Journal of School Psychology最新文献

{"title":"Development and validation of domain specific school diversity model scales among pupils and teachers: A multilevel approach","authors":"","doi":"10.1016/j.jsp.2024.101378","DOIUrl":"10.1016/j.jsp.2024.101378","url":null,"abstract":"<div><div>The present study consisted of the development and validation of a novel multi-rater Domain-Specific School Diversity Model scale (DS-SDM) that captures pupils' and teachers' perceptions of the extent to which their school adopts assimilationist, colorblind, and pluralist approaches to the domains of (a) languages, (b) religions, (c) the curriculum, and (d) students' identities. Using data collected from 3073 students ages 10–12 years and 816 teachers from 59 primary schools in Flanders, Belgium, we performed multilevel exploratory factor analyses and confirmatory factor analyses to evaluate these novel scales. We identified a total of nine measurement scales among students and seven among teachers that were reliable (internal consistency range = 0.63–0.86) and invariant across different subgroups of pupils (i.e., ethnic minoritized versus majority pupils). Interestingly, we found that perceptions by pupils and teachers within the same school were often notably different, especially in the domains of curriculum and identities. Overall, this study offers novel tools to capture perceptions of school diversity models among students and teachers in more nuanced and domain-specific ways. As such, it paves the way for future school psychological or educational studies and interventions targeting domain-specific diversity practices that are most strongly related to ethnic minoritized and majority students' well-being and school achievement.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327710","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":"Bayesian approach to piecewise growth mixture modeling: Issues and applications in school psychology","authors":"","doi":"10.1016/j.jsp.2024.101366","DOIUrl":"10.1016/j.jsp.2024.101366","url":null,"abstract":"<div><div>Bayesian piecewise growth mixture models (PGMMs) are a powerful statistical tool based on the Bayesian framework for modeling nonlinear, phasic developmental trajectories of heterogeneous subpopulations over time. Although Bayesian PGMMs can benefit school psychology research, their empirical applications within the field remain limited. This article introduces Bayesian PGMMs, addresses three key methodological considerations (i.e., class separation, class enumeration, and prior sensitivity), and provides practical guidance for their implementation. By analyzing a dataset from the Early Childhood Longitudinal Study-Kindergarten Cohort, we illustrate the application of Bayesian PGMMs to model piecewise growth trajectories of mathematics achievement across latent classes. We underscore the importance of considering both statistical criteria and substantive theories when making decisions in analytic procedures. Additionally, we discuss the importance of transparent reporting of the results and provide caveats for researchers in the field to promote the wide usage of Bayesian PGMMs.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School-based consultation and coaching for promoting teachers’ generalized outcomes: A meta-analysis","authors":"","doi":"10.1016/j.jsp.2024.101379","DOIUrl":"10.1016/j.jsp.2024.101379","url":null,"abstract":"<div><div>School-based consultation or coaching may be used to promote teachers' use of various classroom management practices and interventions. An important aspect of school-based consultation and coaching is ensuring teachers generalize their use of evidence-based practices that were trained through consultation. However, the extent to which teachers generalize practices trained through consultation or coaching is somewhat unclear. As such, the purpose of this meta-analysis was twofold: (a) synthesize the existing school-based consultation literature to determine the extent to which teachers generalize practices they learned through consultation and coaching and (b) make a call to action for researchers to collect generalization data in consultation and coaching research. Seventeen studies were identified for review, in which results indicated school-based consultation and coaching to be effective for promoting teachers' generalization of EBPs (LRRi = 0.82) as well as target outcomes (LRRi = 1.15). Specific implementation supports (i.e., in situ training and behavioral skills training) significantly contributed to teachers' generalization, with specific practices (i.e., behavior specific praise) being more generalizable. Furthermore, moderation analyses were conducted to delineate aspects of consultation and coaching that are more likely to promote teachers' generalized outcomes. Limitations, future directions, and implications for research and practice are described.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327708","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":"Concentration toward the mode: Estimating changes in the shape of a distribution of student data","authors":"","doi":"10.1016/j.jsp.2024.101364","DOIUrl":"10.1016/j.jsp.2024.101364","url":null,"abstract":"<div><div>When making comparisons between groups of students, a common technique is to analyze whether there are statistically significant differences between the means of each group. This convention, however, is problematic when data are negatively skewed and bounded against a performance ceiling, features that are typical of data in education settings. In such a situation, we might be particularly interested to observe group differences in the left tail, specifically among students who have room to improve, and conventional analyses of group means have limitations for detecting such differences. In this article, an alternative to these conventions is presented. Rather than comparing the means of two groups, we can instead compare how closely student data are concentrated toward the modes of each group. Bayesian methods provide an ideal framework for this kind of analysis because they enable us to make flexible comparisons between parameter estimates in custom analytical models. A Bayesian approach for examining concentration toward the mode is outlined and then demonstrated using public data from a previously reported classroom experiment. Using only the outcome data from this prior experiment, the proposed method observes a credible difference in concentration between groups, whereas conventional tests show no significant overall differences between group means. The present article underscores the limitations of conventional statistical assumptions and hypotheses, especially in school psychology and related fields, and offers a method for making more flexible comparisons in the concentration of data between groups.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does positive youth development predict academic functioning and well-being outcomes? Cross-sectional and longitudinal evidence in Filipino adolescents","authors":"","doi":"10.1016/j.jsp.2024.101355","DOIUrl":"10.1016/j.jsp.2024.101355","url":null,"abstract":"<div><p>This study examined the concurrent (Study 1) and longitudinal (Study 2) links of the Five Cs (i.e., competence, confidence, connection, character, and caring) model of positive youth development (PYD) to adaptive (i.e., psychological needs satisfaction, school engagement, and contribution) and maladaptive (i.e., depression, anxiety, and stress) outcomes while controlling for socio-demographic covariates. Cross-sectional (<em>n</em> = 2283; <em>M</em>_age = 17.59 years) and longitudinal (<em>n</em> = 1620; <em>M</em>_age = 17.15 years) data were obtained from two independent samples of Filipino secondary school students (i.e., Grades 11–12). Results from structural equation modeling in Study 1 showed that the Five Cs had nuanced relations with positive (<em>R</em>² = 0.41–0.50) and negative outcomes (<em>R</em>² = 0.13–0.21). Results of the two-wave latent cross-lagged panel modeling in Study 2 demonstrated that PYD predicted subsequent school engagement (<em>R</em>² = 0.21), contribution (<em>R</em>² = 0.16), and negative mental health (<em>R</em>² = 0.13) via psychological needs satisfaction 6 months after the first data collection. Bi-directional relations were found between PYD as well as school engagement and negative mental health. Implications for youth researchers and practitioners in promoting adolescent thriving and well-being are discussed.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151347","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 school-wide approach to cultural responsivity and student engagement: A randomized trial of Double Check in middle schools","authors":"","doi":"10.1016/j.jsp.2024.101362","DOIUrl":"10.1016/j.jsp.2024.101362","url":null,"abstract":"<div><p>The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we report outcomes of the multi-component, school-wide Double Check model, testing the combined impacts of school-wide data-based decision-making along with staff professional development on school-level discipline, culturally responsive practices, classroom contextual factors, and classroom coaching using the Double Check version of the Classroom Check-up. The results from the 41 middle-school RCT indicated significant impacts on proximal outcomes of culturally responsive teacher self-efficacy, observations of instructional support, and indicators of student engagement, but no effect on other intended outcomes (e.g., observations of culturally responsive practices, suspensions). Findings suggest an effect of the Double Check on select teachers' classroom management strategies and student behaviors moderated by key classroom contextual factors. The contextual findings suggest implications for future tailoring of Double Check coaching supports in classrooms with low levels of tier 1 PBIS supports and high levels of disruptive student behavior.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000827/pdfft?md5=d4b03b7a847598f1b6148ddfc794f2e9&pid=1-s2.0-S0022440524000827-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Further exploration of the predictive validity of growth on early reading curriculum-based measures among students at risk for reading difficulties","authors":"","doi":"10.1016/j.jsp.2024.101360","DOIUrl":"10.1016/j.jsp.2024.101360","url":null,"abstract":"<div><p>A variety of early literacy assessments are available to monitor student response to instruction in early reading skills. The purpose of this study was to explore the degree to which growth during the second half of kindergarten on measures of alphabetic principle (i.e., nonsense word fluency [NWF]) and word reading (i.e., decodable real words and word reading fluency [WRF]) predicted oral reading fluency (ORF) at the end of kindergarten and first grade, over and above January baseline performance. A total of 394 kindergarten students were monitored on each assessment every 2 weeks between January and May. The unique contribution of this study was the evaluation of the degree to which the predictive value of growth on these measures differed as a function of student skills in oral reading via quantile regression. Doing so revealed whether different word-level assessments were better suited for less skilled or more skilled readers. In addition, the utility of growth in different metrics on measures of NWF (i.e., correct letter sequences [CLS] and whole words read [WWR]) was explored. Results suggested that measures of more complex skills such as WRF and NWF-WWR were most predictive of general reading outcomes among students with high subsequent ORF. The value of measuring growth, relative to baseline performance, was even more apparent when predicting performance at the end of first grade.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151345","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":"Examining student perceptions of school climate, school personnel, and school discipline: Evidence from New York City","authors":"","doi":"10.1016/j.jsp.2024.101361","DOIUrl":"10.1016/j.jsp.2024.101361","url":null,"abstract":"<div><p>Improving school climate is important to reducing disparities in exclusionary discipline, yet the relationship between school climate and school discipline remains poorly understood. Although prior studies have largely relied on students' perceptions to measure school climate, few studies have examined how school contextual factors such as prior disciplinary history or school personnel may affect students' perception of school climate. In the present study, we used student responses from the annually administered New York City School Survey to examine the relationship between student perception of school climate and school personnel, drawing on a longitudinal student-level sample for public middle and high schools for the years 2011–2012 through 2018–2019 (<em>N</em> = 3,988,020 student-years). Using linear regression analyses to predict student perceptions of school climate, we found that various student and school characteristics had small but statistically significant associations with student perceptions (all effect sizes &lt;0.1). Black male students and Black students receiving special education services were most likely to have negative perceptions of school climate. Students' perceptions of school climate were shaped more by teachers than school leaders. Teacher experience was associated with more positive student perceptions, whereas teacher and school leader turnover were associated with worse perceptions of school climate. School personnel diversity (i.e., the percentage of teachers, principals, or assistant principals who were Black or Latinx) was negatively associated with students' perceptions of school climate, although there was evidence of a positive association between school personnel diversity and school climate specifically for Black and Latinx students. The study adds to calls for investments in school personnel to improve school climate to reduce racial inequality in exclusionary discipline.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000815/pdfft?md5=f294a8c1ad6b74df7eb1aa4a3dd8fb9d&pid=1-s2.0-S0022440524000815-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142135744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender match in secondary education: The role of student gender and teacher gender in student-teacher relationships","authors":"","doi":"10.1016/j.jsp.2024.101363","DOIUrl":"10.1016/j.jsp.2024.101363","url":null,"abstract":"<div><p>We conducted three studies focusing on gender differences in the quality of student-teacher relationships (i.e., closeness and conflict) in the first 2 years of secondary education. Furthermore, we examined whether boys shared more favorable relationships with male teachers and whether girls shared more favorable relationships with female teachers (i.e., gender match hypothesis). Students (<em>N</em> = 812 in Study 1, <em>N</em> = 789 in Study 2, <em>N</em> = 484 in Study 3) reported about their relationship with their homeroom teacher (Study 1), Dutch and mathematics teachers (Study 2), or Dutch, mathematics, English, and history teachers (Study 3). Structural equation modeling revealed that, in six out of seven relationships, boys experienced more conflict with teachers than girls. In three out of seven relationships, boys also reported less closeness with teachers than girls. Teacher gender did not affect relationship quality, except for conflict with the homeroom teacher in Study 1 (i.e., students reported more conflict with female homeroom teachers than with male homeroom teachers). Finally, girls tended to experience more favorable relationships with female teachers than boys, partly supporting the gender match hypothesis. Thus, relationship-focused interventions in secondary education might benefit by accounting for gender match between students and teachers.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000839/pdfft?md5=86114975671011e26da4b0ecdb4ad7d2&pid=1-s2.0-S0022440524000839-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142129322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Testing the combined effects of the PAX Good Behavior Game and MyTeachingPartner™ coaching for early career teachers: Impacts on teacher-student interaction quality and teachers' occupational health","authors":"","doi":"10.1016/j.jsp.2024.101359","DOIUrl":"10.1016/j.jsp.2024.101359","url":null,"abstract":"<div><p>Early career teachers experience exceptionally high rates of attrition from the profession, often due in part to elevated concerns about student behavior and poor occupational health. This study reports findings from a randomized controlled trial testing the combined effect of the PAX Good Behavior Game and MyTeachingPartner™ for 188 early career, early elementary teachers (Grades K–3). Of primary focus were observations of the quality of teachers' interactions with students and their self-reported occupational health over 2 consecutive school years. Results indicated that relative to comparison teachers, those in the intervention condition reported lower distress at follow-up (<em>d</em> = −0.23) and less decline in teacher affiliation across the 2-year period (<em>d</em> = 0.50). In addition, the intervention teachers who were highly distressed at baseline and who experienced high levels of disruptive behavior had higher quality interactions with students around emotional support (<em>d</em> = 0.27), classroom organization (<em>d</em> = 0.32), and instructional support (<em>d</em> = 0.69) at the end of 2 years than comparison teachers. This subgroup of intervention teachers also experienced more favorable changes over time in distress (<em>d</em> = −2.47) and teacher affiliation (<em>d</em> = 3.00) over the course of the study. Professional development focused on classroom management with coaching support may be particularly impactful for early career teachers experiencing higher levels of distress and in classrooms with higher rates of behavior problems.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096508","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}