Journal of School Psychology最新文献

{"title":"Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal study","authors":"Ana Blasco-Belled ,&nbsp;Mònica González-Carrasco ,&nbsp;Ferran Casas","doi":"10.1016/j.jsp.2023.101255","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101255","url":null,"abstract":"<div><p>Disentangling the connections between subjective and psychological well-being may help practitioners identify effective targets of intervention to promote mental health in school settings. Based on theoretical foundations of well-being, the present study utilized psychometric network analysis to explore prospective associations between the subjective and psychological well-being of adolescents over 2 years. To this end, a cross-sectional network was estimated at Time 1 (<em>n</em> = 560) and Time 2 (<em>n</em> = 281), followed by a longitudinal network incorporating individual changes across time points in each component (<em>n</em> = 235). The networks included different indicators of subjective (e.g., life satisfaction, positive affect, negative affect) and psychological well-being measured by means of self-reported questionnaires. The results revealed direct connections between indicators of subjective and psychological well-being over time. Positive affect, especially feeling happy and satisfied, exhibited most of these connections. Only one negative longitudinal association emerged, which involved negative affect (e.g., feeling worried) and psychological well-being. The suitability of the network approach to represent the structure of subjective and psychological well-being can be used to widen research on adolescents' well-being. Considering the longitudinal associations identified, the present study makes an exploratory hypothesis to propose specific connectors between subjective and psychological well-being as potential targets for interventions aimed at promoting adolescents' mental health.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440523000833/pdfft?md5=c279f055e52cf41de946d56e660733c0&pid=1-s2.0-S0022440523000833-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91974576","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":"Mindfulness-based interventions for preadolescent children: A comprehensive meta-analysis","authors":"Tharen N. Kander ,&nbsp;David Lawrence ,&nbsp;Allison Fox ,&nbsp;Stephen Houghton ,&nbsp;Rodrigo Becerra","doi":"10.1016/j.jsp.2023.101261","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101261","url":null,"abstract":"<div><p>Among the many social and emotional learning (SEL) interventions available, mindfulness-based interventions (MBIs) have become increasingly popular, particularly for preadolescent children who were once thought to not possess the metacognitive abilities or cognitive resources to benefit from such training. Although previous research syntheses indicate that MBIs show promise in promoting positive outcomes across a range of domains, the effectiveness of MBIs for preadolescent children may be masked by the effects of older children who have comprised the majority of samples in past meta-analyses. Hence, to better understand the impact of mindfulness-based training on preadolescent children (ages 6–12 years), the present study reviewed treatment effect estimates across a range of outcomes, including mindfulness, attention, metacognition and cognitive flexibility, emotional and behavioral regulation, academic achievement and school functioning, positive emotion and self-appraisal, negative emotion and subjective distress, externalizing problems, internalizing problems, social competence and prosocial behavior, and physical health. Thirty-two studies (<em>n</em>_participants = 3640) were identified and included in a random-effects meta-analyses. The results from multiple meta-analytical analyses conducted in the present study suggest that preadolescents have experienced significant benefits across attention, emotional and behavioral regulation, positive emotion and self-appraisal, and social competence and prosocial behavior (<em>g</em> = 0.19 to 0.39). However, the overall effect was deemed small (<em>g</em> = 0.34). Due to the lack of comparison studies with SEL interventions, it remains unclear whether MBIs are as effective as traditional approaches in promoting healthy development and academic achievement for preadolescent children. Additionally, results from the present meta-analysis suggest various recommendations for future studies to ensure a continued growth in understanding how MBIs can be used with children.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440523000894/pdfft?md5=d5bc37d3ed1cd3bc0b60830e7a96d4d3&pid=1-s2.0-S0022440523000894-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92092783","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":"Examining different motivational patterns in individualized learning","authors":"Stefan Kulakow,&nbsp;Diana Raufelder","doi":"10.1016/j.jsp.2023.101256","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101256","url":null,"abstract":"<div><p>Past research on situated expectancy-value theory has regularly provided evidence of different motivational patterns indicating that not only can students be characterized by different levels of motivation (e.g., low vs. high), but also by divergent profiles (e.g., high success expectancies, low task values). This person-oriented two-wave study (a) identified and compared the motivational patterns of secondary school students from different learning environments (i.e., Student-Centered Learning vs. Teacher-Directed Learning), (b) analyzed the stability of and changes to these patterns during a school year, and (c) examined whether achievement-related choices and performance predicted the pattern changes. Using data from German secondary school students (T1: <em>N</em> = 1153; <em>M =</em> 13.97 years, <em>SD =</em> 1.37; 49% girls) multigroup latent transition analysis revealed four different motivational patterns, including a (a) High Motivational pattern, (b) Medium Motivational pattern, (c) Low Motivational pattern, and (d) Highly Confident/Hardly Interested pattern. The distribution of these patterns differed significantly between students from Student-Centered-Learning and Teacher-Directed-Learning environments. Approximately 47% of students in Teacher-Directed Learning were in the low motivational class whereas the Student-Centered Learning environment exhibited approximately half of that number. The extremely stable nature of these classes highlights the strong relevance of the educational context for student motivation and supports situated expectancy-value theory.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71761147","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 longitudinal examination of school-related and mental health mediators linking emotion regulation to academic achievement","authors":"Tracy K.Y. Wong ,&nbsp;Tyler Colasante ,&nbsp;Tina Malti","doi":"10.1016/j.jsp.2023.101253","DOIUrl":"10.1016/j.jsp.2023.101253","url":null,"abstract":"<div><p><span>Emotion regulation is assumed to underlie academic achievement through different mechanisms (e.g., a positive orientation toward school and schoolwork, better mental health). However, few studies have contrasted these mediating mechanisms within a longitudinal analytic framework, which is necessary to determine which mechanism(s) are most likely to translate emotion regulation into academic success over time. The present study addressed this gap by examining whether children's emotion regulation capacities were associated with later academic achievement through school-related (i.e., school bonding and academic motivation) and mental health mediators (i.e., internalizing and externalizing symptoms). Participants included 300 4- and 8-year-old children (</span><em>n</em> = 150 in each age cohort; 50% female) and their caregivers from Canada. Measures were collected over 4 years. Path analyses indicated that higher emotion regulation (T1; age 4/8 years) was associated with better academic achievement 3 years later (T4; age 7/11 years) through stronger school bonding and lower internalizing symptoms in the interim (T2; age 5/9 years; the indirect effect through internalizing symptoms held after controlling for initial levels of internalizing symptoms). Significant effects were derived from both caregiver and child informants when applicable and indirect effects held across age cohorts and genders. Findings highlight the interplay of social-emotional, academic, and mental health development across childhood, as well as the potential benefits of extending academic interventions to the social-emotional and mental health domains.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89719940","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":"Trajectories of defending behaviors: Longitudinal association with normative and social adjustment and self-perceived popularity","authors":"Ana Bravo ,&nbsp;Christian Berger ,&nbsp;Rosario Ortega-Ruiz ,&nbsp;Eva M. Romera","doi":"10.1016/j.jsp.2023.101252","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101252","url":null,"abstract":"<div><p>Defending the victim in bullying situations is a moral behavior that has received increasing attention in the literature. However, important questions about the development and maintenance of defending behaviors remain unanswered. The present study adopted a longitudinal design with two main goals: (a) identifying trajectories of change in individuals' defending behavior over time and (b) describing and comparing the initial levels and dynamics of change in normative and social adjustment and self-perceived popularity between the different defending trajectories. A total of 3303 students (49.8% girls; Wave 1 <em>M</em>_age = 12.61 years; <em>SD</em> = 1.47) participated in the study. Data were collected in four waves with self-report questionnaires. Using growth mixture modeling, we found four defending trajectories (84% stable-high, 5% decrease, 4% increase, and 7% stable-low). Growth mixture model multigroup and comparative analyses found that adolescents in the stable-high defending group exhibited the highest initial levels of normative adjustment (<em>M</em>_intercept = 5.47), social adjustment (<em>M</em>_intercept = 5.48), and self-perceived popularity (<em>M</em>_intercept = 5). Adolescents in the decrease defending group tended to reduce their normative adjustment over time (<em>M</em>_slope = −0.09), whereas the increase defending group increased their social adjustment (<em>M</em>_slope = 0.18) and self-perceived popularity (<em>M</em>_slope = −0.04). The stable-low defending group showed low and stable levels of normative adjustment (<em>M</em>_intercept = 5.01), social adjustment (<em>M</em>_intercept = 5.03), and self-perceived popularity (<em>M</em>_intercept = 4.4). These results indicate a strong association between normative and social adjustment and self-perceived popularity and involvement in defending behaviors. Bullying prevention programs could improve by adding a stronger focus on the development of classroom dynamics that promote adjusted behaviors and class-group cohesion.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49872924","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":"Formative behavioral assessment across eight constructs: Dependability of direct behavior ratings and formative behavior rating measures","authors":"Robert J. Volpe ,&nbsp;Michael Matta ,&nbsp;Amy M. Briesch ,&nbsp;Julie S. Owens","doi":"10.1016/j.jsp.2023.101251","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101251","url":null,"abstract":"<div><p><span>Due to their promise as a feasible tool for evaluating the effects of school-based interventions, Direct Behavior Ratings (DBR) have received much research attention over the past 2 decades. Although DBR methodology has demonstrated much promise, favorable psychometric characteristics only have been demonstrated for tools measuring a small number of constructs. Likewise, although a variety of methods of DBR have been proposed, most extant studies have focused on the use of single-item methods. The present study examined the dependability of four methods of formative behavioral assessment (i.e., single-item and multi-item ratings administered either daily [DBR] or weekly [formative behavior rating measures or FBRM]) across eight psychological constructs (i.e., interpersonal skills, academic engagement, organizational skills, disruptive behavior, oppositional behavior, interpersonal conflict, anxious depressed, and social withdrawal). School-based professionals (</span><em>N</em><span> = 91; i.e., teachers, paraprofessionals, and intervention specialists) each rated one student across all eight constructs after being assigned to one of the four assessment conditions. Dependability estimates varied substantially across methods and constructs (range = 0.75–0.96), although findings of the present study support the use of the broad set of formative assessment tools evaluated.</span></p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49872925","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":"Behavioral regulation and approaches to learning: Moderators of the association between extracurricular involvement and academic readiness","authors":"Lixin Ren ,&nbsp;Huiping Wu ,&nbsp;Jieqiong Fan ,&nbsp;Lin Li","doi":"10.1016/j.jsp.2023.101250","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101250","url":null,"abstract":"<div><p>Participation in organized extracurricular activities (EAs) has become increasingly common among preschool-aged children. Prior studies have shown inconsistent findings on the association between young children's involvement in EAs and their subsequent developmental outcomes. Moving beyond examining the main effects of EA participation, this study focused on whether children's behavioral regulation and approaches to learning—two important domain-general skills closely linked to learning—would moderate the association between EA participation and academic readiness. Participants included 317 Chinese preschoolers residing in Shanghai. The breadth of EA participation positively predicted children's early math skills, but only for those demonstrating relatively lower behavioral regulation or less positive approaches to learning. The findings provide support for the compensatory hypothesis that participation in EAs is more beneficial for children at greater developmental risk. Unexpectedly, the intensity of EA participation negatively predicted receptive vocabulary beyond certain thresholds among children with relatively poor behavioral regulation or approaches to learning (<em>B</em> = −2.272, <em>p</em> = .032, effect size (<em>ES</em>) = 0.423), but this relationship was not significant for children with better learning behaviors (<em>B</em> = 0.111, <em>p</em> = .712, <em>ES</em> = 0.021). According to the findings, children with worse behavioral regulation and approaches to learning were actually more vulnerable to the negative effects of intensive participation in EAs (<em>B</em> = −15.698, <em>p</em> = .022, <em>ES</em> = 1.797). EA participation did not predict children's Chinese word reading (<em>p</em>s &gt; 0.05). The findings revealed a complex pattern of relationships between preschoolers' EA participation and academic readiness and have highlighted the importance of considering child characteristics when examining the developmental effects of EA involvement.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49872923","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 longitudinal person-centered representation of elementary students' motivation: Do perceptions of parent and teacher achievement goals matter?","authors":"Lindsey Nadon ,&nbsp;Alexandre J.S. Morin ,&nbsp;Elizabeth Olivier ,&nbsp;Isabelle Archambault ,&nbsp;Victoria Smodis McCune ,&nbsp;István Tóth-Király","doi":"10.1016/j.jsp.2023.101228","DOIUrl":"10.1016/j.jsp.2023.101228","url":null,"abstract":"<div><p><span>This study utilized a longitudinal person-centered approach to investigate how children's achievement goals combine with the goals held for them by their parents and teachers to form unique achievement goal profiles among a sample of 619 elementary school students (</span><em>M</em>_age = 9.782; 52.5% female; 79.2% first- and second-generation immigrants) from low SES ethnically diverse neighborhoods. Our results revealed four distinct profiles that proved to be identical from one school year to the next: (a) Low on all Goals, (b) High on all Goals, (c) Mastery-Oriented, and (d) Low Mastery Goals. Students' membership in these profiles was moderate to highly stable over time. Moreover, all profiles were marked by a correspondence between student, parent, and teacher goals, suggesting that elementary students may come to develop a global understanding of the various goal-related messages present in their environment. Higher perceived competence in core academic subjects was associated with membership into profiles characterized by high levels of mastery goals. The Mastery-Oriented profile fared best in terms of academic achievement and anxiety, whereas the Low Mastery Goals profile fared the worst. This Low Mastery Goals profile was unique to our study and represented the largest profile, which could be related to the socioeconomic status of our sample. Our findings provide information regarding the nature and stability of achievement goal profiles among elementary school students and offer new insights into how children interpret goal-related messages in their environment.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10669905","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":"Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics","authors":"Kelly N. Clark,&nbsp;Madeline S. Blocker,&nbsp;Oceann S. Gittens,&nbsp;Anna C.J. Long","doi":"10.1016/j.jsp.2023.101239","DOIUrl":"10.1016/j.jsp.2023.101239","url":null,"abstract":"<div><p><span>Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen behavior problems, positive strategies and social-emotional learning (SEL) techniques are associated with more favorable outcomes for students' global functioning. In a sample of K–12 teachers (</span><em>N</em><span><span> = 111), we examined direct associations between teachers' use of behavior management techniques (i.e., punitive, positive, and SEL) and their self-reports of perceived school climate. Furthermore, latent profile analysis was used to identify teachers' behavior </span>management styles and evaluate whether teachers' characteristics and perceived school climate predicted behavior management style. Findings not only replicate previous research examining direct associations between behavior management techniques and school climate, but also extend the theoretical understanding of teachers' behavior management approaches. Three profiles of teacher behavior management style emerged, including a (a) </span><em>Moderate Proactive profile</em> characterized by frequent use of positive strategies and SEL techniques and infrequent use of punitive strategies; (b) <em>Moderate Reactive/Proactive profile</em> characterized by moderate use of both punitive strategies and positive strategies, as well as slightly lower use of SEL techniques; and (c) <em>High Proactive profile</em><span><span> characterized by very frequent use of positive strategies and SEL techniques and very infrequent use of punitive strategies. Use of these profiles may enhance understanding of how school psychologists can support teachers' behavior management practices through consultation or professional development to promote effective school and </span>classroom behavior management practices.</span></p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10653366","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":"Stability and change of secondary school students' motivation profiles in mathematics: Effects of a student intervention","authors":"Tanja Held,&nbsp;Tina Hascher","doi":"10.1016/j.jsp.2023.101240","DOIUrl":"10.1016/j.jsp.2023.101240","url":null,"abstract":"<div><p>There is high agreement that motivation is an important factor for successful learning processes and outcomes. But how do students differ in terms of motivation and how do these differences affect the effectiveness of a motivation intervention? As an intervention interacts with students' characteristics, students' heterogeneity must be considered and homogeneous intervention effects must be critically examined. This study aimed to identify motivation profiles of a specifically vulnerable student group, namely students in the lowest ability tier in the learning of mathematics. Within the framework of self-determination theory, we investigated how these profiles changed during Grade 7 and Grade 8. Furthermore, the study examined whether a particular intervention setting aimed at promoting positive emotions and motivation in learning had an impact on the patterns of change in the specific motivation profiles compared to students in the control condition. A latent profile analysis based on self-reported intrinsic, identified, introjected, and external regulation of 348 students revealed three motivation profiles, consisting of (a) low-mixed, (b) high-mixed, and (c) self-determined. Results of the latent transition analysis indicated that the majority of students tended to remain in the same profile and also revealed different effects of the intervention on different motivation profiles. The intervention seemed to be better tailored to students in the low-mixed motivation profile than to students in other profiles. This result highlights the nature of differential effects between students.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10669903","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}