profile revealed the highest stability over time. Students experiencing more psychological maltreatment by teachers and peer relationship problems were at higher risk of bullying involvement. In addition, students who were not involved in bullying reported the highest levels of well-being. These findings underscore the complex and dynamic nature of bullying involvement, highlighting the need for school professionals to provide targeted prevention and intervention strategies in schools taking into account group differences as well as developmental and cultural considerations.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"116 ","pages":"Article 101547"},"PeriodicalIF":4.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147388152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The more similar the better? Investigating the role of personality traits and personality similarity in student–teacher relationships in upper elementary schools","authors":"Qingqing Du ,&nbsp;Marjolein Zee ,&nbsp;Helma M.Y. Koomen ,&nbsp;Debora L. Roorda","doi":"10.1016/j.jsp.2025.101521","DOIUrl":"10.1016/j.jsp.2025.101521","url":null,"abstract":"<div><div>In the present study, we investigated the unique role of teachers' and students' personality traits as well as the personality (dis)similarity between personality traits of both partners in the affective quality of dyadic student–teacher relationships (i.e., closeness and conflict). To explore these associations, we used a Chinese sample of 4638 upper elementary students and their 104 class teachers who reported about their own personality traits and the quality of their mutual relationship. Using multilevel polynomial regression modeling with response surface analysis, we found that both students' and teachers' agreeableness, conscientiousness, and openness were generally positively associated with closeness and negatively associated with conflict. Neuroticism was found to be negatively associated with closeness and positively associated with conflict. In particular, for agreeableness and openness, these associations held true regardless of the informant (i.e., who reported about the levels of closeness and conflict). Regarding personality similarity, relationships were found to be closer and less conflictual when both relationship partners were similarly high in agreeableness, conscientiousness, and openness, and low in neuroticism, compared to when both teacher and student were similarly low in agreeableness, conscientiousness, and openness, and high in neuroticism. These results were evident both in student-reported and teacher-reported relationship quality. Regarding dissimilarity, we only found that a higher level of personality dissimilarity in openness was associated with less teacher-perceived conflict. Together, these findings provide a more comprehensive understanding of the role of personality traits and personality (dis)similarity in student–teacher relationships, and suggest that a focus on personality may be a promising avenue for understanding students' affective relationships with teachers.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"116 ","pages":"Article 101521"},"PeriodicalIF":4.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147388153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pragmatic measurement of mechanisms: Does use of coping strategies mediate the effects of a teacher stress intervention?","authors":"Colleen Lloyd Eddy ,&nbsp;Keith C. Herman ,&nbsp;Francis L. Huang ,&nbsp;Tanya Weigand ,&nbsp;Sindhu Venkat ,&nbsp;Carolyn Conway","doi":"10.1016/j.jsp.2026.101561","DOIUrl":"10.1016/j.jsp.2026.101561","url":null,"abstract":"<div><div>Supporting teachers to cope with occupational stress is an important area of research. Many studies have examined the initial efficacy of teacher stress interventions; however, none have tested potential causal mechanisms. A previous study of a bibliotherapy teacher stress intervention based in cognitive-behavioral therapy (CBT) revealed positive effects on stress, coping, depression, and anxiety (<em>n</em> = 52, Eddy et al., 2022). The purpose of the present study was to examine the use of coping strategies as a mediator of treatment effects in the previously reported randomized control trial study. Growth modeling analyses revealed that reported use of coping strategies increased throughout the course of the intervention with the slope favoring the treatment group (moderate growth treatment <em>d</em> = 0.43; and overall treatment effect of <em>d</em> = 0.88). Reported use of coping strategies mediated the intervention effects on stress (31% of the total treatment effect) and coping (69% of the total direct effect) but did not mediate the intervention effects on depression or anxiety. These findings suggest that participants' reported use of coping strategies led to immediate benefits of stress reduction and improved coping but were not associated with distal effects on depression and anxiety. Future teacher stress studies should consider including repeated measures of theory driven mechanisms to examine changes over time and hypothesized causal pathways to intervention effects.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"116 ","pages":"Article 101561"},"PeriodicalIF":4.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147388151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review and single-case meta-analysis of performance feedback as teacher professional development","authors":"Shana Levi-Nielsen,&nbsp;Art Dowdy,&nbsp;Renée M. Tobin,&nbsp;W. Joel Schneider","doi":"10.1016/j.jsp.2025.101527","DOIUrl":"10.1016/j.jsp.2025.101527","url":null,"abstract":"<div><div>Given the importance of effective teaching to student achievement and teacher retention, teachers require sustained and efficient training in evidence-based practices. Performance feedback is one such practice explored extensively in the school psychology, applied behavior analysis, and special education literatures. Performance feedback interventions generally consist of multiple components such as classroom observation and delivery of contingent feedback, but also didactic training, modeling, and role plays. Single-case experimental design (SCED) is a rigorous methodology that is amenable to investigating effects of multicomponent training packages and their isolated characteristics. Although many SCED studies have been conducted investigating the effects of teacher performance feedback, it is unclear the extent to which specific intervention components are effective, for whom, and under what circumstances. To answer these questions, we conducted a systematic review and meta-analysis of SCED research on teacher performance feedback. In the 52 included SCED studies, characteristic and quality variables were coded, and Log Response Ratio (LRR) effect sizes were estimated. Effect sizes were meta-analyzed using random effects multilevel modeling. The average effect of teacher performance feedback was found to be significant, with LRR = 1.15 (95 % CI = 0.68–1.62), corresponding to a 215 % change in teacher behavior (95 % CI = 97–406), indicating that performance feedback is an evidence-based professional development strategy for teachers. Our findings are contextualized for practice and suggestions for future research are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"115 ","pages":"Article 101527"},"PeriodicalIF":4.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Paradigm compatibility within school consultation: Offering insight into consultee resistance","authors":"Courtenay A. Barrett ,&nbsp;Daniel S. Newman ,&nbsp;Lamia Bagasrawala","doi":"10.1016/j.jsp.2025.101523","DOIUrl":"10.1016/j.jsp.2025.101523","url":null,"abstract":"<div><div>In the context of school-based collaboration and consultation, this conceptual article considers the question, “What if there is no such thing as consultee resistance?” Rather, we propose that “resistance” is a matter of paradigmatic incompatibility between consultants (e.g., school psychologists) and consultees (e.g., teachers). To address this question, three commonly cited paradigms (positivism, interpretivism, and critical theory) are reviewed, including the subsumed notions of ontology (assumptions about reality), epistemology (assumptions about knowledge), and axiology (assumptions about values). Specific examples tied to consultative problem solving, communication, and relationship development are provided with consideration given to consequences of paradigmatic incompatibility and compatibility. The role of paradigmatic self-awareness is raised, with relevance highlighted for consultation training, practice, and research.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"115 ","pages":"Article 101523"},"PeriodicalIF":4.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reporting guidelines for single-case experimental design research: Recommendations for data analysis","authors":"Thomas R. Kratochwill ,&nbsp;John Ferron ,&nbsp;Joel R. Levin","doi":"10.1016/j.jsp.2025.101528","DOIUrl":"10.1016/j.jsp.2025.101528","url":null,"abstract":"<div><div>This paper proposes new data-analysis reporting guidelines for researchers conducting single-case experimental design (SCED) research. Statistical analyses of SCED data are being used with higher frequency and across a wider range of disciplines in the health sciences, behavioral sciences, and education. Building on prior reporting standards for other domains of quantitative intervention research, we present the role of visual and statistical analysis of SCED data, with specific tabled recommendations for professional reporting guidelines. We expand the Journal Article Reporting Standards (JARS) presented by Appelbaum et al. (2018) and the Single-Case Reporting Guideline In Behavioral Interventions (SCRIBE) 2016 Checklist (Tate et al., 2016). In particular, we feature expanded guidelines for visual and statistical analysis of SCED intervention methodology, including guidelines within both nonrandomized and randomized design domains. These recommendations are intended as a guide for conducting original research to establish evidence-based practices.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"115 ","pages":"Article 101528"},"PeriodicalIF":4.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leveraging the power of youth participatory action research to promote youth engagement and leadership in school psychology research","authors":"Jennifer McGrory Cooper ,&nbsp;Candice Aston ,&nbsp;Sujay Sabnis","doi":"10.1016/j.jsp.2025.101520","DOIUrl":"10.1016/j.jsp.2025.101520","url":null,"abstract":"<div><div>Within recent years, social justice has been identified as a core value of school psychological practice and there have been increasing calls for racial and social justice in schools and other youth-serving systems (Garcia-Vazquez et al., 2020). School psychologists have an ethical imperative to protect the educational rights and opportunities of <em>all</em> students while working to challenge the oppressive structures that harm marginalized youth. School psychology researchers have produced a rich body of research that can help improve outcomes for children. And yet, despite this commitment to social justice and children's wellbeing, there has been little inclusion or reflection of young people's voices in school psychology research. In working toward equitable educational outcomes, we must first recognize and value young people as legitimate co-researchers and partners in learning and practice. In drawing on principles from critical school psychology and critical race theory in education, we aim to highlight the value of embedding participatory approaches within school psychology research. Specifically, we provide an overview of core components of youth participatory action research (YPAR) and a summary of its current use in educational research and offer a case example of the application of YPAR to promote youth engagement and leadership in the field of school psychology. In doing so, we aim to highlight the potential of YPAR and invite school psychology researchers to engage young people in social change efforts that have a direct impact on their lives.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"115 ","pages":"Article 101520"},"PeriodicalIF":4.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145929252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Defending victimized peers in unique ways: Profiles and transitions in defending strategies and their associations with youth social-emotional adjustment","authors":"Guomin Jin ,&nbsp;Luhao Wei ,&nbsp;Zixuan Wang ,&nbsp;Huiguang Ren ,&nbsp;Junsheng Liu","doi":"10.1016/j.jsp.2025.101524","DOIUrl":"10.1016/j.jsp.2025.101524","url":null,"abstract":"<div><div>Bystanders can use various strategies to combat bullying and help their victimized peers. This three-wave longitudinal study used latent transition analysis to examine the stability and change in youth's engagement in multiple defending strategies (i.e., defending profiles) and their associations with social-emotional adjustment. Participants were 1259 Chinese youth (<em>M</em>_age = 10.90 years, <em>SD</em> = 0.96, 42.6 % girls) who completed self-reported measures of defending behaviors, peer victimization, and depressive symptoms, and received peer nominations of peer preference. Four defending profiles were identified consistently across time points: <em>aggressive and non-aggressive defenders</em>, <em>average defenders</em>, <em>infrequent defenders</em>, and <em>nonaggressive defenders</em>. Further, results revealed that the <em>nonaggressive defender</em> and <em>average defender</em> profiles were relatively stable, while the <em>aggressive and non-aggressive defender</em> and <em>infrequent defender</em> profiles showed more transitions across time. Importantly, profile membership and change patterns were differentially associated with social-emotional adjustment. The stable membership in or transition to the <em>nonaggressive defender</em> profile was associated with optimal adjustment, whereas membership in or transition to the <em>aggressive and non-aggressive defender</em> profile conferred greater social risk. The findings advance our understanding of the heterogeneity and dynamic in youth's defending strategy and their unique implications for youth's social-emotional development, which may inform interventions tailored to promote safer defending in bullying situations.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"115 ","pages":"Article 101524"},"PeriodicalIF":4.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Identifying implementation strategies to address barriers to universal mental health screening implementation: An expert panel study","authors":"Stephanie A. Moore ,&nbsp;Viviana E. Padilla ,&nbsp;Sarah Touati ,&nbsp;Aaron R. Lyon","doi":"10.1016/j.jsp.2025.101525","DOIUrl":"10.1016/j.jsp.2025.101525","url":null,"abstract":"<div><div>Implementation of universal mental health screening (UMHS) to systematically identify and respond to students' mental health strengths and needs is a core feature of multi-tiered systems of support (MTSS). Although MTSS is increasingly adopted, a multitude of barriers preclude schools or districts from adopting and implementing UMHS. School teams can strategically use implementation strategies to support UMHS implementation, however, guidance about which implementation strategies best address prominent UMHS barriers is limited. This study used a two-round, modified Delphi survey to generate expert recommendations about implementation strategies to address 14 UMHS barriers. We aimed to build consensus across three expert panels (<em>N</em> = 72), including school leaders, school mental health practitioners, and researchers. Experts were asked to select from a list and rank up to five strategies to address each barrier. Participants also had the opportunity to suggest additional strategies and to comment on their rankings. Descriptive analyses demonstrated that the total sample of experts reached consensus (i.e., chosen as one of the “top five” by at least 60 % of all experts) on two to five strategies per barrier (<em>M</em> = 4.0), with all three expert groups reaching consensus on at least one strategy for most barriers. There was heterogeneity in the recommendations provided across the UMHS barriers and by each type of expert. Participants' comments on their strategy rankings were organized into three major themes reflecting elaboration on barriers that affect UMHS implementation, ranking process and considerations, and components of causal pathway models that can inform how implementation strategies work. The strategies this study's experts recommended offer a useful starting point for implementation teams and researchers working to strategically address the implementation gap for UMHS.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"115 ","pages":"Article 101525"},"PeriodicalIF":4.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145904104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating a pragmatic universal social behavioral screener: Confirmatory factor analysis, invariance testing, and predictive validity of the early identification system – Teacher report","authors":"Wendy M. Reinke,&nbsp;Keith C. Herman,&nbsp;Aaron Thompson,&nbsp;Salowa Salam Shaoli,&nbsp;Pranay Bhuiyan","doi":"10.1016/j.jsp.2025.101545","DOIUrl":"10.1016/j.jsp.2025.101545","url":null,"abstract":"<div><div>Despite the fact that as many as 1 in 5 youth in the United States experience social, behavioral, and emotional problems, few are identified and receive services. Further, studies suggest only a small fraction of schools engage in screening practices to detect such concerns. There is need for a feasible, efficient, and psychometrically sound universal screening measure in schools to support the identification, prevention and intervention of youth social, behavioral, and emotional problems. The purpose of this study was to confirm the factor structure, measurement invariance, and the predictive validity of the Early Identification System-Teacher Report (EIS-TR), a screener for social, emotional, and behavioral problems, using a sample of over 17,000 students in 31 Midwestern school buildings across kindergarten to 12th grade. The EIS-TR was developed by using extant literature on the risk indicators that lead to social, emotional, and behavioral challenges among children and youth. Participating schools screened the majority of their students (98 %). Confirmatory factor analyses identified six subscales with strong factor loadings on theoretically meaningful constructs. Further, the measure was invariant across school level (i.e., elementary, middle, and high school), gender, race, and free or reduced lunch status of students. Lastly, the EIS-TR subscales administered in the fall of the school year were predictive of important outcomes in spring, including attendance, disciplinary data, bully victimization, and academic achievement. The EIS-TR is a pragmatic and technically adequate screening tool in school settings.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"115 ","pages":"Article 101545"},"PeriodicalIF":4.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145929253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}