Journal of School Psychology最新文献

{"title":"A tutorial on Bayesian item response theory: An illustration using the Teacher Stress Inventory-Short Form","authors":"Sonja D. Winter ,&nbsp;Colleen L. Eddy ,&nbsp;Wenxi Yang ,&nbsp;Wes Bonifay","doi":"10.1016/j.jsp.2024.101427","DOIUrl":"10.1016/j.jsp.2024.101427","url":null,"abstract":"<div><div>Item Response Theory (IRT) is commonly used in educational assessments to model the relationship between one or more latent traits and the observed responses. Traditional IRT methods often rely on frequentist approaches, which can be limited by assumptions and computational constraints. This article aims to introduce school psychology researchers to Bayesian methods for IRT analyses, highlighting their advantages over traditional approaches. We provide an overview of Bayesian IRT and discuss key concepts that make up the Bayesian workflow. This workflow includes model and prior specification, prior predictive checks, model estimation and comparison, posterior distribution interpretation, posterior predictive checks, and prior sensitivity analyses. To illustrate this workflow, we used a sample of 329 teachers who completed the 16-item Teacher Stress Inventory – Short Form (TSI-SF). Our Bayesian IRT analysis revealed that the TSI-SF is best represented by a three-correlated-traits model (measuring Discipline and Motivation, Professional Investment, and Work-Related Stress as sources of stress).</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101427"},"PeriodicalIF":3.8,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168741","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":"Supporting healthy development in adolescence: Technology-supported cooperative learning can reduce stress and increase sleep quality","authors":"Kunyi Zhou ,&nbsp;Jessica Olsen ,&nbsp;Melynda D. Casement ,&nbsp;Mark J. Van Ryzin","doi":"10.1016/j.jsp.2024.101417","DOIUrl":"10.1016/j.jsp.2024.101417","url":null,"abstract":"<div><div>Peer relationships are a significant source of stress for adolescents that can negatively impact sleep quality. Cooperative learning can reduce adolescent stress by enhancing positive social interactions in school, which may improve adolescent sleep quality. This study evaluated (a) the effects of technology-assisted cooperative learning (i.e., <span><span>PeerLearning.net</span><svg><path></path></svg></span>) on adolescents' sleep quality, sleep duration, and sleep onset latency; (b) whether these effects were mediated by reductions in stress; and (c) whether effects were moderated by race and ethnicity, sex, grade level, and dosage. We conducted a cluster randomized trial with 12 middle and high schools in the Pacific Northwest (<em>n</em> = 6 intervention, <em>n</em> = 6 control) and collected two waves of data from a sample of 813 students (50.2% female, 70.7% White, US Grades 6–9, ages 12–16 years). Results indicated significantly reduced stress (<em>R</em>² = 0.80) and increased perceived sleep quality (<em>R</em>² = 0.47) among adolescents after implementing technology-assisted cooperative learning, including a significant effect for dosage, but no effects on sleep duration or sleep onset latency. Effects on perceived sleep quality were mediated by effects on stress. No moderation by sex, grade, or race/ethnicity was found. Our findings (and those from previous research) suggested that technology-assisted cooperative learning is a promising universal school-based prevention program that can impact a wide range of student (and teacher) outcomes.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101417"},"PeriodicalIF":3.8,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168740","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":"Acculturation and educational involvement among Chinese immigrant parents: The mediating role of emotional well-being","authors":"Xinwei Zhang ,&nbsp;Peggy A. Kong ,&nbsp;Chen Chen ,&nbsp;Gia Mui","doi":"10.1016/j.jsp.2024.101425","DOIUrl":"10.1016/j.jsp.2024.101425","url":null,"abstract":"<div><div>Acculturation and parental educational involvement, life satisfaction, and depression are intertwined in Chinese immigrant families. This study investigated the relationship between Chinese immigrant parents’ acculturation and educational involvement, with a particular focus on examining the mediating effects of their life satisfaction and depression on this relationship. Participants were 250 Chinese immigrant parents (<em>M</em>_age = 43.32 years, <em>SD</em> = 6.04; 76% female) of middle or high school children. The parents completed surveys about acculturation regarding mainstream acquisition (i.e., English proficiency and American cultural acquisition) and heritage maintenance (i.e., Chinese proficiency and Chinese cultural maintenance). Parents also reported their educational involvement (i.e., school, home, and community involvement), life satisfaction, and depression. Results showed that parental English proficiency (β = .18, <em>p</em> = .039), American cultural acquisition (β = .26, <em>p</em> &lt; .001), and Chinese proficiency (β = .13, <em>p</em> = .044) were positively related to their school involvement. Parental English proficiency (β = .24, <em>p</em> = .005) was positively related to home involvement. American cultural acquisition (β = .25, <em>p</em> &lt; .001) and Chinese proficiency (β = .16, <em>p</em> = .010) were positively related to parents’ community involvement. Parental English proficiency (β = .36, <em>p</em> &lt; .001) was positively associated with life satisfaction, and English proficiency (β = -.20, <em>p</em> = .033) and American cultural acquisition (β = -.21, <em>p</em> = .003) were negatively related to depression. Moreover, parental life satisfaction mediated the relationship between English proficiency and home involvement (95% CI [.02, .14]). Parental depression mediated the association between American cultural acquisition and community involvement (95% CI [.01, .08]). This study contributes to a holistic and nuanced understanding of Chinese immigrant parents’ educational involvement in their cultural and psychological contexts.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101425"},"PeriodicalIF":3.8,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168739","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":"Mixed-gender anxiety and gender-based relationship efficacy: A cross-lagged study of single-sex versus coeducational schooling bridging high school graduation","authors":"Wang Ivy Wong ,&nbsp;Sylvia Yun Shi ,&nbsp;Gu Li ,&nbsp;Lynn S. Liben ,&nbsp;Janice Sin Yu Leung ,&nbsp;Zhansheng Chen","doi":"10.1016/j.jsp.2024.101398","DOIUrl":"10.1016/j.jsp.2024.101398","url":null,"abstract":"<div><div>Feeling comfortable interacting with someone of another gender and having competence in cross-gender relationships are important for adolescents' and young adults' psychosocial development. However, extended experience in gender-segregated schooling environments may reduce opportunities to develop these competencies. To test this, comparisons between single-sex (SS) and coeducational (CE) school students' mixed-gender anxiety and gender-based relationship efficacy were conducted. Prior research on social outcomes of SS schooling were limited by the use of single-item surveys, cross-sectional designs, and inadequate control for confounding demographic differences between SS and CE students. We addressed these limitations by using (a) multi-item measures, (b) a longitudinal design that included two waves of data collection bridging high-school graduation, and (c) propensity-score matching. Students in Hong Kong were first surveyed in their final year of high school (<em>N</em> = 667) and then again roughly 1.5 years post-graduation (<em>N</em> = 463). SS students reported lower other-gender relationship efficacy than CE students at both times (<em>β</em> = −0.21) but no difference in mixed-gender anxiety. Mixed-gender anxiety increased in both groups over time (<em>β</em> = 0.85 to 1.07). Importantly, students who initially reported lower other-gender relationship efficacy later reported more mixed-gender anxiety (<em>β</em> = −0.15 to −0.19). Additionally, cross-lagged effects showed school type indirectly predicted mixed-gender anxiety through relationship efficacy (<em>β</em> = 0.03). These associations appeared even after controlling for general social anxiety and were evident across gender and sexual orientation groups. The study suggests potentially negative effects of SS schooling on mixed-gender interpersonal outcomes and demonstrates the value of propensity score matching and longitudinal designs that can show ways that SS and CE students develop across critical life transitions. Results have implications for peer-exposure and self-efficacy theories and for designing school-based programs to help students build greater cross-gender interpersonal competency.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101398"},"PeriodicalIF":3.8,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168738","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":"School-based mindfulness: Application of the PARiHS framework to contextualize implementation","authors":"Deborah L. Schussler ,&nbsp;Sebrina L. Doyle Fosco ,&nbsp;Melia A. Brown","doi":"10.1016/j.jsp.2024.101404","DOIUrl":"10.1016/j.jsp.2024.101404","url":null,"abstract":"<div><div>Although school-based mindfulness programs are increasing, contextual issues that facilitate or hinder program implementation are poorly understood. Utilizing an implementation science framework (i.e., Promoting Action on Research in Health Services [PARiHS]) as a heuristic for data collection and analysis, we used an exploratory sequential mixed methods design to investigate implementation barriers and facilitators of the Peace of Mind (PoM) program from the perspective of educators (<em>n</em> = 27) in eight schools and PoM staff (<em>n</em> = 4) using diverse implementation approaches. The integration of qualitative interview data and mixed methods survey data suggests that a combination of personal and structural factors is critical for successful program implementation, with these factors operating synergistically. The most salient factors related to facilitation of PoM implementation included robust buy-in supported by strong champions who were also in leadership positions. The most salient factors indicated for context related to time and implementation process<em>.</em> First-hand, informal evidence impacted buy-in more than distal research studies. The implications for SBMP implementation and implementation research are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101404"},"PeriodicalIF":3.8,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168736","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":"Using critical race mixed methodology to study multiply marginalized youth of color in schools","authors":"Jessica T. DeCuir-Gunby,&nbsp;Royel M. Johnson","doi":"10.1016/j.jsp.2024.101416","DOIUrl":"10.1016/j.jsp.2024.101416","url":null,"abstract":"<div><div>Multiply marginalized youth of color (MMYOC) often experience a barrage of discrimination within schools due to their intersectional identities. In the school psychology field, there is a frequent failure among researchers to employ methodological tools that adequately capture the complexity of their varied intersectional marginalizations. Anti-oppressive approaches that center on race while addressing intersectional systems of oppression, such as Critical Race Mixed Methodology (CRMM), provide a useful approach to interrogating this complexity. Focusing on MMYOC, we explicate the application of CRMM to foster the advancement of socially just and anti-racist research methodologies in school psychology. It includes a discussion of the theoretical foundations of Critical Race Theory and elaborates on the various elements of a CRMM study. Implications for the application of CRMM in the current anti-diversity, equity, and inclusion climate are also considered.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101416"},"PeriodicalIF":3.8,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A multilevel latent profile analysis to job demands, job resources, and personal resources in early childhood educators: Implications for multidimensional well-being","authors":"Jian-Bin Li ,&nbsp;Yu Xu ,&nbsp;Jin Sun ,&nbsp;Shiqi Qiu ,&nbsp;Rui Zhang ,&nbsp;An Yang","doi":"10.1016/j.jsp.2024.101405","DOIUrl":"10.1016/j.jsp.2024.101405","url":null,"abstract":"<div><div>Early childhood educators' (ECEs) well-being is important for many outcomes. Drawing on the job demands-resources model, many variable-centered studies have found that job demands, job resources, and personal resources are linked to ECEs' well-being. Yet, little is known about the heterogeneity of these demands and resources and their implications for well-being, especially considering school-level effects and the adoption of a holistic view of well-being. This study used multilevel latent profile analysis to examine these issues. Participants included 1198 Chinese ECEs from 50 kindergartens who reported their job demands (i.e., quantitative, cognitive, and emotional demands), job resources (i.e., influence at work, quality of leadership, support from supervisors and colleagues, and sense of community at work), and personal resources (i.e., self-control and resilience). At the teacher-level, four profiles emerged: (a) at risk, (b) undemanded, (c) safeguarded, and (d) vulnerable learners. ECEs with lower salaries, higher educational levels, and larger class sizes were more likely assigned to the at-risk profile. Teachers in the at-risk and the safeguarded profiles reported the worst and the best well-being, respectively. Demands (in particular quantitative and emotional demands) appeared more critical than resources in distinguishing well-being. At the school-level, two profiles emerged: (a) high demand climate and (b) mixed climate. Kindergartens in Hong Kong were more likely assigned to the high demand climate profile and kindergartens with a high demand climate showed poorer school average well-being. This study reveals the complex configuration of job demands, job resources, and personal resources in ECEs and its implications for well-being at both teacher- and school-levels. The findings also inform strategies to enhance ECEs' well-being.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101405"},"PeriodicalIF":3.8,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168396","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":"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,&nbsp;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":"Distributional moderation analysis: Unpacking moderation effects in intervention research","authors":"Wolfgang Wiedermann,&nbsp;Wendy M. Reinke,&nbsp;Keith C. Herman","doi":"10.1016/j.jsp.2024.101399","DOIUrl":"10.1016/j.jsp.2024.101399","url":null,"abstract":"<div><div>Moderation and subgroup analyses are well-established statistical tools to evaluate whether intervention effects vary across subpopulations defined by participants' demographic and contextual factors. Moderation effects themselves, however, can be subject to heterogeneity and can manifest in various outcome parameters that go beyond group-specific averages (i.e., means) that are typically the focus of main and moderation effect analyses. The present study introduces distributional moderation analysis using the framework of inflated Generalized Additive Models for Location, Scale, and Shape (GAMLSS) that allows researchers to holistically characterize intervention effect modifiers through simultaneously modeling conditional mean-, variance-, skewness-, and kurtosis-based intervention effects, as well as moderated treatment effects located at the endpoints of the response scale (i.e., floor/ceiling effects). Data from a large-scale randomized controlled trial evaluating the effects of a teacher classroom management program on students' disruptive classroom behavior are used to provide a step-by-step guide for applying distributional moderation analysis in school-based intervention research. Although a traditional mean-focused analysis suggests that the intervention reduced students' average disruptive behavior only for students receiving special education, an evaluation of distributional treatment effects reveals a general decrease in the average disruptive behavior for at-risk students. In addition, distributional moderation analysis suggests that this average decrease is moderated by students' race and that the moderation effect of special education status initially seen in the traditional analysis is not located in the means, but in the chance to show no disruptive behavior patterns at all. Thus, we conclude that distributional moderation analysis constitutes a valuable complementary tool to provide a fine-grained characterization of treatment effect modifiers.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101399"},"PeriodicalIF":3.8,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743800","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":"Context matters: Diagnosing and targeting local barriers to success at school","authors":"Ian R. Hadden,&nbsp;Peter R. Harris,&nbsp;Matthew J. Easterbrook","doi":"10.1016/j.jsp.2024.101401","DOIUrl":"10.1016/j.jsp.2024.101401","url":null,"abstract":"<div><div>We trialed a novel method aimed at reducing educational inequalities in any given school by tailoring an intervention to address the specific local social, cultural, and psychological barriers that contribute to those inequalities. In Study 1 (<em>N</em> = 2070), we validated measures in a student survey of barriers experienced by students ages 11–16 years in two schools in England. We used a pilot version of these measures to identify two barriers that appeared to be contributing in both schools to poorer attendance and behavioral records of Black versus Asian students and of lower socioeconomic status (SES) students versus higher SES students. These barriers consisted of perceptions that (a) the schools were biased against certain groups of students and that there were negative stereotypes about certain groups of students, and (b) teachers and students did not come from similar backgrounds. In Study 2, which was pre-registered, we administered a brief tailored intervention to target these barriers in students ages 11–14 years in the same two schools the following year (<em>N</em> = 1070). The intervention, which aimed to induce values affirmation and reveal hidden teacher-student similarities, improved the attendance of low-SES students by 0.20 <em>SD</em> (<em>p</em> = .009) and reduced the gap with their peers by 60%. Exploratory analyses indicated that the improvement in attendance was larger for students who reported perceiving greater levels of bias and poorer teacher-student relationships at baseline. The impact of the intervention on the behavioral records of Black students (<em>p</em> = .089) and low-SES students (<em>p</em> = .293) was not significant. These qualified but encouraging findings provide a basis for developing practical ways for individual schools to improve outcomes for their historically disadvantaged students.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101401"},"PeriodicalIF":3.8,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743799","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}