Journal of School Psychology最新文献_第10页

Problem solving team interventions: Web-based and consultant-based experimental evaluations 解决问题团队干预：基于网络和顾问的实验评估

IF 5 1区心理学

Journal of School Psychology Pub Date : 2024-01-11 DOI: 10.1016/j.jsp.2023.101279

Thomas R. Kratochwill , Jennifer M. Asmus , Clarissa Schienebeck , Elizabeth Dohrn , Joel R. Levin , Alexandra Puk Ament , Elizabeth Hagermoser-Bayley , Brittany Bice-Urbach , Megan Willes , Dana Sorensen , Leroy Williams , Lionel Alvarez , Jackie Roessler

{"title":"Problem solving team interventions: Web-based and consultant-based experimental evaluations","authors":"Thomas R. Kratochwill , Jennifer M. Asmus , Clarissa Schienebeck , Elizabeth Dohrn , Joel R. Levin , Alexandra Puk Ament , Elizabeth Hagermoser-Bayley , Brittany Bice-Urbach , Megan Willes , Dana Sorensen , Leroy Williams , Lionel Alvarez , Jackie Roessler","doi":"10.1016/j.jsp.2023.101279","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101279","url":null,"abstract":"<div>This research was designed to develop, implement, and evaluate an assessment and intervention protocol to increase problem-solving teams' (PSTs) adoption and implementation of evidence-based practices aimed at students with disruptive behavior problems. Participants included 15 PSTs. Adopting single-case design methodology, we examined whether a customized set of assessment and intervention consultant-led intervention procedures could be used to improve the activities, process, and recommendations of PSTs compared to a web-based intervention. We were interested in evaluating two variations of the problem-solving model based on the team initiated problem-solving (TIPS) approach. TIPS includes steps to successful problem solving and solution implementation for student academic and behavioral concerns. Based on visual analysis and statistical randomization tests, we found that a teleconsultation web-based model of PST intervention was not effective in improving the functioning of the PST. In contrast, a customized, consultation-led intervention model with PST facilitators that followed this approach was found to be effective in improving both the foundation and thoroughness of the PST's problem solving. Implications of future PST improvement models for practice and research are discussed.</div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"103 ","pages":"Article 101279"},"PeriodicalIF":5.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139419165","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 effect of measurement error on the positive predictive value of PSW methods for SLD identification: How buffer zones dispel the illusion of inaccuracy 测量误差对用于 SLD 识别的 PSW 方法的阳性预测值的影响：缓冲区如何消除不准确的错觉

IF 5 1区心理学

Journal of School Psychology Pub Date : 2024-01-10 DOI: 10.1016/j.jsp.2023.101280

W. Joel Schneider , Dawn P. Flanagan , Christopher R. Niileksela , Joseph R. Engler

{"title":"The effect of measurement error on the positive predictive value of PSW methods for SLD identification: How buffer zones dispel the illusion of inaccuracy","authors":"W. Joel Schneider , Dawn P. Flanagan , Christopher R. Niileksela , Joseph R. Engler","doi":"10.1016/j.jsp.2023.101280","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101280","url":null,"abstract":"<div>Patterns of Strengths and Weaknesses (PSW) methods are widely used for identifying specific learning disabilities (SLDs). Several researchers, however, have reported that the diagnostic accuracy of PSW methods is unacceptably low when strict thresholds were used to identify students with SLDs. We believe these findings give a misleading impression of the magnitude of the diagnostic errors that are likely to arise in PSW assessments. In a simulation study of 10 million cases using a simplified PSW method for demonstration, most of what have been called diagnostic errors were cases in which observed scores and true scores fell on opposite sides of a strict threshold but were still within a buffer zone the size of a typical measurement error. Because small score differences do not result in meaningfully different case conceptualizations, the use of buffer zones reveals that previous estimates of the diagnostic accuracy of PSW methods are misleadingly low. We also demonstrate that diagnostic decisions become increasingly reliable when observed scores are comfortably distant from diagnostic thresholds. For practitioners, we present a flowchart and practical guidelines to improve the accuracy and stability of SLD identification decisions.</div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"103 ","pages":"Article 101280"},"PeriodicalIF":5.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139419164","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

Kids these days and kids those days: Investigating perceptions of children's social skills from 1988 to 2007 现在的孩子和过去的孩子调查 1988 年至 2007 年人们对儿童社交技能的看法

IF 5 1区心理学

Journal of School Psychology Pub Date : 2024-01-04 DOI: 10.1016/j.jsp.2023.101278

Katherine E. Frye , Christopher J. Anthony , A. Corinne Huggins-Manley , Tina M. Smith-Bonahue

{"title":"Kids these days and kids those days: Investigating perceptions of children's social skills from 1988 to 2007","authors":"Katherine E. Frye , Christopher J. Anthony , A. Corinne Huggins-Manley , Tina M. Smith-Bonahue","doi":"10.1016/j.jsp.2023.101278","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101278","url":null,"abstract":"<div>Behavior rating scales are frequently used assessment tools designed to measure social skills. Use of norm-referenced assessments such as behavior rating scales requires examiners and test publishers to consider when norms become obsolete and norm-referenced scores can no longer be validly interpreted. A fundamental factor influencing norm obsolescence regards changes in baseline levels of targeted traits within the population. Yet, limited research exists regarding how social skills may change at a population level over time as measured by established assessment tools. Thus, the present study investigates population trends in social skills of K–12 children as rated by parents, teachers, and students by concordantly linking the Social Skills Rating System (SSRS; nparent = 833, nteacher = 1215, nstudent = 4105) and the Social Skills Improvement System-Rating Scales (SSIS-RS; nparent = 2400, nteacher = 750, nstudent = 800) using validity samples collected during the development of the SSIS-RS (nparent = 240, nteacher = 221, nstudent = 224). Analyses evaluated differences between ratings on the standardization data from 1988 and 2007 by informant, sex, grade level, and sex by grade level. After applying linear linking techniques, we conducted a series of statistical comparisons that revealed a general upward trend of ratings for the 2007 sample compared to the 1988 sample, with important differences across sex, grade level, and informant. We conclude with a discussion of the implications of these findings for consideration and assessment of children's social skills.</div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"103 ","pages":"Article 101278"},"PeriodicalIF":5.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139099955","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

Measuring social-emotional development in schoolchildren: A national-level analysis of ECLS-B cohort data 衡量学龄儿童的社会情感发展：对 ECLS-B 组群数据的国家级分析

IF 5 1区心理学

Journal of School Psychology Pub Date : 2024-01-04 DOI: 10.1016/j.jsp.2023.101270

Quentin H. Riser , Heather L. Rouse , Ji Young Choi

{"title":"Measuring social-emotional development in schoolchildren: A national-level analysis of ECLS-B cohort data","authors":"Quentin H. Riser , Heather L. Rouse , Ji Young Choi","doi":"10.1016/j.jsp.2023.101270","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101270","url":null,"abstract":"<div>The present study examined the social-emotional development items assessed by kindergarten teachers in the Early Childhood Longitudinal Study-Birth Cohort to determine the optimal factor structure underlying the items as well as the reliability and validity of the resulting factors. This study identified an empirically derived factor structure for teacher-reported social development, investigated whether there was evidence of bias in teacher assessments of social-emotional constructs, examined factor invariance across demographic characteristics (i.e., race and ethnicity, sex, and poverty status), and examined the external validity of the derived factors by determining the extent to which they were associated with well-established measures of early childhood competencies. Findings suggested a 4-factor solution was optimal, consisting of (a) Interpersonal Skills, (b) Externalizing Behavior, (c) Approaches to Learning, and (d) Perspective Taking. Findings offer suggestive evidence of teacher biases in assessments and some, although not conclusive, support for the invariance of social-emotional dimension across demographic characteristics. Results provide a useful next step toward documenting reliable and valid social-emotional measures for use in early childhood research and challenges users of national datasets to think critically about the use of “scales” without a priori attention to important psychometric properties.</div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"103 ","pages":"Article 101270"},"PeriodicalIF":5.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139099908","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

Relationships among teacher enjoyment, emotional labor, and perceived student engagement: A daily diary approach 教师的乐趣、情感劳动和学生参与度之间的关系：每日日记法

IF 5 1区心理学

Journal of School Psychology Pub Date : 2023-12-29 DOI: 10.1016/j.jsp.2023.101271

Irena Burić , Hui Wang

{"title":"Relationships among teacher enjoyment, emotional labor, and perceived student engagement: A daily diary approach","authors":"Irena Burić , Hui Wang","doi":"10.1016/j.jsp.2023.101271","DOIUrl":"10.1016/j.jsp.2023.101271","url":null,"abstract":"<div>The present daily diary study among 587 Canadian primary and secondary school teachers assessed teachers' genuine expression, faking, hiding of happiness and enthusiasm, and their daily associations with perceived student emotional and behavioral engagement. Moreover, we measured teachers' trait enjoyment before and after the diary study to examine whether teacher trait enjoyment predicted the use of emotional labor strategies that, in turn, were related to teachers' perceptions of their students' engagement. In addition, we examined whether perceived student engagement predicted future levels of teacher trait enjoyment. Results from multilevel structural equation modeling showed that, at the between-person level, teachers who had higher levels of trait enjoyment tended to spontaneously show their positive feelings to their students (β = 0.381, p < .001), which was further positively related to student engagement (β = 0.257, p < .001). In turn, teachers' perceptions of heightened student engagement led to even greater enjoyment in the future (β = 0.134, p < .05). In contrast, teacher trait enjoyment was negatively related to faking (β = −0.297, p < .001) and hiding positive emotions (β = −0.130, p < .05), but was further unrelated to student engagement or future enjoyment. At the within-person level, genuine expression of positive emotions was positively related to student engagement (β = 0.219, p < .001), faking was negatively related to student engagement (β = −0.134, p < .001), and hiding was unrelated to student engagement.</div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"103 ","pages":"Article 101271"},"PeriodicalIF":5.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440523000997/pdfft?md5=dd2780cac365c62b5e86106479420e07&pid=1-s2.0-S0022440523000997-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139063089","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

Math self-concept in the transition to secondary school: Developmental trends, predictors, and educational implications among high-ability and average-ability students 升入中学后的数学自我概念：高能力学生和中等能力学生的发展趋向、预测因素和教育影响

IF 5 1区心理学

Journal of School Psychology Pub Date : 2023-12-23 DOI: 10.1016/j.jsp.2023.101268

Alicia Ramos, Karine Verschueren

{"title":"Math self-concept in the transition to secondary school: Developmental trends, predictors, and educational implications among high-ability and average-ability students","authors":"Alicia Ramos, Karine Verschueren","doi":"10.1016/j.jsp.2023.101268","DOIUrl":"10.1016/j.jsp.2023.101268","url":null,"abstract":"<div>This study examined the development of math self-concept during the transition to secondary school comparatively among high-ability and average-ability students in a largescale longitudinal sample in Flanders, Belgium (N = 5740 students; 49.5% males). Latent change models revealed that high-ability students, although maintaining higher relative levels of math self-concept, experienced steeper levels of math self-concept decline in the transition to secondary school than their average-ability peers, according to students' reports. Cognitive ability, measured with standardized intelligence tests, predicted steeper math self-concept decline within both ability groups, and in both groups stronger math self-concept decline was associated with (a) higher levels of teacher-reported underachievement in Grade 7 (r2 = 0.13, p < .001), (b) lower standardized math achievement in Grade 11 (r2 = 0.49, p < .001), (c) lower student-reported school well-being in Grade 7 (r2 = 0.13, p < .001) and Grade 11 (r2 = 0.04, p < .001), and (d) higher risk of grade repetition by the end of secondary school (r2 = 0.11, p < .001). These findings establish that the level of math self-concept and the degree in decline in math self-concept can have negative implications for educational outcomes, even when math self-concept level remains high relative to peers.</div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"103 ","pages":"Article 101268"},"PeriodicalIF":5.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139036597","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

Method considerations for school psychology from longitudinal research on gifted students 资优学生纵向研究对学校心理学方法的启示

IF 5 1区心理学

Journal of School Psychology Pub Date : 2023-12-22 DOI: 10.1016/j.jsp.2023.101269

Jonathan Wai , Harrison J. Kell , Frank C. Worrell

引用次数: 0

Mediating role of social skills in the longitudinal relationship between intrapersonal perfectionism and psychological well-being of preadolescents 社会技能在青春期前人格完美主义与心理健康的纵向关系中的中介作用

IF 5 1区心理学

Journal of School Psychology Pub Date : 2023-11-22 DOI: 10.1016/j.jsp.2023.101257

Younsil A. Lee , Haeyoung G. Park , Jeong Eun Cheon , Kenneth G. Rice , Young-Hoon Kim

{"title":"Mediating role of social skills in the longitudinal relationship between intrapersonal perfectionism and psychological well-being of preadolescents","authors":"Younsil A. Lee , Haeyoung G. Park , Jeong Eun Cheon , Kenneth G. Rice , Young-Hoon Kim","doi":"10.1016/j.jsp.2023.101257","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101257","url":null,"abstract":"<div>Intrapersonal perfectionism is the dispositional tendency to impose perfectionistic expectations on oneself and is considered a bidimensional construct that consists of standards perfectionism and discrepancy perfectionism. Although scholars established the links between standards perfectionism and psychological adjustment and between discrepancy perfectionism and psychopathology, the mechanisms that explain these associations remain relatively unknown. Thus, a better understanding of these mechanisms, especially in children, is warranted given their high prevalence in this developmental population and potential destructiveness on psychological well-being. The present study examined whether social skills with peers mediated the link between the dimensions of interpersonal perfectionism and psychological outcomes due to the salience of social skills acquisition in middle childhood. The study included 225 students (nfemale = 114; nmale = 111) with ages ranging from 7 to 10 years at Time 1 (T1; Mage = 8.55, SD = 1.15) and from 8 to 11 years at Time 2 (T2; Mage = 9.52, SD = 1.10). Participants provided responses on measures concerning standards perfectionism, discrepancy perfectionism, social skills, and psychological well-being at both time points. Longitudinal structural equation modeling indicated that standards perfectionism was positively associated with increases in social skills over time and psychological well-being, whereas discrepancy perfectionism was linked with decreases in social skills over time followed by psychological maladjustment. The study discusses implications for interventions and treatments.</div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"102 ","pages":"Article 101257"},"PeriodicalIF":5.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138430778","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

National patterns of vulnerable decision points in school discipline 学校纪律中易受伤害的决策点的国家模式

IF 5 1区心理学

Journal of School Psychology Pub Date : 2023-11-20 DOI: 10.1016/j.jsp.2023.101259

Sean C. Austin, Kent McIntosh, Erik J. Girvan

{"title":"National patterns of vulnerable decision points in school discipline","authors":"Sean C. Austin, Kent McIntosh, Erik J. Girvan","doi":"10.1016/j.jsp.2023.101259","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101259","url":null,"abstract":"<div>In this study, we identified the specific discipline decision situations (i.e., vulnerable decision points [VDPs]) that contribute most to racial discipline disparities from a sample of 2020 schools across the United States. We also examined how much VDPs contributed to overall discipline disparities and the extent to which there was similarity among the strongest VDPs within each school. Last, we directly compared the VDP that contributed most to disparities in each school to situations with the highest rates of office discipline referrals (ODRs) to identify the extent of agreement with overall school discipline patterns. We found the most common VDPs within schools to be subjective behaviors (e.g., defiance, disruption) in classrooms throughout the day, with ODRs for physical aggression contributing notably to disparities among the top 10 VDPs. The strongest single VDP accounted for an average of 17% of racial disparities across the school and the top three VDPs accounted for 37% of disparities. The strongest three VDPs within schools also were remarkably consistent across behavior and location. Finally, there was moderate agreement between situations with the most ODRs and those with the strongest racial disparities, with 63% of schools in the sample having VDPs identical to their situations with most ODRs. In the absence of prescriptive analysis of their own school data, the results of this study provide school leaders and intervention researchers with more precise, promising targets for intervention to increase educational equity.</div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"102 ","pages":"Article 101259"},"PeriodicalIF":5.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138136378","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 role of school-based creative expression interventions in the aftermath of migration: A qualitative exploration of parents' and teachers' perspectives 基于学校的创造性表达干预在移民后的作用:对家长和教师观点的定性探索

IF 5 1区心理学

Journal of School Psychology Pub Date : 2023-11-20 DOI: 10.1016/j.jsp.2023.101260

Sofie de Smet , Caroline Spaas , Ilse Derluyn , Ruth Kevers , Hilde Colpin , Lucia De Haene

{"title":"The role of school-based creative expression interventions in the aftermath of migration: A qualitative exploration of parents' and teachers' perspectives","authors":"Sofie de Smet , Caroline Spaas , Ilse Derluyn , Ruth Kevers , Hilde Colpin , Lucia De Haene","doi":"10.1016/j.jsp.2023.101260","DOIUrl":"https://doi.org/10.1016/j.jsp.2023.101260","url":null,"abstract":"<div>This study explored supportive relational processes for immigrant children's well-being between peers, teachers, and parents in the development of school-based creative interventions in European multi-ethnic societies. Within the present study, we integrated the perspectives of teachers and parents to broaden the dominant focus on the assessment of individual symptomatology within the existing body of studies of school-based interventions studies. As a part of a larger multi-method study on the implementation of a creative expression program for immigrant children ages 8–12 years in three schools in Belgium, we conducted focus group discussions to learn parents' and teachers' perspectives on the role of school-based creative interventions in children's coping with histories of migration and life in exile. Parents and teachers identified the need for the intervention to foster emotional expression impacting children's self-esteem and social connectedness with peers and to foster emotional connections between parents, teachers, and children. Parents also stressed the importance of the intervention within society as a forum to engage with social conditions, promote cultural belonging, and social integration. Results identified the importance of school-based interventions in terms of individual benefits as well as connectedness and coherence in entire communities, thereby strengthening the development of transcultural research evidence for school-based interventions in multi-ethnic societies.</div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"102 ","pages":"Article 101260"},"PeriodicalIF":5.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138430228","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