Journal of School Psychology最新文献_第2页

Examining social withdrawal in relation to academic enablers in students with and without cognitive disengagement syndrome 在有和没有认知脱离综合症的学生中研究社会退缩与学业促进因素的关系

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-07-24 DOI: 10.1016/j.jsp.2025.101485

R. Elizabeth Capps , Stephen P. Becker

{"title":"Examining social withdrawal in relation to academic enablers in students with and without cognitive disengagement syndrome","authors":"R. Elizabeth Capps , Stephen P. Becker","doi":"10.1016/j.jsp.2025.101485","DOIUrl":"10.1016/j.jsp.2025.101485","url":null,"abstract":"<div><div>Students' social behaviors are associated with academic enablers and academic outcomes. However, social withdrawal, a key correlate of youth with cognitive disengagement syndrome (CDS), has not been examined in relation to academic enablers. In this cross-sectional study, we examined associations between teacher-reported social withdrawal and academic enablers, and also whether associations differed for students with or without teacher-reported elevations in CDS. We hypothesized that social withdrawal would be significantly associated with each academic enabler and that CDS would significantly moderate each association. Participants were 257 2nd-5th grade students (<em>M</em><sub><em>age</em></sub> = 8.79, 36.6% female) with (<em>n</em> = 129) and without (<em>n</em> = 128) elevated CDS symptoms. In regression analyses controlling for family income, medication use, and ADHD symptom severity, higher social withdrawal was independently associated with lower interpersonal skills, CDS status was uniquely associated with lower motivation, and both social withdrawal and CDS status were uniquely associated with lower engagement. Results from interaction models indicated that higher social withdrawal was associated with lower study skills and lower homework self-regulation for students with CDS but not for students without CDS. Findings point to the potential importance of social withdrawal for the academic enabler behaviors of elementary students, particularly for students with clinically-elevated CDS symptoms. Implications of these results have the potential to inform both assessment and intervention in school to support students' academic functioning.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101485"},"PeriodicalIF":3.8,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144694606","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

CARES360: A framework for teacher capacity-building in culturally sustaining practices CARES360：教师在文化维持实践方面的能力建设框架

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-07-11 DOI: 10.1016/j.jsp.2025.101471

Jessika H. Bottiani , Meredith P. Franco , Lora Henderson Smith , David Aguayo , Chelsea A. Kaihoi , Katrina J. Debnam

引用次数: 0

Evaluating diversity training in schools: A narrative review of different measurement approaches 评估学校的多样性训练：不同测量方法的叙述性回顾

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-06-17 DOI: 10.1016/j.jsp.2025.101453

Tory L. Ash , Amy E. Fisher , Samantha C. Maguire , Jerica L. Knox , S. Andrew Garbacz

{"title":"Evaluating diversity training in schools: A narrative review of different measurement approaches","authors":"Tory L. Ash , Amy E. Fisher , Samantha C. Maguire , Jerica L. Knox , S. Andrew Garbacz","doi":"10.1016/j.jsp.2025.101453","DOIUrl":"10.1016/j.jsp.2025.101453","url":null,"abstract":"<div><div>Educational leaders have enacted diversity training as a result of persistent racial disparities in educational outcomes. Diversity training is defined as professional development aimed at promoting inclusive attitudes, beliefs, and behaviors among school staff. Despite the widespread implementation of diversity training, research suggests that these trainings are often not evaluated in rigorous or meaningful ways. We provide a narrative review of the multi-disciplinary literature that takes stock of the measurement approaches that could be used to effectively evaluate school-based diversity training. Specifically, this integrative empirical review spans a variety of approaches, including qualitative, self-report, implicit attitudes, vignettes of student behavior, observational, and student-level data. We provide a comprehensive synthesis of the strengths and weaknesses of these measurement strategies by evaluating the extent to which they center the perspectives of students from minoritized groups and are relevant to promoting educational equity. We present a critique within and across different study outcomes as well as implications for advancing research and practice with school-based diversity trainings. Our review reaffirmed the need for more research evaluating diversity training within schools across a variety of different outcomes. Such evaluations will ideally be planned with the school context in mind, driven by a strong theory of change, informed by an understanding of the strengths and limitations of a given measurement approach, and guided by the anti-racist goals that initially motivated diversity training implementation.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101453"},"PeriodicalIF":3.8,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144297579","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

Identifying common practice elements among consultation studies showing promising social and behavioral outcomes: A systematic review 在显示有希望的社会和行为结果的咨询研究中确定共同实践要素：系统回顾

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-30 DOI: 10.1016/j.jsp.2025.101463

Elisa S. Shernoff , Thomas R. Kratochwill , Staci C. Ballard , Siyue M. Chen , Maya M. Boustani

{"title":"Identifying common practice elements among consultation studies showing promising social and behavioral outcomes: A systematic review","authors":"Elisa S. Shernoff , Thomas R. Kratochwill , Staci C. Ballard , Siyue M. Chen , Maya M. Boustani","doi":"10.1016/j.jsp.2025.101463","DOIUrl":"10.1016/j.jsp.2025.101463","url":null,"abstract":"<div><div>Consultation is a key service delivered by school psychologists that can reduce the burden of mental health problems and promote healthier school climates given its emphasis on problem solving, prevention and intervention, and supporting educator skill and competence. The purpose of this systematic review was to document how demographic and study design information was reported in the school consultation research and to identify common practice elements that cut across consultation outcome studies with promising student social and behavioral outcomes. We examined 48 studies (39 group design and 9 single-case design) published between 1980 and 2024 and applied a distillation method (<span><span>Chorpita & Daleiden, 2009</span></span>) to summarize demographic and study designs employed and to identify specific practice elements that emerged. Seventy-two percent of studies included students receiving tier two supports as the target for consultation. Forty-three percent of studies included graduate students as consultants, while only 10.4 % of studies included school psychologists as consultants. Demographic characteristics of consultants (i.e., gender reported 33.3 % and race/ethnicity reported 27.1 %) was less frequently reported when compared to the demographic characteristics of consultees and students. At the teacher level, consultant modeling (present in 58.3 % of studies) was the most common practice element, followed by performance feedback (56.3 %), and family engagement (41.7 %). At the student level, praise (present in 56.3 % of studies) was the most common practice element, followed by goal setting (52.1 %), functional behavioral assessment, and tangible rewards (47.9 % of studies). The relative infrequency with which some practice elements were coded (e.g., praise for teacher, cultural adaptation for teacher and student) point to avenues for enhancing school consultation research and practice.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101463"},"PeriodicalIF":3.8,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166700","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 complex dynamic systems perspective on the roles of culture, context, and identity in psychoeducational interventions 一个复杂的动态系统的观点对文化，背景和身份在心理教育干预中的作用

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-24 DOI: 10.1016/j.jsp.2025.101470

Avi Kaplan , Joanna K. Garner , Stephen Whitney

{"title":"A complex dynamic systems perspective on the roles of culture, context, and identity in psychoeducational interventions","authors":"Avi Kaplan , Joanna K. Garner , Stephen Whitney","doi":"10.1016/j.jsp.2025.101470","DOIUrl":"10.1016/j.jsp.2025.101470","url":null,"abstract":"<div><div>In this paper, we apply a Complex Dynamic Systems (CDS) perspective to reconsider current causal assumptions about educational contexts and the roles of culture, context, and identity in psychoeducational interventions. Focusing on phenomena such as teachers' and students' engagement, motivation, development, and wellbeing, we emphasize the phenomenon's <em>conceptual</em> unit-of-analysis for interventions as “the agent(s) in their authentic lived environment.” Different from assumptions about causality in prevalent approaches to designing and evaluating interventions (e.g., RCT) as cross-contextual, independent, and mostly linear, a CDS perspective affords accounting for contextual and treatment-related heterogeneity and dynamism by viewing causal processes as emergent, non-deterministic, and changing due to factors' <em>inter-</em>dependence, shifting stability, and contextual embeddedness. We describe a CDS model of culturally and contextually based identity, motivation, and action—the Dynamic Systems Model of Role Identity (DSMRI)—to illustrate the application of CDS to psychoeducational interventions. We exemplify this perspective's implications for designing and evaluating psychoeducational interventions as design-based case studies that ground analyses at the unit-of-analysis of the “agent(s)-in-context.”</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101470"},"PeriodicalIF":3.8,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124180","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 systematic literature review of randomization procedures within single-case research designs 单例研究设计中随机化程序的系统文献综述

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-21 DOI: 10.1016/j.jsp.2025.101458

Angus Kittelman , Aaron Mowery , Kathleen M. Conley , Sarah Quinn , Wenjing Bao , Aaron R. Campbell , Fahad Alresheed , Buket Erturk İnal , Wendy Machalicek

{"title":"A systematic literature review of randomization procedures within single-case research designs","authors":"Angus Kittelman , Aaron Mowery , Kathleen M. Conley , Sarah Quinn , Wenjing Bao , Aaron R. Campbell , Fahad Alresheed , Buket Erturk İnal , Wendy Machalicek","doi":"10.1016/j.jsp.2025.101458","DOIUrl":"10.1016/j.jsp.2025.101458","url":null,"abstract":"<div><div>This systematic literature review examined the use of randomization procedures within single-case research designs in the field of education. We identified 717 documents that met our inclusion criteria for reports (articles, dissertations, theses) published or made available between 2010 and 2022. Results indicated a steady increase in the use of randomization procedures over this twelve-year period. Researchers most often included randomization procedures within multiple baseline and alternating treatments designs. The most common types of randomization procedures in order from most to least often reported were within-intervention case randomization, phase-order randomization, between-intervention case randomization, and intervention start-point randomization. In addition, randomization tests were conducted in 8% of studies. Findings of this study provide implications for research when using and reporting randomization procedures. Suggestions for determining suitable student outcomes and educational settings for using randomization procedures within single-case research are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101458"},"PeriodicalIF":3.8,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144098591","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

“Exhaustive but effective”: A multi-site study investigating the profiles of teachers' emotions and emotional labor “详尽而有效”：一项调查教师情绪与情绪劳动特征的多地点研究

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-20 DOI: 10.1016/j.jsp.2025.101456

Hui Wang , Anne C. Frenzel

{"title":"“Exhaustive but effective”: A multi-site study investigating the profiles of teachers' emotions and emotional labor","authors":"Hui Wang , Anne C. Frenzel","doi":"10.1016/j.jsp.2025.101456","DOIUrl":"10.1016/j.jsp.2025.101456","url":null,"abstract":"<div><div>Teachers routinely experience and manage a variety of emotions to meet the requirements of their profession. Previous research has primarily focused on how teachers' emotions or their emotional labor affects their well-being and teaching quality. The present study takes a more holistic, person-centered approach to identify groups of teachers with distinct emotional experiences and emotional labor tendencies. In the first study, 474 Canadian secondary school teachers (female: 72.5%) were categorized into three profiles: emotionally healthy deep actors, emotionally healthy surface actors, and emotionally unhealthy surface actors. The emotionally healthy deep actors reported the highest levels of well-being, while the emotionally unhealthy surface actors reported the lowest. The same profiles were observed in Study 2 with 85 German secondary school teachers (female: 57.6%). Among these teachers, the emotionally healthy surface actors were rated by students as the most supportive (<em>N</em><sub>students</sub> = 1327). Conversely, the emotionally unhealthy surface actors received the least favorable student ratings of teaching quality (cognitive activation, classroom management, student support). In conclusion, our study indicates that emotional labor, specifically surface acting, has a double-edged function, with both positive and negative implications. On the one hand, it is linked to diminished well-being among teachers, while on the other hand, it has the potential to enhance students' perceptions of teacher support.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101456"},"PeriodicalIF":3.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089648","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 (very brief) scoping review: Where is school psychology's literature on Jews and antisemitism in the United States? 一个（非常简短的）范围审查：在美国，关于犹太人和反犹主义的学校心理学文献在哪里？

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-20 DOI: 10.1016/j.jsp.2025.101467

Sally L. Grapin, Brianna G. Badolato, Peter D. Goldie

{"title":"A (very brief) scoping review: Where is school psychology's literature on Jews and antisemitism in the United States?","authors":"Sally L. Grapin, Brianna G. Badolato, Peter D. Goldie","doi":"10.1016/j.jsp.2025.101467","DOIUrl":"10.1016/j.jsp.2025.101467","url":null,"abstract":"<div><div>Antisemitism refers to prejudice, discrimination, and violence toward Jewish people and is pervasive in the United States (U.S.). Despite school psychology's increasing emphasis on social justice, the field has devoted little (if any) effort to addressing anti-Jewish discrimination. This scoping review aimed to systematically map research on antisemitism and Jewish identity, perspectives, and experiences in the U.S. Articles published in ten major school psychology generalist journals from January 1, 2008 through April 5, 2024 were systematically searched for literature focused on antisemitism and/or the perspectives or experiences of Jews in the U.S. Of the 6020 articles published across these journals over more than 15 years, none examined antisemitism or Jewish populations in the U.S. Findings suggest that school psychology scholars have been virtually silent in regard to anti-Jewish prejudice and discrimination in the U.S. The absence of this work signals the need for a robust body of research that (a) explores the impact of antisemitism on school-age youth; (b) investigates Jewish representation and antisemitism in the profession of school psychology; and (c) leverages critical theory to uproot antisemitism and incorporate Jewish voice in school psychology research.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101467"},"PeriodicalIF":3.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089649","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 child and adolescent social support scale: Assessing four types of perceived support from five sources 儿童和青少年社会支持量表：评估来自五个来源的四种感知支持

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-19 DOI: 10.1016/j.jsp.2025.101464

Kara M. Styck , Sandra Y. Rueger , Christine K. Malecki , Michelle K. Demaray , Andrew E.W. Slany , Yoonsun Pyun , Matthew J. Geisler , Margaret K. Kassel

{"title":"The child and adolescent social support scale: Assessing four types of perceived support from five sources","authors":"Kara M. Styck , Sandra Y. Rueger , Christine K. Malecki , Michelle K. Demaray , Andrew E.W. Slany , Yoonsun Pyun , Matthew J. Geisler , Margaret K. Kassel","doi":"10.1016/j.jsp.2025.101464","DOIUrl":"10.1016/j.jsp.2025.101464","url":null,"abstract":"<div><div>The <em>Child and Adolescent Social Support Scale</em> (CASSS) is one of the most commonly used measures of perceived social support with children and adolescents. The psychometric properties supporting the subscales representing the various sources of support are well-established. However, less support is available for the subscales representing the various types of support within support sources. The purpose of the current study was to investigate the degree to which the empirically derived dimensions of the CASSS align with its multidimensional theoretical framework consisting of four types of perceived support (i.e., emotional, informational, appraisal, and instrumental) from each of five sources of support (i.e., parent, teacher, classmate, close friend, and people at school) with a diverse sample of 7th and 8th grade students (<em>N</em> = 901). Four confirmatory factor models were tested and compared. Results indicated good fit for models that included one or more of the following structures: source by type (e.g., parent emotional support), source (e.g., parent support including all types), and overall social support. Strong/scalar invariance was found for these structures across socioeconomic resources, but only weak/metric invariance was found for these structures across gender. Evidence from this study supports the structural fidelity of the CASSS as a measure of the type of social support perceived from important sources and suggests caution in comparing CASSS scores across gender.</div><div><em>Significance Statement</em>: Results of the current study support the use of the CASSS to measure type of perceived social support from different sources in middle school students. However, caution is warranted when comparing scores across gender, given results indicating that CASSS scores may not be comparable across middle school boys and girls.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101464"},"PeriodicalIF":3.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084756","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 collective edge: Multilevel roles of collective efficacy, Social and Emotional Learning (SEL) Competencies, and demographics in influencing teachers' compassion fatigue and satisfaction

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-14 DOI: 10.1016/j.jsp.2025.101454

Chunyan Yang , Sarah Manchanda , Maedeh Golshirazi

{"title":"The collective edge: Multilevel roles of collective efficacy, Social and Emotional Learning (SEL) Competencies, and demographics in influencing teachers' compassion fatigue and satisfaction","authors":"Chunyan Yang , Sarah Manchanda , Maedeh Golshirazi","doi":"10.1016/j.jsp.2025.101454","DOIUrl":"10.1016/j.jsp.2025.101454","url":null,"abstract":"<div><div>Guided by both the job demands and resources model and social-ecological system theory, the study examined the interplay between teachers' self-perceived social and emotional learning (SEL) competencies, collective efficacy, and demographic factors about their compassion fatigue and compassion satisfaction across teacher and school levels. Participants included 1431 teachers from 98 schools in a large and urban school district in Northern California in the 2020–2021 school year. Hierarchical linear regression modeling revealed SEL competencies' positive associations with teacher-level and school-level collective efficacy and compassion satisfaction. Conversely, these factors were negatively associated with compassion fatigue. Notably, school-level collective efficacy buffered the negative association between teacher SEL competencies and compassion fatigue, whereas teacher-level collective efficacy buffered the positive association between teacher SEL and compassion satisfaction. Moreover, certain teacher- and school-level demographic factors not only independently associated with compassion fatigue and satisfaction but also moderated the associations between SEL competencies and these outcomes. These findings underscore the importance of improving teachers' SEL competencies and collective efficacy to support their well-being. Furthermore, they highlight the compensatory nature of the interaction between SEL competencies and collective efficacy, operating at both individual and school levels, in shaping teachers' experiences of compassion fatigue and satisfaction. Lastly, the study emphasizes the need for tailored SEL interventions that account for the diverse demographic characteristics of teachers and schools to effectively promote teacher well-being and optimize the beneficial impact of SEL competencies.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101454"},"PeriodicalIF":3.8,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143943553","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