Journal of School Psychology最新文献_第2页

Understanding the interplay among parental involvement, parental self-regulation, and child adjustment: A latent profiles analysis and cross-validation 理解父母参与、父母自我调节和儿童适应之间的相互作用：潜在特征分析和交叉验证

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2026-04-01 Epub Date: 2026-01-12 DOI: 10.1016/j.jsp.2025.101526

Tianyi Ma , Cassandra L. Tellegen , Julie Hodges , Christopher Boyle , Matthew R. Sanders

{"title":"Understanding the interplay among parental involvement, parental self-regulation, and child adjustment: A latent profiles analysis and cross-validation","authors":"Tianyi Ma , Cassandra L. Tellegen , Julie Hodges , Christopher Boyle , Matthew R. Sanders","doi":"10.1016/j.jsp.2025.101526","DOIUrl":"10.1016/j.jsp.2025.101526","url":null,"abstract":"<div><div>High levels of parental involvement in children's learning and education bring considerable benefits to children and act as a protective factor for difficulties in children's social, emotional, and behavioral adjustment. Parental self-regulation and efficacy have been found to have positive associations with both their contributions to the home-school partnership and to children's wellbeing. However, most previous studies examining these relationships have applied an “average” approach that overlooked potential individual differences. Using latent profile analysis, this study aimed to investigate the individual differences in the interplay among parental involvement, parental self-regulation and parenting self-efficacy, and children's social, emotional, and behavioral problems. Data were drawn from a survey of 2265 parents of primary-school-aged children in Australia. The sample was randomly split into two similar sized subsamples (<em>N</em> = 1147 and <em>N</em> = 1125) to cross-validate the profile solution and the results of subsequent analyses. We identified four distinct parent profiles: <em>proactive</em> (42.4%), <em>adequate</em> (28.6%), <em>help-seeking</em> (16.9%), and <em>disengaged</em> (12.0%). Profile memberships were associated with a range of child and parent demographic factors, parenting practices, family adjustment, and parental emotional adjustment. These findings contribute to a better understanding of the considerable individual differences in the parent population. These findings also highlight the need for schools to utilize practical strategies to promote parenting capacity, strengthen home-school partnerships, and address child adjustment difficulties.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"115 ","pages":"Article 101526"},"PeriodicalIF":4.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980356","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

Unsettling and rerooting psychological practice in schools: Part 1 - Overview of colonization and its influence on school psychology 学校中令人不安和根深蒂固的心理实践：第一部分-殖民概述及其对学校心理的影响

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2026-02-01 Epub Date: 2025-12-10 DOI: 10.1016/j.jsp.2025.101516

Lisa N. Aguilar , Amanda L. Sullivan , Shereen C. Naser , Sujay V. Sabnis

{"title":"Unsettling and rerooting psychological practice in schools: Part 1 - Overview of colonization and its influence on school psychology","authors":"Lisa N. Aguilar , Amanda L. Sullivan , Shereen C. Naser , Sujay V. Sabnis","doi":"10.1016/j.jsp.2025.101516","DOIUrl":"10.1016/j.jsp.2025.101516","url":null,"abstract":"<div><div>As school psychology works to advance social justice in research, training, and practice, interpretation of social justice often emphasizes dismantling the racism in our educational system. Associated efforts among school psychologists and school psychology organizations to address decolonization have primarily been symbolic (e.g., land acknowledgements). Social justice and antiracism are important but insufficient to disrupt colonization and support liberation. To truly realize liberation as both a process and a goal, we must work towards decolonization. And to decolonize the field, school psychologists must understand colonialism and how it has and continues to shape the field. This critical consciousness is necessary to support the un/learning needed to better support sustained, structural change in all aspects of our professional work. This manuscript is the first in a two-part series on colonization, decolonization, and Indigenization of school psychology. Here, we provide an overview of colonization and then discuss its influence in education and school psychology, including diversity, equity, inclusion, and social justice initiatives. We assert that decolonization and Indigenization are required to address colonization as a macro-structure and prevent its continued harms in schools and society.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101516"},"PeriodicalIF":4.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145885051","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

Does transcription instruction make writing intervention more effective? A meta-analysis 转录指导是否使写作干预更有效？一个荟萃分析

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2026-02-01 Epub Date: 2025-12-08 DOI: 10.1016/j.jsp.2025.101502

Yue Guo, Sterett H. Mercer, Bonita Squires

{"title":"Does transcription instruction make writing intervention more effective? A meta-analysis","authors":"Yue Guo, Sterett H. Mercer, Bonita Squires","doi":"10.1016/j.jsp.2025.101502","DOIUrl":"10.1016/j.jsp.2025.101502","url":null,"abstract":"<div><div>Multi-component writing interventions that target text generation and/or self-regulation skills differ in the extent to which they also emphasize transcription instruction, which focuses on spelling, handwriting, or keyboarding skills. To determine how transcription instruction contributes to the effects of multi-component writing intervention, we conducted a meta-analysis of group experimental writing intervention studies for K-12 students. A total of 54 effect sizes from 33 studies for writing quantity and 105 effect sizes from 64 studies for writing quality were included. Results showed that multi-component writing intervention, either with or without a transcription component, yielded stronger effects on writing quantity and quality than transcription intervention alone (quantity: <em>g</em> = 0.40, 95 % CI [−0.14, 0.93]; quality: <em>g</em> = 0.15, 95 % CI [−0.20, 0.51]). However, multi-component writing intervention with transcription components (quantity: <em>g</em> = 0.50, 95 % CI [−0.01, 1.01], quality: <em>g</em> = 0.55, 95 % CI [0.10, 1.00]) tended to have smaller effects than those without a transcription component (quantity: <em>g</em> = 0.66, 95 % CI [0.30, 1.03]; quality: <em>g</em> = 0.85, 95 % CI [0.58, 1.13]). Moderator analyses showed that students at secondary grade levels tended to have larger writing effects than students at elementary grade levels, regardless of the type of writing intervention. Also, students with academic difficulties gained larger effects on writing quantity than writing quality outcomes. These findings supported the theoretical and practical importance of multi-component writing intervention on higher-level writing skills, encouraging its implementation even for young and/or struggling writers, for whom transcription intervention is often emphasized.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101502"},"PeriodicalIF":4.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145698140","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

A people's academy: (Re)imagining anti-racist research mentorship in psychology doctoral programs 一所人民学院：（重新）想象心理学博士项目的反种族主义研究指导

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2026-02-01 Epub Date: 2025-12-13 DOI: 10.1016/j.jsp.2025.101519

Erika Y. Niwa, Yana Kuchirko, Firdevs Yigiter, Kristina Arevalo, Tania Camarillo Contreras, Saige Stortz, Marina Piñeiro-Barrera, Marimar Pérez De León, Tashiya Hunter, Shristi Karim, Racquel Samuel, Diamond Krystal Camacho

{"title":"A people's academy: (Re)imagining anti-racist research mentorship in psychology doctoral programs","authors":"Erika Y. Niwa, Yana Kuchirko, Firdevs Yigiter, Kristina Arevalo, Tania Camarillo Contreras, Saige Stortz, Marina Piñeiro-Barrera, Marimar Pérez De León, Tashiya Hunter, Shristi Karim, Racquel Samuel, Diamond Krystal Camacho","doi":"10.1016/j.jsp.2025.101519","DOIUrl":"10.1016/j.jsp.2025.101519","url":null,"abstract":"<div><div>Psychology doctoral students are trained in spaces historically designed by and for white, able-bodied, middle- to upper-class, straight, cisgender men. Within these settings, minoritized students encounter epistemic exclusion and discrimination that relegate them to academia's periphery. Extant research outlines various approaches to anti-racist research mentorship that support the well-being and academic success of minoritized students. In this paper, we expand on existing lines of inquiry by proposing a “wind chime” model of doctoral research mentorship, which blends the Cultural Research System Model and principles of Critical Race Theory. Drawing from experiences within our Diversity Science Research Collective, we illustrate how our practices—project gardens, lab meetings, authorship and expertise, and writing groups—(re)configure people, places, practices, and power to create affirmative and liberatory academic spaces. We contextualize our model within the broader context of underfunded public institutions of higher education and discuss structural constraints to actualizing anti-racist and <em>just mentorship</em> in revolting times characterized by epistemic exclusion, inequitable institutional policies, political censorship, and economic austerity. Finally, we provide suggestions on promoting anti-racist research mentorship of doctoral students across higher education spaces.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101519"},"PeriodicalIF":4.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145749330","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 teacher emotional language valence via sentiment analysis: Correlations with classroom practices 基于情感分析的教师情感语言效价测量：与课堂实践的相关性

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2026-02-01 Epub Date: 2025-12-12 DOI: 10.1016/j.jsp.2025.101518

María Reina Santiago-Rosario, Asha Yadav, Kent McIntosh, Haley Cerdan

{"title":"Measuring teacher emotional language valence via sentiment analysis: Correlations with classroom practices","authors":"María Reina Santiago-Rosario, Asha Yadav, Kent McIntosh, Haley Cerdan","doi":"10.1016/j.jsp.2025.101518","DOIUrl":"10.1016/j.jsp.2025.101518","url":null,"abstract":"<div><div>This study explores the use of sentiment analysis (i.e., a natural language processing [NLP] technique) to assess teacher emotional valence in speech (i.e., whether language is positive, negative, or neutral) during classroom interactions. We analyzed the emotional valence of 131 teachers across eight rural elementary schools and examined the correlations with observed instructional and behavioral management practices (i.e., general praise, behavior specific praise [BSP], behavioral correction, harsh correction, opportunities to respond [OTRs]) across two-time windows: a full school day and 15-min of teacher-led large-group instruction. Sentiment scores were derived using Linguistic Inquiry Word Count (LIWC-22) software, capturing both <em>tone</em> and <em>emotionality</em> metrics. Findings revealed weak to moderate positive correlations between emotional valence and praise, particularly general and combined praises. Emotionality showed stronger association with praise to correction ratios and was more sensitive to short-term emotional expression. No significant correlations were found with harsh corrections or OTRs. Additionally, moderate temporal stability was observed between full-day and 15-min emotional valence scores. Initial findings identified <em>emotionality</em>—capturing explicit emotional language—as a promising complement to traditional observation methods. We discuss findings and implications for integrating sentiment metrics into technological tools to support teacher development and classroom climate monitoring. Future research is needed to expand and validate preliminary findings across diverse educational contexts and explore whether emotional valence moderates or mediates the effectiveness of instructional practices.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101518"},"PeriodicalIF":4.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145749332","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

Pragmatic measures of middle school student stress and coping: Concurrent and prospective relations with depression 中学生压力与应对的语用测量：与抑郁的同时及未来关系

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2026-02-01 Epub Date: 2025-12-10 DOI: 10.1016/j.jsp.2025.101514

Keith C. Herman , Wendy M. Reinke , James Sebastian , Colleen L. Eddy , Wenxi Yang

{"title":"Pragmatic measures of middle school student stress and coping: Concurrent and prospective relations with depression","authors":"Keith C. Herman , Wendy M. Reinke , James Sebastian , Colleen L. Eddy , Wenxi Yang","doi":"10.1016/j.jsp.2025.101514","DOIUrl":"10.1016/j.jsp.2025.101514","url":null,"abstract":"<div><div>This study examined the technical properties of single-item measures of stress and coping, their patterns of responses, and their associations with depression among a group of 814 middle school students. We examined the temporal stability and intercorrelations of the items with each other and with a measure of depressive symptoms at baseline and at 6- and 18-month followups. The measures demonstrated comparable test-retest reliability as multi-item measures of stress and coping reported in prior studies. Their intercorrelations and relations with depressive symptoms also were very consistent with prior research using longer measures. We next conducted a latent profile analysis of the students' self-reported levels of stress and coping at the beginning of the school year and used the resulting profiles to predict depressive symptoms over time. Four profiles were found characterized by the following: high stress and high coping (14 %), low stress and low coping (27 %), high stress and low coping (13 %), and low stress and high coping (46 %). The least adaptive profile, high stress/low coping, had the highest risk of clinically significant depressive symptoms at each time point. Nearly two-thirds of students in the least adaptive profile had elevated depression at baseline compared to only 4 % of students in the low stress/high coping group. Examining stress and coping in combination using single-items can inform efforts to improve student well-being.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101514"},"PeriodicalIF":4.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145749333","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

Perceived discrimination of students from minoritized ethnic groups in Germany: Individual, family, and school conditions 对德国少数民族学生的歧视：个人、家庭和学校条件

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2026-02-01 Epub Date: 2025-12-13 DOI: 10.1016/j.jsp.2025.101491

Kristin Schotte , Aileen Edele , Birgit Heppt , Camilla Rjosk , Petra Stanat

{"title":"Perceived discrimination of students from minoritized ethnic groups in Germany: Individual, family, and school conditions","authors":"Kristin Schotte , Aileen Edele , Birgit Heppt , Camilla Rjosk , Petra Stanat","doi":"10.1016/j.jsp.2025.101491","DOIUrl":"10.1016/j.jsp.2025.101491","url":null,"abstract":"<div><div>Although numerous studies corroborated that perceived discrimination is a developmental risk factor for students from minoritized ethnic groups, less is known about conditions contributing to feelings of ethnic discrimination of adolescents, particularly in contexts outside the U.S. Based on a nationwide dataset, we investigate conditions of perceived discrimination among students from minoritized ethnic groups in Germany. We distinguish several minoritized ethnic groups, examine a variety of individual, family-related, and school-related factors, and focus on two types of discrimination (i.e., perceived personal and group discrimination). Using multilevel structural equation models with data from 4087 ninth graders from minoritized ethnic groups, we found that students with backgrounds from Turkey or an Arabic-speaking country reported more discrimination than their counterparts. In contrast, girls, students with a stronger national identity, students with higher grades, and students with more coethnic peers in their classroom reported lower levels of discrimination than their counterparts. The family's socioeconomic status and sociocultural background as well as the classroom's proportion of minoritized students, its ethnic diversity, and the attended school track were largely unrelated to students' perceived personal and group discrimination. Overall, our findings suggest that conditions at different levels shape perceptions of discrimination of minoritized ethnic groups in Germany.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101491"},"PeriodicalIF":4.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145749331","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

Unsettling and rerooting psychological practice in schools: Part 2 - Decolonization and indigenization of school psychology as liberatory praxis 学校心理实践的不安和重新扎根：第二部分-作为解放实践的学校心理的非殖民化和本土化

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2026-02-01 Epub Date: 2025-12-08 DOI: 10.1016/j.jsp.2025.101517

Shereen C. Naser , Lisa N. Aguilar , Sujay V. Sabnis , Amanda L. Sullivan , Trae Brown , Bryanna Kinlicheene , Shafiq Nashashibi

引用次数: 0

Challenges in experimentally demonstrating racial bias in school discipline: Insights from a multi-study replication 在实验中证明学校纪律中的种族偏见的挑战：来自多研究复制的见解

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2026-02-01 Epub Date: 2025-12-17 DOI: 10.1016/j.jsp.2025.101492

Tory L. Ash , Megan Bruun , Nicole Huth , Joshua C. Felver

{"title":"Challenges in experimentally demonstrating racial bias in school discipline: Insights from a multi-study replication","authors":"Tory L. Ash , Megan Bruun , Nicole Huth , Joshua C. Felver","doi":"10.1016/j.jsp.2025.101492","DOIUrl":"10.1016/j.jsp.2025.101492","url":null,"abstract":"<div><div>In an effort to better understand the ways in which racial biases might play out within classrooms among teachers and students, we attempted to replicate an experimental paradigm by Okonofua and Eberhardt (2015). The original study provided persuasive evidence of the ways in which teachers' racial biases might accumulate over the course of multiple interactions, which can serve to damage student-teacher relationships and give rise to racial discipline disproportionality. In replicating their study procedures, participants provided their perceptions and recommendations after reviewing a disciplinary file in which a student misbehaved twice. The race of the student was manipulated as a between-subjects factor. Across four studies with diverse samples of both teachers and undergraduates, we found limited evidence of replication for the core findings of Okonofua and Eberhardt (2015). Although research suggests that racial disparities are pervasive in teachers' disciplinary actions, we did not find evidence of racial biases using this experimental paradigm. Namely, participants did not feel more troubled by the behavior, recommend more severe punishment, more readily label the student as a troublemaker, or suggest that they would be more likely to suspend the Black student, relative to the White student. We discuss the practical and theoretical implications of these non-replication findings and emphasize the importance of replication attempts to understand the boundary conditions of an effect. By sharing and making sense of non-replication findings within the broader literature, researchers have an opportunity to refine theoretical mechanisms of change, formulate the conditions under which an effect occurs, and, ultimately, enrich the science of bias and bias reduction within school settings.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101492"},"PeriodicalIF":4.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798384","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 impact of distributed practice schedules within a classwide computation intervention: A randomized control trial 分布式练习计划对班级计算干预的影响：一项随机对照试验

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2026-02-01 Epub Date: 2025-12-08 DOI: 10.1016/j.jsp.2025.101522

Emily R. DeFouw , David A. Klingbeil , Robin S. Codding , Alexander D. Latham , Brittany Pigg , Gabreyle McCroskey

{"title":"The impact of distributed practice schedules within a classwide computation intervention: A randomized control trial","authors":"Emily R. DeFouw , David A. Klingbeil , Robin S. Codding , Alexander D. Latham , Brittany Pigg , Gabreyle McCroskey","doi":"10.1016/j.jsp.2025.101522","DOIUrl":"10.1016/j.jsp.2025.101522","url":null,"abstract":"<div><div>Given the number of students demonstrating math difficulties nationally, efforts to optimize instruction and intervention strategies to maximize schools' resources (e.g., personnel, time) are necessary. One method to increase practice opportunities and flexibility for educators is to space instruction across the day. We employed a randomized controlled trial to evaluate whether different practice schedules would impact the short- and long-term effects of a classwide Cover-Copy-Compare math intervention targeting simple and complex math computation problems. We also investigated whether students' average number of opportunities to respond, teachers' ratings of intervention usability, and students' ratings of treatment acceptability differed across the randomly assigned conditions. Thirteen classrooms from two school districts in the Southeast participated. The total dosage per day was held constant across conditions. When compared to students who practiced math facts during one session, students who participated in two or three practice sessions spaced throughout the day had higher math performance on simple computation problems (i.e., subtraction) after a four-week follow-up (<em>g</em> = 0.15 to <em>g</em> = 0.36). Students who practiced math facts during one 10-min session had higher performance on complex computation (i.e., 2 × 2 subtraction) problems (<em>g</em> = −0.30 to <em>g</em> = 0.11) in comparison to students who participated in two or three sessions. Teachers and students perceived the overall intervention and procedures to be acceptable with some variability across grade and condition. Implications for research and practice are discussed with recommendations for educators to consider when designing effective instructional tasks.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"114 ","pages":"Article 101522"},"PeriodicalIF":4.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145698135","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