Journal of School Psychology最新文献

Reciprocal associations between teachers' use of disciplinary practices and aggression in elementary school students 教师使用惩戒措施与小学生攻击行为的相互关联

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-09-01 DOI: 10.1016/j.jsp.2025.101489

Roxane L'Écuyer , François Poulin , Frank Vitaro , Marie-Claude Salvas

{"title":"Reciprocal associations between teachers' use of disciplinary practices and aggression in elementary school students","authors":"Roxane L'Écuyer , François Poulin , Frank Vitaro , Marie-Claude Salvas","doi":"10.1016/j.jsp.2025.101489","DOIUrl":"10.1016/j.jsp.2025.101489","url":null,"abstract":"<div><div>Transactional theories of human development suggest that the association between teachers' disciplinary practices and students' aggressive behavior may be reciprocal. However, no study has tested this possibility. Therefore, this study examines reciprocal associations between teachers' use of disciplinary practices (educational and punitive) and aggressive behaviors in elementary school students. A sample comprising 1038 students (62 % boys) was assessed at the start and end of the kindergarten year and annually from grades one to four. At each assessment, teachers reported how frequently they used disciplinary practices with each participating student and completed a measure of the aggressive behaviors of these students. Results of a latent curve model with structured residuals (LCM-SR) revealed that higher-than-usual levels of teacher-reported kindergarten students' aggressive behaviors in the fall predicted higher-than-usual levels of teacher-reported punitive practices in the spring. Moreover, higher-than-usual levels of kindergarten teachers' punitive practices in the spring predicted higher-than-usual levels of students' aggressive behaviors in grade one. In the following years, no other reciprocal influences were found between punitive practices and aggression. Moreover, using educational disciplinary practices did not lead to a decrease in aggression. The results underscore the need to equip teachers with the skills to manage disruptive classroom behaviors, particularly in kindergarten and during the transition to grade one, to prevent aggressive behaviors from spiraling downward.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101489"},"PeriodicalIF":4.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144921536","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}

引用次数: 0

Discussions of race/ethnicity related differences in school psychology journals: A descriptive review 学校心理学期刊中种族/民族相关差异的讨论：描述性回顾

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-08-31 DOI: 10.1016/j.jsp.2025.101488

Victor Villarreal , Lisa S. Peterson , Laura M. Peña , Danette Y. Martinez , Cha Yong Patterson

{"title":"Discussions of race/ethnicity related differences in school psychology journals: A descriptive review","authors":"Victor Villarreal , Lisa S. Peterson , Laura M. Peña , Danette Y. Martinez , Cha Yong Patterson","doi":"10.1016/j.jsp.2025.101488","DOIUrl":"10.1016/j.jsp.2025.101488","url":null,"abstract":"<div><div>In recent years there has been growing awareness of the importance of addressing equity issues in school psychology. This awareness extends to school psychology research, where there remains a need for systematic analysis to better understand how race/ethnicity and race/ethnic group differences, specifically, are reported in research. In this article, we present a descriptive review of the treatment of race/ethnicity analyses in quantitative research articles published in five major school psychology journals from 2021 to 2023. 117 articles meeting specific inclusion criteria were coded across article sections (i.e., introduction, method, and discussion) for the presence and handling of race/ethnicity-related group differences content. Descriptive statistics were employed to explore the extent and substantive focus of the discussions of race/ethnicity differences in journal articles. Results indicate widespread inclusion of race/ethnicity in journal article introduction and discussion sections, with a similar number of articles presenting race from an anti-deficit perspective than from a context-free, atheoretical perspective. However, we found that a sizable proportion of articles center the White experience and fail to discuss any limitations regarding the use of race in research. Guided by deficit thinking conceptualizations and quantitative critical methodologies, we offer recommendations to better inform and guide the research process and how research findings are communicated in school psychology journals.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101488"},"PeriodicalIF":4.1,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144921535","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}

引用次数: 0

The differences in school refusal networks among Chinese adolescents under varying cumulative ecological risks 不同累积生态风险下中国青少年拒学网络的差异

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-08-30 DOI: 10.1016/j.jsp.2025.101468

Haidong Liu , Zheng Zhang , Baojuan Ye

{"title":"The differences in school refusal networks among Chinese adolescents under varying cumulative ecological risks","authors":"Haidong Liu , Zheng Zhang , Baojuan Ye","doi":"10.1016/j.jsp.2025.101468","DOIUrl":"10.1016/j.jsp.2025.101468","url":null,"abstract":"<div><div>The phenomenon of adolescent school refusal is closely associated with their ecological environment. While numerous studies have examined the impact of a single risk factor on adolescent school refusal, few have delved into the cumulative effects of multiple ecological risk factors across various backgrounds. This study surveyed 808 Chinese middle school students using a self-compiled cumulative ecological risk scale and a school refusal scale based on the cumulative ecological risk model. Networks of school refusal were constructed for students experiencing high and lower cumulative ecological risk, exploring network structural features and core symptoms of school refusal. Findings revealed commonalities and discrepancies in core symptoms between adolescents experiencing high and lower cumulative ecological risk. Among those with lower cumulative ecological risk, core symptoms included “boredom”, “burden”, and “avoidance of studying”. Conversely, among those with highecumulative ecological risk, core symptoms were “boredom”, “lack of planning”, and “study pressure”. Additionally, structural differences were observed in the school refusal networks between high and lower cumulative ecological risk groups. This study systematically delineated structural differences in adolescent school refusal networks and core symptoms across varying degrees of cumulative ecological risk, offering a foundation for scientifically preventing and effectively managing adolescent school refusal.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101468"},"PeriodicalIF":4.1,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920261","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}

引用次数: 0

Taking a playful approach to schoolwork: Associations with schoolwork engagement, school satisfaction, and school belonging 以有趣的方式完成学业：与学业投入、学校满意度和学校归属感的联系

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-08-21 DOI: 10.1016/j.jsp.2025.101486

Helga Bjørnøy Urke , Arnold B. Bakker , Jørn Hetland , Hege Eikeland Tjomsland

{"title":"Taking a playful approach to schoolwork: Associations with schoolwork engagement, school satisfaction, and school belonging","authors":"Helga Bjørnøy Urke , Arnold B. Bakker , Jørn Hetland , Hege Eikeland Tjomsland","doi":"10.1016/j.jsp.2025.101486","DOIUrl":"10.1016/j.jsp.2025.101486","url":null,"abstract":"<div><div>The present study investigates how students in lower secondary education may playfully design their schoolwork with fun and competition (i.e., playful study design) to shape their schoolwork engagement, school satisfaction and school belonging, and whether school boredom moderates these effects. We hypothesize that using fun and challenge fosters school satisfaction and school belonging through increased engagement in schoolwork, and that these associations are stronger on days when school boredom is high. One-hundred Norwegian lower secondary school students participated in a daily diary study across ten school days. Results from multilevel analyses show that daily designing fun was positively associated with daily schoolwork engagement and indirectly associated with daily school satisfaction and daily school belonging. Similarly, daily designing competition was positively associated with daily schoolwork engagement and indirectly associated with daily school satisfaction (but not school belonging). School boredom moderated the association between designing fun (but not designing competition) and schoolwork engagement. The indirect association between designing fun and school satisfaction through schoolwork engagement was strongest on days when students reported high school boredom. Conversely, the indirect association between designing competition and school satisfaction through schoolwork engagement was strongest on days when students reported low school boredom. We discuss theoretical contributions and practical implications of the findings.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101486"},"PeriodicalIF":4.1,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886068","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}

引用次数: 0

Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial 普遍创伤知情干预对学生心理健康的积极影响：POWER项目试验

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-08-04 DOI: 10.1016/j.jsp.2025.101469

Tamar Mendelson , Laura K. Clary , Rashelle J. Musci , Steven Sheridan , Lindsey Webb , Erica Sibinga , Kristin Mmari , Alex Welna , Nicholas Ialongo

{"title":"Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial","authors":"Tamar Mendelson , Laura K. Clary , Rashelle J. Musci , Steven Sheridan , Lindsey Webb , Erica Sibinga , Kristin Mmari , Alex Welna , Nicholas Ialongo","doi":"10.1016/j.jsp.2025.101469","DOIUrl":"10.1016/j.jsp.2025.101469","url":null,"abstract":"<div><div>Effective school-based universal interventions to prevent or reduce mental health problems among upper middle school students are lacking, particularly for student populations with chronic exposure to adversity. To address this gap, we conducted an efficacy trial that compared RAP (Relax, Aware, Personal rating) Club, a trauma-informed universal intervention, with an active control health education program called Healthy Topics (HT). We hypothesized that, compared with HT, RAP Club would improve student mental health. Eighth graders across 29 public schools serving under-resourced urban communities were randomized to receive RAP Club or HT (<em>n</em> = 644). Both programs were delivered during school by study staff and co-facilitated by young adults from the community. Multilevel models were estimated to test group differences in self-reported mental health outcomes at post-test and 4- and 12-month follow-ups. As compared with HT, RAP Club significantly reduced post-traumatic stress disorder (PTSD) symptoms (β = −2.69, <em>p</em> = 0.02, <em>d</em> = −0.30) and trended toward reduction of depressive symptoms (β = −0.62, <em>p</em> = 0.05, <em>d</em> = −0.24) at 4-month follow up and significantly reduced symptoms of PTSD (β = −3.48, <em>p</em> = 0.02, <em>d</em> = −0.39), depression (β = −1.52, <em>p</em> = 0.01, <em>d</em> = −0.42), and anxiety (β = −3.69, <em>p</em> = 0.02, <em>d</em> = −0.36), as well as behavior problems (β = −2.19, <em>p</em> = 0.02, <em>d</em> = −0.37), at 12-month follow-up. Findings indicate RAP Club has mental health benefits for eighth graders, which increase in strength and scope across the high school transition. Future research should explore implementation strategies to promote program sustainability and scale up.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101469"},"PeriodicalIF":4.1,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771989","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}

引用次数: 0

Retraction notice to “Effects of individualized incentives on norm-referenced IQ test performance of high school students in special education classes” [J. Sch. Psychol. 16 (Autumn 1978) 220–226] 对“个别化激励对特殊教育班高中生规范参照智商测试成绩的影响”的撤回通知[J]。心理学院，16（1978年秋）220-226]

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-08-01 DOI: 10.1016/j.jsp.2025.101436

Stephen E. Breuning , William F. Zella

引用次数: 0

Supporting paraeducators' adherence to behavior support plans through implementation planning 通过实施计划，支持辅助教育工作者遵守行为支持计划

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-07-25 DOI: 10.1016/j.jsp.2025.101475

Ashley M. Boyle , Lisa M.H. Sanetti , Melissa A. Collier-Meek , Alexandra Pierce

{"title":"Supporting paraeducators' adherence to behavior support plans through implementation planning","authors":"Ashley M. Boyle , Lisa M.H. Sanetti , Melissa A. Collier-Meek , Alexandra Pierce","doi":"10.1016/j.jsp.2025.101475","DOIUrl":"10.1016/j.jsp.2025.101475","url":null,"abstract":"<div><div>Paraeducators are tasked with providing behavior support to students with complex needs but have limited preparation to do so. Emerging research suggests paraeducators require different levels of implementation support, yet few implementation strategies have been evaluated with paraeducators and most are resource intensive, limiting their feasibility. Implementation planning is a feasible, low-resource, proactive, or as-needed, fidelity support with evidence for its effectiveness with classroom teachers and parents. The present study employed a multiple baseline across participants single case experimental design to investigate the effects of providing implementation planning on paraeducators' fidelity to existing behavior support plans (BSPs). Related student outcomes (i.e., academic engagement and disruptive behavior) were also explored. Participants of the present study included three paraeducators and three students recruited from one elementary school (grades PK-2) in a large suburban district in the Northeast region of the U.S. Overall, all paraeducators' fidelity to the BSPs increased and were above 80 %, on average, following provision of implementation planning. One paraeducator met criteria to receive additional implementation support and received performance feedback. Student outcomes improved after fidelity to BSP increased. Implementation planning can be applied as needed to support paraeducators to more consistently deliver BSPs within a tiered framework.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101475"},"PeriodicalIF":3.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702911","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}

引用次数: 0

Conjoint behavioral consultation and students of Latine origin: Effects on social and behavioral outcomes at school and home 联合行为咨询与拉丁裔学生：对学校和家庭社会和行为结果的影响

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-07-25 DOI: 10.1016/j.jsp.2025.101474

Susan M. Sheridan , Lorey A. Wheeler , Elizabeth S. Brower , Brandy Clarke , Amanda L. Witte , Matthew Gormley , Amanda Prokasky , Sunhyoung Lee

{"title":"Conjoint behavioral consultation and students of Latine origin: Effects on social and behavioral outcomes at school and home","authors":"Susan M. Sheridan , Lorey A. Wheeler , Elizabeth S. Brower , Brandy Clarke , Amanda L. Witte , Matthew Gormley , Amanda Prokasky , Sunhyoung Lee","doi":"10.1016/j.jsp.2025.101474","DOIUrl":"10.1016/j.jsp.2025.101474","url":null,"abstract":"<div><div>Latine students represent the second largest racial/ethnic group of enrolled students in the United States. Despite assets that can position them to experience success in school, Latine youth often experience persistent disparities in educational outcomes. Conjoint behavioral consultation (CBC) is a family-school partnership intervention efficacious for supporting students' social-behavioral skill development, yet its efficacy with Latine students has not been documented. This study investigated the efficacy of CBC on social, behavioral, and school-related challenges of Latine students, and conditions that may moderate its effects. The study used an ethnic-homogenous cluster-randomized control trial design to examine efficacy and uncover within-ethnic group variation in treatment effects. Latine students in the CBC but not the control group experienced significant benefits on several outcomes (i.e., teacher-reported social skills and behavioral symptoms; and parent-reported social skills, adaptive skills, behavioral symptoms, and daily reports of prosocial behaviors and problem behaviors). For other outcomes at school only (i.e., teacher reported adaptive skills and school problems), improvements were noted for both groups, with trends suggesting greater improvements for students receiving CBC. Select school, family, and student variables moderated CBC effects. Implications and limitations are presented.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101474"},"PeriodicalIF":3.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702913","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}

引用次数: 0

A practical guide to causal moderation analysis for investigating the role of context, identity, and culture in intervention research 研究情境、身份和文化在干预研究中的作用的因果调节分析的实用指南

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-07-25 DOI: 10.1016/j.jsp.2025.101473

Nianbo Dong , Keith Herman , Benjamin Kelcey , Sirui Ren , Wendy Reinke , Jessaca Spybrook

{"title":"A practical guide to causal moderation analysis for investigating the role of context, identity, and culture in intervention research","authors":"Nianbo Dong , Keith Herman , Benjamin Kelcey , Sirui Ren , Wendy Reinke , Jessaca Spybrook","doi":"10.1016/j.jsp.2025.101473","DOIUrl":"10.1016/j.jsp.2025.101473","url":null,"abstract":"<div><div>Contextual, identity, and cultural factors are not only associated with student outcomes but can also serve to moderate the effects of interventions. However, the conventional analysis of moderation commonly used in school psychology is subject to the selection bias potentially introducing bias into estimated moderator effects. This article provides a tutorial on the application of a recently developed framework for causal moderation effects within the context of investigating contextual, identity, and cultural effects in intervention research. Using an example that focuses on the effectiveness of a teacher classroom management program in improving students' social and behavioral outcomes, we demonstrate the application of the (stabilized) Inverse Probability Treatment Weighting method to investigate heterogeneous treatment effects. The analysis aims to scrutinize not only the Average Moderated Treatment Effect (AMTE) across the whole sample but also the Average Moderated Treatment Effects on Targeted Subgroups (AMTS). Finally, we discuss our findings and conclude with suggestions for the application of causal moderation analysis.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101473"},"PeriodicalIF":3.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702912","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}

引用次数: 0

A healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students' belief in a just world 一个健康的环境，一个公正的环境？课堂受害在欺凌受害对学生公正世界信念的不利影响中的作用

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-07-25 DOI: 10.1016/j.jsp.2025.101472

Daniel Graf , Takuya Yanagida , Lydia Laninga-Wijnen , Claire F. Garandeau , Christina Salmivalli

{"title":"A healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students' belief in a just world","authors":"Daniel Graf , Takuya Yanagida , Lydia Laninga-Wijnen , Claire F. Garandeau , Christina Salmivalli","doi":"10.1016/j.jsp.2025.101472","DOIUrl":"10.1016/j.jsp.2025.101472","url":null,"abstract":"<div><div>The phenomenon that victims of bullying experience greater psychological problems in environments with lower levels of victimization is known as the healthy context paradox. The current study investigated the healthy context paradox with respect to students' belief in a just world. Specifically, we examined prospective effects of bullying victimization on personal and general belief in a just world, while taking the classroom level of victimization into account. Based on self-reports from 2010 Finnish 4th to 9th grade students (50.9 % girls, M<sub>age</sub> = 12.6, SD = 1.71), multilevel models revealed negative prospective associations between bullying victimization and both types of belief in a just world. In addition, classrooms with initially lower levels of victimization subsequently showed higher levels in both types of belief in a just world. Finally, the adverse effects of bullying victimization on both types of belief in a just world were stronger in classrooms with lower levels of victimization. Our results support and extend the healthy context paradox. Implications, particularly for prevention and intervention strategies are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101472"},"PeriodicalIF":3.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702910","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}

引用次数: 0