Journal of School Psychology最新文献

{"title":"Corrigendum to \"Gender match in secondary education: The role of student gender and teacher gender in student-teacher relationships\" [Journal of School Psychology, volume: 107, article number: 101363, pages 1-16].","authors":"Debora L Roorda, Suzanne Jak","doi":"10.1016/j.jsp.2024.101383","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101383","url":null,"abstract":"","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"101383"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142792579","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":"Distributional moderation analysis: Unpacking moderation effects in intervention research","authors":"Wolfgang Wiedermann,&nbsp;Wendy M. Reinke,&nbsp;Keith C. Herman","doi":"10.1016/j.jsp.2024.101399","DOIUrl":"10.1016/j.jsp.2024.101399","url":null,"abstract":"<div><div>Moderation and subgroup analyses are well-established statistical tools to evaluate whether intervention effects vary across subpopulations defined by participants' demographic and contextual factors. Moderation effects themselves, however, can be subject to heterogeneity and can manifest in various outcome parameters that go beyond group-specific averages (i.e., means) that are typically the focus of main and moderation effect analyses. The present study introduces distributional moderation analysis using the framework of inflated Generalized Additive Models for Location, Scale, and Shape (GAMLSS) that allows researchers to holistically characterize intervention effect modifiers through simultaneously modeling conditional mean-, variance-, skewness-, and kurtosis-based intervention effects, as well as moderated treatment effects located at the endpoints of the response scale (i.e., floor/ceiling effects). Data from a large-scale randomized controlled trial evaluating the effects of a teacher classroom management program on students' disruptive classroom behavior are used to provide a step-by-step guide for applying distributional moderation analysis in school-based intervention research. Although a traditional mean-focused analysis suggests that the intervention reduced students' average disruptive behavior only for students receiving special education, an evaluation of distributional treatment effects reveals a general decrease in the average disruptive behavior for at-risk students. In addition, distributional moderation analysis suggests that this average decrease is moderated by students' race and that the moderation effect of special education status initially seen in the traditional analysis is not located in the means, but in the chance to show no disruptive behavior patterns at all. Thus, we conclude that distributional moderation analysis constitutes a valuable complementary tool to provide a fine-grained characterization of treatment effect modifiers.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101399"},"PeriodicalIF":3.8,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743800","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":"Context matters: Diagnosing and targeting local barriers to success at school","authors":"Ian R. Hadden,&nbsp;Peter R. Harris,&nbsp;Matthew J. Easterbrook","doi":"10.1016/j.jsp.2024.101401","DOIUrl":"10.1016/j.jsp.2024.101401","url":null,"abstract":"<div><div>We trialed a novel method aimed at reducing educational inequalities in any given school by tailoring an intervention to address the specific local social, cultural, and psychological barriers that contribute to those inequalities. In Study 1 (<em>N</em> = 2070), we validated measures in a student survey of barriers experienced by students ages 11–16 years in two schools in England. We used a pilot version of these measures to identify two barriers that appeared to be contributing in both schools to poorer attendance and behavioral records of Black versus Asian students and of lower socioeconomic status (SES) students versus higher SES students. These barriers consisted of perceptions that (a) the schools were biased against certain groups of students and that there were negative stereotypes about certain groups of students, and (b) teachers and students did not come from similar backgrounds. In Study 2, which was pre-registered, we administered a brief tailored intervention to target these barriers in students ages 11–14 years in the same two schools the following year (<em>N</em> = 1070). The intervention, which aimed to induce values affirmation and reveal hidden teacher-student similarities, improved the attendance of low-SES students by 0.20 <em>SD</em> (<em>p</em> = .009) and reduced the gap with their peers by 60%. Exploratory analyses indicated that the improvement in attendance was larger for students who reported perceiving greater levels of bias and poorer teacher-student relationships at baseline. The impact of the intervention on the behavioral records of Black students (<em>p</em> = .089) and low-SES students (<em>p</em> = .293) was not significant. These qualified but encouraging findings provide a basis for developing practical ways for individual schools to improve outcomes for their historically disadvantaged students.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101401"},"PeriodicalIF":3.8,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743799","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":"Accounting for learning environments in academic screening","authors":"Adam J. Lekwa ,&nbsp;Linda A. Reddy ,&nbsp;Ryan J. Kettler ,&nbsp;Ethan R. Van Norman","doi":"10.1016/j.jsp.2024.101403","DOIUrl":"10.1016/j.jsp.2024.101403","url":null,"abstract":"<div><div>Within multi-tiered systems of support (MTSS) practice and research, students' need for academic intervention is often determined by comparison of students' screening scores to cut scores. We examined the degree to which the relationship between students' fall screening data (i.e., Measures of Academic Progress) and their outcome on a spring summative state test related to the quality of the classroom learning environment and how core instructional strategies influenced this relationship. Fall screening data and spring state test outcomes in English/language arts (ELA) and math were analyzed from a sample of 72 teachers and 1554 third-grade students. Multilevel logistic regression revealed that the association between students' ELA or math skills at the beginning of a school year and state test at the end of the year were not identical across classrooms (odds ratios range = 0.81–0.92). A significant interaction was observed between students' fall ELA screening scores and teachers' instructional strategy use in predicting state test outcomes (<em>p</em> = .03). Teacher strategy use was found to be a significant contributor to false positives in screening decisions based on optimal cut scores for ELA (<em>p</em> = .003), but not math.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101403"},"PeriodicalIF":3.8,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743798","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":"Mindfulness and connection training during preservice teacher education reduces early career teacher attrition 4 years later","authors":"Matthew J. Hirshberg ,&nbsp;Lisa Flook ,&nbsp;Reka Sundaram-Stukel ,&nbsp;Richard J. Davidson","doi":"10.1016/j.jsp.2024.101396","DOIUrl":"10.1016/j.jsp.2024.101396","url":null,"abstract":"<div><div>Early career teacher attrition disrupts school continuity, precludes many of those who leave from achieving expertise, and drains economic resources from school systems. In a longitudinal cluster randomized controlled trial (<em>k</em> = 8, <em>n</em> = 98), we examined the impact of a 9-week meditation-based intervention on undergraduate preservice teachers' rates of attrition from teaching approximately 4 years later. The odds of attrition among intervention group participants 3 years into their teaching careers were significantly reduced by at least 77.0% regardless of modeling approach (Odds ratios = 0.13–0.23, <em>p</em>s <em>≤ 0</em>.013) compared to teacher education as usual controls. In benefit-cost analyses, we estimated that for every $1 spent on the intervention, hiring districts saved $3.43 in replacement teacher costs. Additional research is required to replicate the core finding of reduced attrition and understand the pathways through which the intervention caused these reductions.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101396"},"PeriodicalIF":3.8,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142722790","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":"Evidence of a limited relationship between reading fluency and reading comprehension of academic language","authors":"Douglas B. Petersen ,&nbsp;Katherine Lindsey Swope ,&nbsp;Alisa Konishi-Therkildsen ,&nbsp;Ellie L. Young ,&nbsp;Cynthia Brock ,&nbsp;Trina D. Spencer","doi":"10.1016/j.jsp.2024.101367","DOIUrl":"10.1016/j.jsp.2024.101367","url":null,"abstract":"<div><div>This study examined the relationship between reading fluency and reading comprehension of grade-level academic language. The CUBED Narrative Language Measures: Reading (NLM:R) subtest was used to assess the reading fluency and reading comprehension performance of 605 second- and third-grade students. The Measures of Academic Progress (MAP) reading assessment was also used to assess students' reading comprehension. Results indicated that reading fluency was not significantly correlated with reading comprehension across any of the deciles in both grade levels when measured using the NLM:R. Reading fluency also was not significantly correlated with MAP results for second- or third-grade students. Partial correlation analyses controlling for race/ethnicity, gender, and soci-economic status did not result in meaningfully different outcomes. Students whose reading fluency was at the 10th percentile did not exhibit significantly different comprehension performance when compared to students reading more fluently. The results of this study suggest that outcomes from oral reading fluency assessments that focus on rate and accuracy may not be valid indicators of reading comprehension when passages include complex, academic language. School psychologists and other educators may need to interpret reading fluency data with caution when developing comprehension-related instructional recommendations and identifying students for whom comprehension intervention is warranted.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101367"},"PeriodicalIF":3.8,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707320","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":"School-based mental health support for migrant children and young people: A scoping review","authors":"Katie Howard ,&nbsp;Darren Moore ,&nbsp;Eleni Dimitrellou ,&nbsp;Lenka Janik Blaskova ,&nbsp;James Howard","doi":"10.1016/j.jsp.2024.101393","DOIUrl":"10.1016/j.jsp.2024.101393","url":null,"abstract":"<div><div>Schools are increasingly considered as critical to the identification and support of child and adolescent mental health difficulties. However, research often fails to capture critical aspects of context and culture, such as migration, in assessing both the accessibility and effectiveness of school-based interventions. Although migrant youth may be at risk for poor mental health, little is known about the barriers and facilitators they face in accessing mental health support in schools. This scoping review aims to map existing research into school-based mental health interventions for migrant children and young people and, in particular, identify potential cultural and contextual effects related to accessibility. Drawing on scoping review methodology, we searched seven psychology, education, and health databases (i.e., Education Research Complete, British Education Index, ERIC, Web of Science, EMBASE, Medline, and PsycInfo) for studies published between 2002 and 2023. Study selection and data extraction were performed independently by reviewers. Narrative and thematic synthesis were used to analyze included papers and address the research questions. Thirty-eight studies met our inclusion criteria and are presented in this review. Our findings reveal a lack of targeted school-based mental health interventions for migrant young people despite the clear need among this growing population. Furthermore, few studies directly addressed issues of accessibility. Despite the range of migrant groups considered, the primary barriers and facilitators to access identified were contextual, cultural, and systemic, such as stigma, acculturative stressors, and partnerships between families, schools, and mental health services. The results of this scoping review highlight the need for a more intersectional framework for the design and implementation of school-based mental health support for migrant youth, arguably one that positions migration as a key social determinant of health and in particular, child and adolescent mental health.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101393"},"PeriodicalIF":3.8,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707431","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":"Moral disengagement and defender self-efficacy as predictors of bystander behaviors in peer victimization in middle school: A one-year longitudinal study","authors":"Björn Sjögren ,&nbsp;Robert Thornberg ,&nbsp;Jun Sung Hong","doi":"10.1016/j.jsp.2024.101400","DOIUrl":"10.1016/j.jsp.2024.101400","url":null,"abstract":"<div><div>Numerous empirical studies have contributed to the understanding of factors connected to students' bystander behaviors in peer victimization situations. Nevertheless, a crucial gap remains concerning the scarcity of longitudinal studies. Drawing on social cognitive theory, the present study examined whether moral disengagement and defender self-efficacy predicted bystander behaviors a year later. Participants were 1346 Swedish adolescents (<em>M</em>_ageT1 = 13.6 years, <em>M</em>_ageT2 = 14.6 years) who answered a web-based self-report questionnaire in seventh and eighth grades. Random intercept models showed that higher levels of moral disengagement in seventh grade were associated with more pro-aggressive bystanding in eighth grade (<em>Est</em> = 0.19, <em>p</em> &lt; .001), with interaction analyses revealing that this effect was particularly pronounced in students with high defender self-efficacy (<em>Est</em> = 0.05, <em>p</em> &lt; .01). The results also revealed that higher levels of defender self-efficacy in seventh grade were associated with more defending (<em>Est</em> = 0.18, <em>p</em> &lt; .001) and less passive bystanding (<em>Est</em> = −0.11, <em>p</em> &lt; .001) in eighth grade. Interaction analyses further demonstrated that the negative association between defender self-efficacy and passive bystanding was significant only at low levels of moral disengagement (<em>Est</em> = 0.09, <em>p</em> &lt; .001). Our findings suggest that moral disengagement is more strongly related to the inhibitive form of moral agency among bystanders, whereas defender self-efficacy is more strongly related to proactive moral agency. Thus, interventions aiming to reduce pro-aggressive bystanding and promote defending need to consider both moral disengagement and defender self-efficacy.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101400"},"PeriodicalIF":3.8,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707430","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":"Peer victimization, internalizing problems, and satisfaction with friends: A two-wave analysis of individual and class-level associations in adolescence","authors":"Gianluca Gini,&nbsp;Federica Angelini,&nbsp;Tiziana Pozzoli","doi":"10.1016/j.jsp.2024.101395","DOIUrl":"10.1016/j.jsp.2024.101395","url":null,"abstract":"<div><div>Peer victimization has long been recognized as a significant issue among adolescents, with potentially harmful consequences for their psychological and social well-being. However, studies adopting a longitudinal, multilevel approach to explore the complexity of peer victimization dynamics are still lacking. This study aimed to test short-term longitudinal associations between peer victimization, internalizing problems, and satisfaction with friends over the course of 6 months. The sample included 1299 adolescents at T1 (48.3% female adolescents, <em>M</em>_age = 13.6 years) attending 67 school classes. Data were collected through self-report questionnaires administered at two time-points during the same school year. Multivariate multilevel analysis indicated that, at the individual level, T2 victimization was positively predicted by T1 internalizing problems (proportional reduction in variance [PRV] = 0.7%) and negatively by satisfaction with friends (PRV = 1.6%), whereas internalizing problems at T2 were predicted by peer victimization at T1 (PRV = 0.7%). Satisfaction with friends was negatively predicted by peer victimization (PRV = 3.6%). At the class level, T2 victimization was more likely in classrooms with lower levels of satisfaction with friends in the fall (PRV = 15%). Moreover, class-level ethnic diversity contributed to explain between-class variability in satisfaction with friends (PRV = 9.1%). These findings highlight the need for interventions that promote positive peer relationships and provide support for victimized adolescents to reduce internalizing problems. Additionally, they underscore the importance of fostering friendship quality as a protective factor against victimization.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101395"},"PeriodicalIF":3.8,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707429","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":"Evaluating the treatment utility of the Cognitive Assessment System: A meta-analysis of reading and mathematics outcomes","authors":"Richard J. McNulty ,&nbsp;Randy G. Floyd ,&nbsp;Emily K. Lewis ,&nbsp;Patrick J. McNicholas ,&nbsp;John H. Kranzler ,&nbsp;Nicholas F. Benson","doi":"10.1016/j.jsp.2024.101384","DOIUrl":"10.1016/j.jsp.2024.101384","url":null,"abstract":"<div><div>There has been a long search for cognitive assessments that reveal aptitudes thought to be useful for treatment planning. In this regard, since the 1990s, there has been some enthusiasm for the Cognitive Assessment System (CAS) and its potential promise for informing treatment due to its alignment of theory, assessment instrument, and suite of interventions. The purpose of this meta-analytic review was to synthesize research pertinent to the treatment utility of the CAS according to a taxonomy of treatment utility. A total of 252 articles were produced by an electronic search and eligibility screening yielded 16 articles meeting criteria for consideration. Most studies described in these articles utilized obtained difference designs, focused on the Planning composite scores from the CAS, and addressed math interventions. Only seven studies with publication dates from 1995 to 2010 yielded sufficient information to be included in the meta-analysis. A random effects model was employed to determine the overall treatment utility effect across 114 participants apportioned to 14 groups and comprising eight comparisons. Results yielded an overall moderate effect size (0.64, 95% CI [0.24, 1.03], <em>p</em> = .002), but it was associated with significant imprecision (due to a low number of viable studies and small sample sizes across most studies) that prohibits reliable conclusions from being drawn. Assessment of between-study heterogeneity and moderator analysis was not possible. Considering these findings, additional research is needed to support the treatment utility of the CAS—even after more than 27 years of study. Furthermore, there are no published studies regarding the treatment utility of the second edition of the CAS, which was published in 2014. These results suggest that there is insufficient empirical grounding to enable practitioners to use this instrument to develop effective treatments for reading, mathematics, or writing. More direct interventions designed to enhance academic skill development should be employed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101384"},"PeriodicalIF":3.8,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661547","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}