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":"10.1016/j.jsp.2024.101383","url":null,"abstract":"","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 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":"Externalizing behaviors and student engagement: Exploring the protective role of parental involvement in school using latent moderated structural equation modeling","authors":"Julie Goulet ,&nbsp;Isabelle Archambault ,&nbsp;Elizabeth Olivier ,&nbsp;Julien Morizot","doi":"10.1016/j.jsp.2024.101365","DOIUrl":"10.1016/j.jsp.2024.101365","url":null,"abstract":"<div><div>Students presenting externalizing behaviors often exhibit reduced levels of student engagement, posing academic and well-being challenges. Among potential protective factors, the role of parental involvement in school is relatively unexplored. The objective of this study was to examine whether parental involvement could mitigate lower levels of engagement among these students. Data were collected from 742 Canadian elementary students at the beginning and the end of the school year. Latent moderated structural equation modeling was employed to assess the moderating role of four dimensions of parental involvement (i.e., expectations, communication, homework support, and school-based involvement) on behavioral, cognitive, and affective engagement. Results indicated that externalizing behaviors were negatively associated with behavioral engagement only when parental expectations were low (<em>b</em> = −0.394, <em>p</em> = .035) and with cognitive engagement only when homework support was low (<em>b</em> = −0.383, <em>p</em> &lt; .001). These findings suggest the importance of promoting parental involvement, especially among students who exhibit high levels of externalizing behaviors.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101365"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358608","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":"2024-12-01","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":"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":"2024-12-01","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":"A school-wide approach to cultural responsivity and student engagement: A randomized trial of Double Check in middle schools","authors":"Katrina J. Debnam ,&nbsp;Chelsea A. Kaihoi ,&nbsp;Elise T. Pas ,&nbsp;Catherine P. Bradshaw","doi":"10.1016/j.jsp.2024.101362","DOIUrl":"10.1016/j.jsp.2024.101362","url":null,"abstract":"<div><p>The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we report outcomes of the multi-component, school-wide Double Check model, testing the combined impacts of school-wide data-based decision-making along with staff professional development on school-level discipline, culturally responsive practices, classroom contextual factors, and classroom coaching using the Double Check version of the Classroom Check-up. The results from the 41 middle-school RCT indicated significant impacts on proximal outcomes of culturally responsive teacher self-efficacy, observations of instructional support, and indicators of student engagement, but no effect on other intended outcomes (e.g., observations of culturally responsive practices, suspensions). Findings suggest an effect of the Double Check on select teachers' classroom management strategies and student behaviors moderated by key classroom contextual factors. The contextual findings suggest implications for future tailoring of Double Check coaching supports in classrooms with low levels of tier 1 PBIS supports and high levels of disruptive student behavior.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101362"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000827/pdfft?md5=d4b03b7a847598f1b6148ddfc794f2e9&pid=1-s2.0-S0022440524000827-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151346","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":"Concentration toward the mode: Estimating changes in the shape of a distribution of student data","authors":"Benjamin A. Motz","doi":"10.1016/j.jsp.2024.101364","DOIUrl":"10.1016/j.jsp.2024.101364","url":null,"abstract":"<div><div>When making comparisons between groups of students, a common technique is to analyze whether there are statistically significant differences between the means of each group. This convention, however, is problematic when data are negatively skewed and bounded against a performance ceiling, features that are typical of data in education settings. In such a situation, we might be particularly interested to observe group differences in the left tail, specifically among students who have room to improve, and conventional analyses of group means have limitations for detecting such differences. In this article, an alternative to these conventions is presented. Rather than comparing the means of two groups, we can instead compare how closely student data are concentrated toward the modes of each group. Bayesian methods provide an ideal framework for this kind of analysis because they enable us to make flexible comparisons between parameter estimates in custom analytical models. A Bayesian approach for examining concentration toward the mode is outlined and then demonstrated using public data from a previously reported classroom experiment. Using only the outcome data from this prior experiment, the proposed method observes a credible difference in concentration between groups, whereas conventional tests show no significant overall differences between group means. The present article underscores the limitations of conventional statistical assumptions and hypotheses, especially in school psychology and related fields, and offers a method for making more flexible comparisons in the concentration of data between groups.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101364"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323998","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":"Dependability of individualized Direct Behavior Rating Multi-Item Scales (DBR-MIS) for academic enablers","authors":"Tat Shing Yeung ,&nbsp;Robert J. Volpe ,&nbsp;Amy M. Briesch ,&nbsp;Brian Daniels ,&nbsp;Gino Casale","doi":"10.1016/j.jsp.2024.101389","DOIUrl":"10.1016/j.jsp.2024.101389","url":null,"abstract":"<div><div>The present study examined the dependability of three newly developed direct behavior rating multi-item scales (DBR-MIS) of academic enablers (i.e., academic engagement, interpersonal skills, and study skills). Twenty-two K–5 teachers completed all three 5-item DBR-MIS daily for 1 week for one student in their class. Teachers' ratings on each item during the first occasion were used to create individualized DBR scales with 1–4 items. Items with the lowest ratings (indicating least frequent academic enablers) were included first and subsequent items were added in ascending order. Dependability of both full DBR-MIS and individualized DBR scales was evaluated using generalizability theory. Results indicated that the full DBR-MIS demonstrated high dependability and required only 1–4 assessment occasions (i.e., &lt; 10 as the criterion) to inform absolute decision-making for progress monitoring. The three- and four-item individualized DBR-MIS demonstrated comparable dependability to their respective full five-item DBR-MIS. Dependability estimates of individualized scales in general were higher than standard D study-derived estimates with the same number of items (i.e., dependability estimates obtained by manipulating the number of items from the full standard scales modeled in D studies). Results support continued investigation of the DBR-MIS as a viable progress monitoring tool for school-based applications. Further research and implications for practice were discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101389"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571722","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":"Loneliness and teacher-student relationships in children and adolescents: Multilevel cross-cultural meta-analyses of cross-sectional and longitudinal studies","authors":"Yixuan Zheng ,&nbsp;Cecilia Rollano ,&nbsp;Charlotte Bagnall ,&nbsp;Caroline Bond ,&nbsp;Jia Song ,&nbsp;Pamela Qualter","doi":"10.1016/j.jsp.2024.101380","DOIUrl":"10.1016/j.jsp.2024.101380","url":null,"abstract":"<div><div>This study synthesized the literature from international and Chinese databases regarding the associations between loneliness and the quality of affective teacher-student relationships (TSRs) among children and adolescents ages 5.34–17.09 years. Forty-seven studies published between 2005 and 2023 were included in a cross-sectional meta-analysis using a multi-level approach. Moderators of the relationship, including culture, study, sample, and measurement characteristics, were also examined. Findings indicated a significant medium effect size (<em>r</em> = −0.226) between loneliness and TSRs with effects moderated by students' gender and national cultural background (i.e., Hofstede's Power Distance and Long-term/Short-term Orientation Dimensions). Longitudinal meta-analyses were performed with six studies by using cross-lagged regression to investigate the prospective effects between these two variables. Results showed that loneliness predicted subsequent TSRs (<em>β</em> = −0.1661) and TSRs predicted subsequent loneliness (<em>β</em> = −0.0917), indicating a reciprocal prospective relationship over time. The findings emphasize not only the role of teachers in students' experiences of loneliness, but also the role that loneliness has on an individual's relationships with others. Recommendations for intervention include (a) increasing teacher awareness of student loneliness and (b) ensuring that any school-based work considers the specific social-cultural perspective.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101380"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142428362","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":"Universal Teacher-Child Interaction Training in early childhood special education: Identifying mechanisms of action that explain why it works","authors":"W. Andrew Rothenberg ,&nbsp;Ellyn Schmidt ,&nbsp;Bridget Davidson ,&nbsp;Dainelys Garcia ,&nbsp;Miya Barnett ,&nbsp;Corina Fernandez ,&nbsp;Kaylen Mills ,&nbsp;Jason F. Jent ,&nbsp;Eileen Davis","doi":"10.1016/j.jsp.2024.101392","DOIUrl":"10.1016/j.jsp.2024.101392","url":null,"abstract":"<div><div>Teacher-Child Interaction Training-Universal (TCIT-U) is effective for increasing teachers' use of strategies that promote positive child behavior; however, the exact mechanisms of change are unknown. Using a cluster randomized control trial in a sample of 410 racially- and ethnically-diverse children (<em>M</em>_age = 41.73 months; 50% White, 45% Black/African-American, 4% Multiracial, 1% Asian; 59% Hispanic; 87% with disabilities) taught by 102 teachers from 38 classrooms in eight schools, we attempted to identify these mechanisms of action. Results identified two mechanisms of action by which TCIT-U worked to benefit children in this sample. Enrollment in TCIT-U helped teachers learn to provide labeled praise for child behaviors (as measured by observer ratings) and appropriately follow through on commands (as measured by observer ratings) they issued, which subsequently caused children to experience better socioemotional functioning (as measured by on the teacher-reported Devereux Early Childhood Assessment) and fewer externalizing problems (as measured by the Sutter-Eyberg Student Behavior Inventory – Revised). Specifically, being in the TCIT-U intervention predicted more teacher use of labeled praise at post-treatment, which predicted lower child SESBI-Intensity scores at 1-month follow-up (Indirect Effect <em>B</em> = −1.97, <em>SE</em> = 0.73, <em>p</em> &lt; .01). Additionally, being in the TCIT-U intervention predicted teacher follow-up on a greater proportion of direct commands post-treatment, which was associated with fewer student externalizing problem behaviors post-treatment (Indirect Effect <em>B</em> = −1.47, <em>SE</em> = 0.70, <em>p</em> = .04) and with higher student DECA Total Protective Factor scale scores post-treatment (Indirect Effect <em>B</em> = 3.72, <em>SE</em> = 1.63, <em>p</em> = .02). We discuss reasons why changing these two teacher behaviors might serve as mechanisms of change in our sample. Current findings reveal why TCIT-U might be effective as a universal prevention program that promotes socioemotional functioning and reduces externalizing behavior in racially- and ethnically-diverse samples of children with disabilities.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101392"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578206","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":"Perceptions of teachers' responses to children's peer victimization: Agreement (and lack of agreement) among teachers and students","authors":"Victoria E. Johnson ,&nbsp;Laura E. Stanley ,&nbsp;Wendy Troop-Gordon","doi":"10.1016/j.jsp.2024.101388","DOIUrl":"10.1016/j.jsp.2024.101388","url":null,"abstract":"<div><div>Recent research has underscored the importance of teachers' responses to students' peer victimization as well as students' expectations for how their teacher responds to this victimization. However, little research has examined the extent to which teachers and their students have a shared understanding of their teacher's efforts, or lack of efforts, to manage peer victimization. This study addressed this issue using longitudinal data collected on 410 students (47.1% boys; 86.8% White; <em>M</em>_age = 10.29 years) from 26 fourth-grade and fifth-grade classrooms. In the fall and spring, students reported on their teacher's use of six responses to peer victimization and teachers completed self-reports of their use of these same six responses. Peer reports of aggressive behavior and peer victimization were obtained in the fall. Significant agreement among classmates was found for only three teacher responses, including contacting parents, advising independent coping (i.e., telling the student to handle it on their own), and suggesting avoidance, and there was little indication that there was greater agreement among same-gender classmates or among children either high or low in aggression or peer victimization. Overall, there was little association between teachers and their students as to the teachers' uses of the six response strategies. Based on these findings, fostering a shared understanding of the consequences and expectations regarding students' engagement in bullying should be examined as a potential target of anti-bullying interventions.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101388"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553079","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}