Journal of School Psychology最新文献

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Contributing to the reproducibility crisis in Psychology: The role of statistical software choice on factor analysis 促成心理学的可再现性危机:统计软件选择在因素分析中的作用
IF 3.8 1区 心理学
Journal of School Psychology Pub Date : 2025-04-22 DOI: 10.1016/j.jsp.2025.101462
Stefan C. Dombrowski
{"title":"Contributing to the reproducibility crisis in Psychology: The role of statistical software choice on factor analysis","authors":"Stefan C. Dombrowski","doi":"10.1016/j.jsp.2025.101462","DOIUrl":"10.1016/j.jsp.2025.101462","url":null,"abstract":"<div><div>A potentially overlooked contributor to the reproducibility crisis in psychology is the choice of statistical application software used for factor analysis. Although the open science movement promotes transparency by advocating for open access to data and statistical methods, this approach alone is insufficient to address the reproducibility crisis. It is commonly assumed that different statistical software applications produce equivalent results when conducting the same statistical analysis. However, this is not necessarily the case. Statistical programs often yield disparate outcomes, even when using identical data and factor analytic procedures, which can lead to inconsistent interpretation of results. This study examines this phenomenon by conducting exploratory factor analyses on two tests of cognitive ability—the WISC-V and the MEZURE—using four different statistical programs/applications. Factor analysis plays a critical role in determining the underlying theory of cognitive ability instruments, and guides how those instruments should be scored and interpreted. However, psychology is grappling with a reproducibility crisis in this area, as independent researchers and test publishers frequently report divergent factor analytic results. The outcome of this study revealed significant variations in structural outcomes among the statistical software programs/applications. These findings highlight the importance of using multiple statistical programs, ensuring transparency with analysis code, and recognizing the potential for varied outcomes when interpreting results from factor analytic procedures. Addressing these issues is important for advancing scientific integrity and mitigating the reproducibility crisis in psychology particularly in relation to cognitive ability structural validity.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101462"},"PeriodicalIF":3.8,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855648","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
Reconciling discrepant universal screening data to improve decision-making: A Bayesian logistic regression approach 协调不一致的普遍筛选数据以改善决策:贝叶斯逻辑回归方法
IF 3.8 1区 心理学
Journal of School Psychology Pub Date : 2025-04-15 DOI: 10.1016/j.jsp.2025.101461
Nathaniel von der Embse , Sonja Winter , Wes Bonifay , Stephen Kilgus , Carly Oddleifson , Katie Eklund , Shannon Suldo , Joseph Latimer
{"title":"Reconciling discrepant universal screening data to improve decision-making: A Bayesian logistic regression approach","authors":"Nathaniel von der Embse ,&nbsp;Sonja Winter ,&nbsp;Wes Bonifay ,&nbsp;Stephen Kilgus ,&nbsp;Carly Oddleifson ,&nbsp;Katie Eklund ,&nbsp;Shannon Suldo ,&nbsp;Joseph Latimer","doi":"10.1016/j.jsp.2025.101461","DOIUrl":"10.1016/j.jsp.2025.101461","url":null,"abstract":"<div><div>There are a substantial number of students with mental health needs who do not receive timely support. Universal screening is a promising practice for facilitating early intervention services. Multi-informant assessment is noted as a best practice for valid decision-making. However, this practice has not yet been applied to universal screening data. Universal screening utilizing a single rater (teacher) likely results in a significant number of students not being identified for support. This study (1) employed a Bayesian statistical model to incorporate students' background information (e.g., demographic variables; disciplinary referrals; social, academic, and emotional risk statuses) to generate estimates of academic risk, (2) used this background information to generate cut scores in a training sample and validate them in a test sample, and (3) identified the unique value of adding teacher and student self-reports with regard to sensitivity and specificity. Results demonstrated the promise of incorporating background information in the accurate identification of students with low, medium, and high risk for mental health needs. Implications for research and practice are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101461"},"PeriodicalIF":3.8,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143834931","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
Anti-colonial methodology in school psychology research with Latine communities 拉丁社区学校心理学研究中的反殖民方法论
IF 3.8 1区 心理学
Journal of School Psychology Pub Date : 2025-04-10 DOI: 10.1016/j.jsp.2025.101452
Rachel T. Santiago, David Aguayo
{"title":"Anti-colonial methodology in school psychology research with Latine communities","authors":"Rachel T. Santiago,&nbsp;David Aguayo","doi":"10.1016/j.jsp.2025.101452","DOIUrl":"10.1016/j.jsp.2025.101452","url":null,"abstract":"<div><div>Latine youth are one of the fastest-growing youth populations in the U.S., with tremendous diversity in culture and language. Despite the importance of conducting culturally relevant, responsible research with Latine youth and families, school psychology research often does not include theories or methods aligned with Latine cultures. The purpose of the present paper is to discuss key theories relevant to research with Latine communities and provide actionable recommendations for researchers. Recommendations are discussed within five domains: rethinking knowledge production, distinguishing and measuring race and ethnicity, oral storytelling and testimonio, the role of community, and the role of researchers in the process. Implications for practice, limitations, and future research directions are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101452"},"PeriodicalIF":3.8,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807732","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
Validity evidence of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale: A systematic review & quantitative synthesis 社会、学业和情绪行为风险筛查--教师评分量表的有效性证据:系统回顾与定量综合
IF 3.8 1区 心理学
Journal of School Psychology Pub Date : 2025-04-08 DOI: 10.1016/j.jsp.2025.101449
Annie Goerdt , Faith G. Miller , Danielle Dupuis , Anna Li , Jenna Rausch
{"title":"Validity evidence of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale: A systematic review & quantitative synthesis","authors":"Annie Goerdt ,&nbsp;Faith G. Miller ,&nbsp;Danielle Dupuis ,&nbsp;Anna Li ,&nbsp;Jenna Rausch","doi":"10.1016/j.jsp.2025.101449","DOIUrl":"10.1016/j.jsp.2025.101449","url":null,"abstract":"<div><div>Early identification of student social, emotional, and behavioral (SEB) concerns is vital to prevent and ameliorate future difficulties. Yet, assessment practices rely on sound validity arguments to accurately identify students who may benefit from support. As the strength of a validity argument relies on the extent of validity evidence, the synthesis of evidence may facilitate appropriate use and interpretation. Therefore, this systematic review synthesized peer-reviewed empirical studies and unpublished dissertations and theses of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS) conducted in educational settings. Studies were included if they assessed the validity of the revised version of the SAEBRS-TRS. Data were extracted and coded for sample characteristics, procedural characteristics, evidence of validity, and quality appraisal. Results of the systematic search identified 29 studies meeting inclusion criteria, consisting of 65,317 students across K-12 grade levels. Overall, evidence of validity for SAEBRS-TRS scores was promising yet limited in several respects. Findings highlight limitations in the existing literature concerning the diversity of samples, a lack of studies examining measurement bias, the relative weakness of the Emotional Behavior subscale, and the need for further exploration of the factor structure for the revised version of the measure. Future research is critical to gain a complete understanding of this measure.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101449"},"PeriodicalIF":3.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792132","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
Cultural adaptation of youth mental health first aid training for Asian American parents 亚裔美国父母青少年心理健康急救培训的文化适应
IF 3.8 1区 心理学
Journal of School Psychology Pub Date : 2025-04-08 DOI: 10.1016/j.jsp.2025.101448
Cixin Wang , Mazneen Havewala
{"title":"Cultural adaptation of youth mental health first aid training for Asian American parents","authors":"Cixin Wang ,&nbsp;Mazneen Havewala","doi":"10.1016/j.jsp.2025.101448","DOIUrl":"10.1016/j.jsp.2025.101448","url":null,"abstract":"<div><div>Although often portrayed as “model minorities,” many Asian American adolescents struggle with mental health problems. Asian American youth are also less likely to receive school-based mental health services (SBMHS) compared with their non-Asian peers. Culturally adapting the Youth Mental Health Fist Aid (YMHFA) training program can be an effective way to engage Asian American parents to utilize SBMHS. Although many school districts have offered YMHFA trainings to staff and parents, no controlled studies have evaluated the efficacy of YMHFA in the United States. We culturally adapted YMHFA for Asian American parents through collaboration with schools and community organizations, and evaluated its efficacy using a blocked random assignment study design. We examined if (a) YMHFA impacted parents' mental health literacy (MHL), help-seeking intentions, stigma, attitudes towards professional help, confidence in MHFA skills, engagement in first-aid behaviors, and youth mental health (both parent and youth report); and (b) whether the improvement was maintained four months after the training. Parents (<em>n</em> = 99, <em>M</em><sub>age</sub> = 46.24; <em>SD</em><sub>age</sub> = 6.80, 89 % mothers) were randomly assigned to treatment and waitlist control groups. They completed measures before the intervention, one month after the intervention, and four months after the intervention. Parents in the experimental group showed decreased stigma, and improvements in MHL, attitudes towards help seeking, confidence in using first aid behavior, and actual engagement in first aid behavior after attending the training as compared to parents in the waitlist control group. Participants in waitlist control group also showed improvements in all above-mentioned areas after receiving the training. All treatment gains were maintained at 4-month follow-up. Findings contributed to the limited literature on how to culturally adapt YMHFA for Asian American parents at school, and provided evidence for the efficacy of YMHFA among Asian American parents.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101448"},"PeriodicalIF":3.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792133","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}
引用次数: 0
Examining the stability of SAEBRS scores, classifications, and latent profiles 检验SAEBRS评分、分类和潜在特征的稳定性
IF 3.8 1区 心理学
Journal of School Psychology Pub Date : 2025-04-08 DOI: 10.1016/j.jsp.2025.101438
Tyler L. Renshaw , Heather E. Ormiston , Brittany N. Zakszeski , Mei-ki Chan
{"title":"Examining the stability of SAEBRS scores, classifications, and latent profiles","authors":"Tyler L. Renshaw ,&nbsp;Heather E. Ormiston ,&nbsp;Brittany N. Zakszeski ,&nbsp;Mei-ki Chan","doi":"10.1016/j.jsp.2025.101438","DOIUrl":"10.1016/j.jsp.2025.101438","url":null,"abstract":"<div><div>We investigated the stability of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) using a naturalistic sample of teacher-report ratings for K–5 students (<em>N</em> = 1253) across three universal screening occasions (i.e., fall, winter, and spring) within one school year. We analyzed the stability of SAEBRS raw scores and classifications derived from these scores between screening occasions. Results showed strong raw score stability and moderate-to-strong classification stability for the SAEBRS total scale and subscales, with the Emotional Behavior subscale demonstrating the weakest relative stability. We also explored latent profiles indicated by SAEBRS subscale scores, the stability of membership in these profiles across occasions, and the role of student sociodemographic characteristics in predicting membership within these profiles. Findings indicated that two general risk profiles (i.e., at-risk and not at-risk) were identified and that membership in these profiles had strong stability across screening occasions. Moreover, we found that students' grade level, sex, race/ethnicity, special education, and free/reduced-price lunch status significantly predicted membership in the at-risk profile. Overall, results suggest that SAEBRS raw scores, classifications, and latent profiles all demonstrate good stability across three screening occasions within one school year. We discuss implications of these findings related to using the SAEBRS for universal screening in elementary settings and highlight key directions for future research.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101438"},"PeriodicalIF":3.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792131","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
An exploratory evaluation of universal social-emotional learning programs delivered during elementary school to Australian students 对澳大利亚学生小学阶段社会情感学习普及计划的探索性评估
IF 3.8 1区 心理学
Journal of School Psychology Pub Date : 2025-04-05 DOI: 10.1016/j.jsp.2025.101447
Emma J. Carpendale , Melissa J. Green , Katherine L. Dix , Stacy Tzoumakis , Kate E. Williams , Sonia L.J. White , Vaughan J. Carr , Kristin R. Laurens
{"title":"An exploratory evaluation of universal social-emotional learning programs delivered during elementary school to Australian students","authors":"Emma J. Carpendale ,&nbsp;Melissa J. Green ,&nbsp;Katherine L. Dix ,&nbsp;Stacy Tzoumakis ,&nbsp;Kate E. Williams ,&nbsp;Sonia L.J. White ,&nbsp;Vaughan J. Carr ,&nbsp;Kristin R. Laurens","doi":"10.1016/j.jsp.2025.101447","DOIUrl":"10.1016/j.jsp.2025.101447","url":null,"abstract":"<div><div>Whole-school Social-Emotional Learning (SEL) programs demonstrate promise as an avenue for universally and equitably fostering student social and emotional wellbeing. This study used population data collected in 2015 to examine the association of Australian elementary (primary) school-based SEL programs with students' late middle childhood functioning (aged 11–12 years) on the five social-emotional competencies defined by the <em>Collaborative for Academic, Social, and Emotional Learning</em> (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making). A total of 18,643 Year 6 students self-reported competencies on the <em>Middle Childhood Survey–Social-Emotional Learning</em>, and 569 school leaders reported on delivery of SEL to these students via the <em>Survey of School Promotion of Emotional and Social Health.</em> Multi-level regression, accounting for school clustering, compared competency levels among students who did and did not receive SEL at school. Secondary analyses determined the strength of effects for students receiving programs with a high-quality evidence base, for programs supported by little or no empirical evidence, and for evidence-based SEL programs that provided a high degree of explicit teaching (i.e., structured teaching and skills practice) of the targeted social-emotional competencies, each relative to students receiving no SEL programs. Positive significant effects of SEL were observed on four of five competencies (excluding Responsible Decision-Making), with effects being strongest for empirically-evidenced SEL programs that provided explicit teaching of the targeted competency. No significant effects of under-evidenced programs were observed. This novel, population-level evaluation demonstrates the universal benefit of evidence-based SEL programs in supporting elementary school students' development of social-emotional competencies.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101447"},"PeriodicalIF":3.8,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776754","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}
引用次数: 0
Conjectures and refutations in cognitive ability structural validity research: Insights from Bayesian structural equation modeling 认知能力结构效度研究中的猜想与反驳:来自贝叶斯结构方程模型的启示
IF 3.8 1区 心理学
Journal of School Psychology Pub Date : 2025-04-03 DOI: 10.1016/j.jsp.2025.101432
Stefan C. Dombrowski , Ryan J. McGill , Gary L. Canivez , Marley W. Watkins , Alison E. Pritchard , Lisa A. Jacobson
{"title":"Conjectures and refutations in cognitive ability structural validity research: Insights from Bayesian structural equation modeling","authors":"Stefan C. Dombrowski ,&nbsp;Ryan J. McGill ,&nbsp;Gary L. Canivez ,&nbsp;Marley W. Watkins ,&nbsp;Alison E. Pritchard ,&nbsp;Lisa A. Jacobson","doi":"10.1016/j.jsp.2025.101432","DOIUrl":"10.1016/j.jsp.2025.101432","url":null,"abstract":"<div><div>The use of Bayesian structural equation modeling (BSEM) provided additional insight into the WISC–V theoretical structure beyond that offered by traditional factor analytic approaches (e.g., exploratory factor analysis and maximum likelihood confirmatory factor analysis) through the specification of all cross loadings and correlated residual terms. The results indicated that a five-factor higher-order model with a correlated residual between the Visual-Spatial and Fluid Reasoning group factors provided a superior fit to the four bifactor model that has been preferred in prior research. There were no other statistically significant correlated residual terms or cross loadings in the measurement model. The results further suggest that the WISC–V ten subtest primary battery readily attains simple structure and its index level scores may be interpreted as suggested in the WISC–V's scoring and interpretive manual. Moreover, BSEM may help to advance IQ theory by providing contemporary intelligence researchers with a novel tool to explore complex interrelationships among cognitive abilities—relationships that traditional structural equation modeling methods may overlook. It can also help attenuate the replication crises in school psychology within the area of cognitive assessment structural validity research through systematic evaluation of complex structural relationships obviating the need for CFA based post hoc specification searches which can be prone to confirmation bias and capitalization on chance.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101432"},"PeriodicalIF":3.8,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143769164","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
Randomized controlled trial of the early adolescent coping power program: Effects on emotional and behavioral problems in middle schoolers 青少年早期应对能力项目对中学生情绪和行为问题的影响
IF 3.8 1区 心理学
Journal of School Psychology Pub Date : 2025-04-01 DOI: 10.1016/j.jsp.2025.101437
Catherine P. Bradshaw , Heather McDaniel , Elise T. Pas , Katrina J. Debnam , Jessika H. Bottiani , Nicole Powell , Nicholas S. Ialongo , Antonio Morgan-Lopez , John E. Lochman
{"title":"Randomized controlled trial of the early adolescent coping power program: Effects on emotional and behavioral problems in middle schoolers","authors":"Catherine P. Bradshaw ,&nbsp;Heather McDaniel ,&nbsp;Elise T. Pas ,&nbsp;Katrina J. Debnam ,&nbsp;Jessika H. Bottiani ,&nbsp;Nicole Powell ,&nbsp;Nicholas S. Ialongo ,&nbsp;Antonio Morgan-Lopez ,&nbsp;John E. Lochman","doi":"10.1016/j.jsp.2025.101437","DOIUrl":"10.1016/j.jsp.2025.101437","url":null,"abstract":"<div><div>We report findings from a 40 middle school randomized controlled trial of an adapted version of Coping Power (Lochman &amp; Wells, 2002a) for middle schoolers, called the Early Adolescent Coping Power (EACP) Program (Bradshaw et al., 2019) to determine the impact of EACP on adolescents' mental health outcomes, as indicated by student self-reported and teacher-ratings on the Behavior Assessment System for Children (BASC). The EACP was implemented over the course of students' 7th grade school year. The sample included 709 students who were identified at baseline through a teacher screening process for aggressive behavior and enrolled into the project (69.8 % African American and 59.4 % male). For teacher-reported outcomes, intent to treat (ITT) results indicated that EACP was associated with a decrease in externalizing problems over time. Exploration of effect modification suggested that girls in the EACP condition demonstrated statistically significant decreases in school problems over time, as well as a baseline by intervention effect whereby students and schools with greater baseline difficulties demonstrated decreased internalizing problems over time. For student-reported outcomes, there was a significant moderated effect, whereby girls in EACP demonstrated more favorable self-reported personal adjustment outcomes. Together, these results suggest that the early adolescent adaptation of Coping Power had preventive effects for 7th grade participants, and promotive effects specifically for girls, over time.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101437"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143746311","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
Advancing the science and practice of school psychology, centering equity and justice, and promoting innovation 推进学校心理科学与实践,以公平正义为中心,促进创新
IF 3.8 1区 心理学
Journal of School Psychology Pub Date : 2025-04-01 DOI: 10.1016/j.jsp.2025.101435
S. Andrew Garbacz
{"title":"Advancing the science and practice of school psychology, centering equity and justice, and promoting innovation","authors":"S. Andrew Garbacz","doi":"10.1016/j.jsp.2025.101435","DOIUrl":"10.1016/j.jsp.2025.101435","url":null,"abstract":"","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101435"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747014","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
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