Journal of School Psychology最新文献

{"title":"Validity evidence of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale: A systematic review & quantitative synthesis","authors":"Annie Goerdt ,&nbsp;Faith G. Miller ,&nbsp;Danielle Dupuis ,&nbsp;Anna Li ,&nbsp;Jenna Rausch","doi":"10.1016/j.jsp.2025.101449","DOIUrl":"10.1016/j.jsp.2025.101449","url":null,"abstract":"<div><div>Early identification of student social, emotional, and behavioral (SEB) concerns is vital to prevent and ameliorate future difficulties. Yet, assessment practices rely on sound validity arguments to accurately identify students who may benefit from support. As the strength of a validity argument relies on the extent of validity evidence, the synthesis of evidence may facilitate appropriate use and interpretation. Therefore, this systematic review synthesized peer-reviewed empirical studies and unpublished dissertations and theses of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS) conducted in educational settings. Studies were included if they assessed the validity of the revised version of the SAEBRS-TRS. Data were extracted and coded for sample characteristics, procedural characteristics, evidence of validity, and quality appraisal. Results of the systematic search identified 29 studies meeting inclusion criteria, consisting of 65,317 students across K-12 grade levels. Overall, evidence of validity for SAEBRS-TRS scores was promising yet limited in several respects. Findings highlight limitations in the existing literature concerning the diversity of samples, a lack of studies examining measurement bias, the relative weakness of the Emotional Behavior subscale, and the need for further exploration of the factor structure for the revised version of the measure. Future research is critical to gain a complete understanding of this measure.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101449"},"PeriodicalIF":3.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792132","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":"Examining the stability of SAEBRS scores, classifications, and latent profiles","authors":"Tyler L. Renshaw ,&nbsp;Heather E. Ormiston ,&nbsp;Brittany N. Zakszeski ,&nbsp;Mei-ki Chan","doi":"10.1016/j.jsp.2025.101438","DOIUrl":"10.1016/j.jsp.2025.101438","url":null,"abstract":"<div><div>We investigated the stability of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) using a naturalistic sample of teacher-report ratings for K–5 students (<em>N</em> = 1253) across three universal screening occasions (i.e., fall, winter, and spring) within one school year. We analyzed the stability of SAEBRS raw scores and classifications derived from these scores between screening occasions. Results showed strong raw score stability and moderate-to-strong classification stability for the SAEBRS total scale and subscales, with the Emotional Behavior subscale demonstrating the weakest relative stability. We also explored latent profiles indicated by SAEBRS subscale scores, the stability of membership in these profiles across occasions, and the role of student sociodemographic characteristics in predicting membership within these profiles. Findings indicated that two general risk profiles (i.e., at-risk and not at-risk) were identified and that membership in these profiles had strong stability across screening occasions. Moreover, we found that students' grade level, sex, race/ethnicity, special education, and free/reduced-price lunch status significantly predicted membership in the at-risk profile. Overall, results suggest that SAEBRS raw scores, classifications, and latent profiles all demonstrate good stability across three screening occasions within one school year. We discuss implications of these findings related to using the SAEBRS for universal screening in elementary settings and highlight key directions for future research.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101438"},"PeriodicalIF":3.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792131","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":"An exploratory evaluation of universal social-emotional learning programs delivered during elementary school to Australian students","authors":"Emma J. Carpendale ,&nbsp;Melissa J. Green ,&nbsp;Katherine L. Dix ,&nbsp;Stacy Tzoumakis ,&nbsp;Kate E. Williams ,&nbsp;Sonia L.J. White ,&nbsp;Vaughan J. Carr ,&nbsp;Kristin R. Laurens","doi":"10.1016/j.jsp.2025.101447","DOIUrl":"10.1016/j.jsp.2025.101447","url":null,"abstract":"<div><div>Whole-school Social-Emotional Learning (SEL) programs demonstrate promise as an avenue for universally and equitably fostering student social and emotional wellbeing. This study used population data collected in 2015 to examine the association of Australian elementary (primary) school-based SEL programs with students' late middle childhood functioning (aged 11–12 years) on the five social-emotional competencies defined by the <em>Collaborative for Academic, Social, and Emotional Learning</em> (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making). A total of 18,643 Year 6 students self-reported competencies on the <em>Middle Childhood Survey–Social-Emotional Learning</em>, and 569 school leaders reported on delivery of SEL to these students via the <em>Survey of School Promotion of Emotional and Social Health.</em> Multi-level regression, accounting for school clustering, compared competency levels among students who did and did not receive SEL at school. Secondary analyses determined the strength of effects for students receiving programs with a high-quality evidence base, for programs supported by little or no empirical evidence, and for evidence-based SEL programs that provided a high degree of explicit teaching (i.e., structured teaching and skills practice) of the targeted social-emotional competencies, each relative to students receiving no SEL programs. Positive significant effects of SEL were observed on four of five competencies (excluding Responsible Decision-Making), with effects being strongest for empirically-evidenced SEL programs that provided explicit teaching of the targeted competency. No significant effects of under-evidenced programs were observed. This novel, population-level evaluation demonstrates the universal benefit of evidence-based SEL programs in supporting elementary school students' development of social-emotional competencies.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101447"},"PeriodicalIF":3.8,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776754","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":"Conjectures and refutations in cognitive ability structural validity research: Insights from Bayesian structural equation modeling","authors":"Stefan C. Dombrowski ,&nbsp;Ryan J. McGill ,&nbsp;Gary L. Canivez ,&nbsp;Marley W. Watkins ,&nbsp;Alison E. Pritchard ,&nbsp;Lisa A. Jacobson","doi":"10.1016/j.jsp.2025.101432","DOIUrl":"10.1016/j.jsp.2025.101432","url":null,"abstract":"<div><div>The use of Bayesian structural equation modeling (BSEM) provided additional insight into the WISC–V theoretical structure beyond that offered by traditional factor analytic approaches (e.g., exploratory factor analysis and maximum likelihood confirmatory factor analysis) through the specification of all cross loadings and correlated residual terms. The results indicated that a five-factor higher-order model with a correlated residual between the Visual-Spatial and Fluid Reasoning group factors provided a superior fit to the four bifactor model that has been preferred in prior research. There were no other statistically significant correlated residual terms or cross loadings in the measurement model. The results further suggest that the WISC–V ten subtest primary battery readily attains simple structure and its index level scores may be interpreted as suggested in the WISC–V's scoring and interpretive manual. Moreover, BSEM may help to advance IQ theory by providing contemporary intelligence researchers with a novel tool to explore complex interrelationships among cognitive abilities—relationships that traditional structural equation modeling methods may overlook. It can also help attenuate the replication crises in school psychology within the area of cognitive assessment structural validity research through systematic evaluation of complex structural relationships obviating the need for CFA based post hoc specification searches which can be prone to confirmation bias and capitalization on chance.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101432"},"PeriodicalIF":3.8,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143769164","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":"Randomized controlled trial of the early adolescent coping power program: Effects on emotional and behavioral problems in middle schoolers","authors":"Catherine P. Bradshaw ,&nbsp;Heather McDaniel ,&nbsp;Elise T. Pas ,&nbsp;Katrina J. Debnam ,&nbsp;Jessika H. Bottiani ,&nbsp;Nicole Powell ,&nbsp;Nicholas S. Ialongo ,&nbsp;Antonio Morgan-Lopez ,&nbsp;John E. Lochman","doi":"10.1016/j.jsp.2025.101437","DOIUrl":"10.1016/j.jsp.2025.101437","url":null,"abstract":"<div><div>We report findings from a 40 middle school randomized controlled trial of an adapted version of Coping Power (Lochman &amp; Wells, 2002a) for middle schoolers, called the Early Adolescent Coping Power (EACP) Program (Bradshaw et al., 2019) to determine the impact of EACP on adolescents' mental health outcomes, as indicated by student self-reported and teacher-ratings on the Behavior Assessment System for Children (BASC). The EACP was implemented over the course of students' 7th grade school year. The sample included 709 students who were identified at baseline through a teacher screening process for aggressive behavior and enrolled into the project (69.8 % African American and 59.4 % male). For teacher-reported outcomes, intent to treat (ITT) results indicated that EACP was associated with a decrease in externalizing problems over time. Exploration of effect modification suggested that girls in the EACP condition demonstrated statistically significant decreases in school problems over time, as well as a baseline by intervention effect whereby students and schools with greater baseline difficulties demonstrated decreased internalizing problems over time. For student-reported outcomes, there was a significant moderated effect, whereby girls in EACP demonstrated more favorable self-reported personal adjustment outcomes. Together, these results suggest that the early adolescent adaptation of Coping Power had preventive effects for 7th grade participants, and promotive effects specifically for girls, over time.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101437"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143746311","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":"Advancing the science and practice of school psychology, centering equity and justice, and promoting innovation","authors":"S. Andrew Garbacz","doi":"10.1016/j.jsp.2025.101435","DOIUrl":"10.1016/j.jsp.2025.101435","url":null,"abstract":"","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101435"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747014","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":"Beyond individual factors: Contextual factors matter for students' test anxiety","authors":"Audrey-Ann Journault ,&nbsp;Alexe Bilodeau-Houle ,&nbsp;Félix Duplessis-Marcotte ,&nbsp;Isabelle Plante ,&nbsp;Charles-Édouard Giguère ,&nbsp;Sonia J. Lupien","doi":"10.1016/j.jsp.2025.101434","DOIUrl":"10.1016/j.jsp.2025.101434","url":null,"abstract":"<div><div>This study explored the simultaneous role of selected individual, parental, and school factors in student's test anxiety. In 2019, both members of 339 Canadian parent-child dyads (<em>N</em> = 626; 209 girls, 260 mothers, mostly White, child <em>M</em>_age = 15.2) from 13 schools completed self-report validated scales at two time points (May/June 2019 and October/November 2019). Results from multilevel mixed-effects models revealed that negative stress mindsets, perfectionism, and low autonomous motivation significantly predicted 16 % of students' test anxiety four months later. When parental and school-related factors were also considered, parents' trait anxiety (5 %), school type and school level predicted a small additional proportion of the variance (4 %), contrary to controlled motivation, parental practices, perceived threat in the environment and socioeconomic status. Results did not significantly vary across students' or parents' genders. Findings suggest that some contextual factors play an additional unique role in explaining students' test anxiety beyond individual factors, thus pointing out possible new contextual targets for interventions to reduce test anxiety in students.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101434"},"PeriodicalIF":3.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143738062","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":"Bystanders tend to defend victims in a supportive classroom climate: A cluster randomized control trial and an observational study","authors":"Sung Hyeon Cheon ,&nbsp;Johnmarshall Reeve ,&nbsp;Kyoung-Eun Yoo ,&nbsp;Yong-Gwan Song ,&nbsp;Herbert W. Marsh ,&nbsp;Hye-Ryen Jang ,&nbsp;Youngsun Lee","doi":"10.1016/j.jsp.2025.101431","DOIUrl":"10.1016/j.jsp.2025.101431","url":null,"abstract":"<div><div>When bystanders reinforce bullies, bullying tends to escalate; when bystanders defend victims, bullying tends to de-escalate. Recognizing this pattern, we adopted a social-ecological perspective within a self-determination theory framework to conduct two studies. Study 1 was a pre-registered cluster randomized control trial in which 38 Korean secondary teachers (9 females, 29 males; 19 experimental, 19 control) participated in an intervention to learn how to teach in highly autonomy-supportive and not-at-all controlling ways. We hypothesized that this approach to teaching would create a supportive peer-to-peer classroom climate, which in turn would increase defending- and decrease passive- and reinforcing-bystanding. In three waves over an academic year, 1084 adolescent students (490 females, 594 males) reported their classroom climate and bystanding behaviors. According to a doubly latent multilevel SEM analysis, experimental group teachers created a more supportive climate (<em>Β</em> = 0.55, <em>p</em> &lt; .001) and this classroom-level effect increased defending-bystanding (<em>Β</em> = 0.55, <em>p</em> = .001), decreased passive-bystanding (<em>Β</em> = −0.52, <em>p</em> &lt; .001), and decreased reinforcing-bystanding (<em>Β</em> = −0.40, <em>p</em> = .006). Study 2 was a correlational study in which 629 adolescent students (398 females, 231 males) reported on their teacher's autonomy-supportive and controlling motivating styles and the 11 teachers (four females, seven males) rated each student on the three bystanding behaviors and the extent to which they contributed to two dimensions of classroom climate (i.e., supportive and conflictual). A SEM analysis showed that students' perceived autonomy-supportive teaching predicted teacher-rated supportive climate (<em>Β</em> = 0.23, <em>p</em> = .036) and students' perceived controlling teaching predicted teacher-rated conflictual climate (<em>Β</em> = 0.11, <em>p</em> = .041). According to mediation analyses, supportive climate ratings then predicted teacher-rated high defending (<em>Β</em> = 0.28, <em>p</em> = .006) and low passive (<em>Β</em> = −0.29, <em>p</em> &lt; .001) bystander behavior, whereas conflictual climate ratings predicted teacher-rated low defending (<em>Β</em> = −0.22, <em>p</em> = .008) and high passive (<em>Β</em> = 0.26, <em>p</em> = .001) and high reinforcing (<em>Β</em> = 0.37, <em>p</em> &lt; .001) bystander behavior. We conclude that teachers can learn how to create a supportive climate that orients students toward defending and away from passive and reinforcing bystanding.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101431"},"PeriodicalIF":3.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143714232","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 meta-analysis of the effects of academic interventions on academic and academic anxiety outcomes in secondary students","authors":"Sarah Fishstrom ,&nbsp;Philip Capin ,&nbsp;Bethany H. Bhat ,&nbsp;Katlynn Dahl-Leonard ,&nbsp;Blair Payne ,&nbsp;Hsuan-Hui Wang ,&nbsp;Jordan Dille ,&nbsp;Sharon Vaughn","doi":"10.1016/j.jsp.2025.101433","DOIUrl":"10.1016/j.jsp.2025.101433","url":null,"abstract":"<div><div>The purpose of this meta-analysis was to examine the effects of academic interventions on academic achievement and academic anxiety outcomes among secondary students. A systematic search yielded 19 studies comprising 2377 participants from research conducted between 1990 and 2020. Results revealed statistically significant differences favoring academic treatments over the control on academic outcomes (<em>g</em> = 0.66, <em>SE</em> = 0.17) but no statistically significant benefits for academic anxiety outcomes (<em>g</em> = −0.13, <em>SE</em> = 0.11). Moderator analysis revealed that the domain focus of the intervention (i.e., math, literacy, or science) did not explain the variance in student outcomes in either achievement or anxiety. The findings from this study corroborate previous research with elementary students, which found that academic interventions improve academic outcomes but do not substantially reduce academic anxiety. These findings suggested that academic anxiety may need to be addressed directly. However, the authors caution against drawing strong conclusions due to the limited research in this area.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101433"},"PeriodicalIF":3.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725345","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":"Flexible distributional models for meta-analysis of reading fluency outcomes from single-case designs: An examination using Bayesian methods","authors":"Paulina Grekov,&nbsp;James E. Pustejovsky,&nbsp;David A. Klingbeil","doi":"10.1016/j.jsp.2025.101429","DOIUrl":"10.1016/j.jsp.2025.101429","url":null,"abstract":"<div><div>There is growing interest in statistical modeling of data from single-case design (SCD) research. However, currently available methods such as hierarchical linear models and generalized linear mixed models have assumptions that may limit their utility for applied SCDs, such as those that use curriculum-based measures of academic performance as outcomes. In the present paper, we demonstrate use of a flexible class of distributional models, known as generalized additive models for location, scale, and shape (GAMLSS), to evaluate different distributional families and modeling specifications for reading curriculum-based measures of reading fluency data drawn from SCD studies of academic interventions. Using Bayesian methods and graphical posterior predictive checks, we evaluated GAMLSS based on normal (Gaussian), Poisson, and negative binomial distributional families. We also evaluated the extent to which the dispersion, or variability of outcomes, itself varied across studies and across participants within studies. We found that negative binomial models with heterogeneous dispersions fit better than other distributional families and closely reproduced features of the observed data. Findings highlight the need to consider a broader set of distributional families when developing meta-analytic models of SCD data as well as the need to consider how the degree of dispersion may vary from study to study. We discuss implications for future methodological research and for meta-analysis of SCDs.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101429"},"PeriodicalIF":3.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143714231","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}