Journal of School Psychology最新文献_第4页

Reciprocal associations between teachers' use of disciplinary practices and aggression in elementary school students 教师使用惩戒措施与小学生攻击行为的相互关联

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-10-01 Epub Date: 2025-09-01 DOI: 10.1016/j.jsp.2025.101489

Roxane L'Écuyer , François Poulin , Frank Vitaro , Marie-Claude Salvas

{"title":"Reciprocal associations between teachers' use of disciplinary practices and aggression in elementary school students","authors":"Roxane L'Écuyer , François Poulin , Frank Vitaro , Marie-Claude Salvas","doi":"10.1016/j.jsp.2025.101489","DOIUrl":"10.1016/j.jsp.2025.101489","url":null,"abstract":"<div><div>Transactional theories of human development suggest that the association between teachers' disciplinary practices and students' aggressive behavior may be reciprocal. However, no study has tested this possibility. Therefore, this study examines reciprocal associations between teachers' use of disciplinary practices (educational and punitive) and aggressive behaviors in elementary school students. A sample comprising 1038 students (62 % boys) was assessed at the start and end of the kindergarten year and annually from grades one to four. At each assessment, teachers reported how frequently they used disciplinary practices with each participating student and completed a measure of the aggressive behaviors of these students. Results of a latent curve model with structured residuals (LCM-SR) revealed that higher-than-usual levels of teacher-reported kindergarten students' aggressive behaviors in the fall predicted higher-than-usual levels of teacher-reported punitive practices in the spring. Moreover, higher-than-usual levels of kindergarten teachers' punitive practices in the spring predicted higher-than-usual levels of students' aggressive behaviors in grade one. In the following years, no other reciprocal influences were found between punitive practices and aggression. Moreover, using educational disciplinary practices did not lead to a decrease in aggression. The results underscore the need to equip teachers with the skills to manage disruptive classroom behaviors, particularly in kindergarten and during the transition to grade one, to prevent aggressive behaviors from spiraling downward.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101489"},"PeriodicalIF":4.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144921536","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

Taking a playful approach to schoolwork: Associations with schoolwork engagement, school satisfaction, and school belonging 以有趣的方式完成学业：与学业投入、学校满意度和学校归属感的联系

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-10-01 Epub Date: 2025-08-21 DOI: 10.1016/j.jsp.2025.101486

Helga Bjørnøy Urke , Arnold B. Bakker , Jørn Hetland , Hege Eikeland Tjomsland

{"title":"Taking a playful approach to schoolwork: Associations with schoolwork engagement, school satisfaction, and school belonging","authors":"Helga Bjørnøy Urke , Arnold B. Bakker , Jørn Hetland , Hege Eikeland Tjomsland","doi":"10.1016/j.jsp.2025.101486","DOIUrl":"10.1016/j.jsp.2025.101486","url":null,"abstract":"<div><div>The present study investigates how students in lower secondary education may playfully design their schoolwork with fun and competition (i.e., playful study design) to shape their schoolwork engagement, school satisfaction and school belonging, and whether school boredom moderates these effects. We hypothesize that using fun and challenge fosters school satisfaction and school belonging through increased engagement in schoolwork, and that these associations are stronger on days when school boredom is high. One-hundred Norwegian lower secondary school students participated in a daily diary study across ten school days. Results from multilevel analyses show that daily designing fun was positively associated with daily schoolwork engagement and indirectly associated with daily school satisfaction and daily school belonging. Similarly, daily designing competition was positively associated with daily schoolwork engagement and indirectly associated with daily school satisfaction (but not school belonging). School boredom moderated the association between designing fun (but not designing competition) and schoolwork engagement. The indirect association between designing fun and school satisfaction through schoolwork engagement was strongest on days when students reported high school boredom. Conversely, the indirect association between designing competition and school satisfaction through schoolwork engagement was strongest on days when students reported low school boredom. We discuss theoretical contributions and practical implications of the findings.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101486"},"PeriodicalIF":4.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886068","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

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 : 2025-08-01 Epub 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":"2025-08-01","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

Supporting paraeducators' adherence to behavior support plans through implementation planning 通过实施计划，支持辅助教育工作者遵守行为支持计划

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-08-01 Epub Date: 2025-07-25 DOI: 10.1016/j.jsp.2025.101475

Ashley M. Boyle , Lisa M.H. Sanetti , Melissa A. Collier-Meek , Alexandra Pierce

{"title":"Supporting paraeducators' adherence to behavior support plans through implementation planning","authors":"Ashley M. Boyle , Lisa M.H. Sanetti , Melissa A. Collier-Meek , Alexandra Pierce","doi":"10.1016/j.jsp.2025.101475","DOIUrl":"10.1016/j.jsp.2025.101475","url":null,"abstract":"<div><div>Paraeducators are tasked with providing behavior support to students with complex needs but have limited preparation to do so. Emerging research suggests paraeducators require different levels of implementation support, yet few implementation strategies have been evaluated with paraeducators and most are resource intensive, limiting their feasibility. Implementation planning is a feasible, low-resource, proactive, or as-needed, fidelity support with evidence for its effectiveness with classroom teachers and parents. The present study employed a multiple baseline across participants single case experimental design to investigate the effects of providing implementation planning on paraeducators' fidelity to existing behavior support plans (BSPs). Related student outcomes (i.e., academic engagement and disruptive behavior) were also explored. Participants of the present study included three paraeducators and three students recruited from one elementary school (grades PK-2) in a large suburban district in the Northeast region of the U.S. Overall, all paraeducators' fidelity to the BSPs increased and were above 80 %, on average, following provision of implementation planning. One paraeducator met criteria to receive additional implementation support and received performance feedback. Student outcomes improved after fidelity to BSP increased. Implementation planning can be applied as needed to support paraeducators to more consistently deliver BSPs within a tiered framework.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101475"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702911","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

Conjoint behavioral consultation and students of Latine origin: Effects on social and behavioral outcomes at school and home 联合行为咨询与拉丁裔学生：对学校和家庭社会和行为结果的影响

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-08-01 Epub Date: 2025-07-25 DOI: 10.1016/j.jsp.2025.101474

Susan M. Sheridan , Lorey A. Wheeler , Elizabeth S. Brower , Brandy Clarke , Amanda L. Witte , Matthew Gormley , Amanda Prokasky , Sunhyoung Lee

{"title":"Conjoint behavioral consultation and students of Latine origin: Effects on social and behavioral outcomes at school and home","authors":"Susan M. Sheridan , Lorey A. Wheeler , Elizabeth S. Brower , Brandy Clarke , Amanda L. Witte , Matthew Gormley , Amanda Prokasky , Sunhyoung Lee","doi":"10.1016/j.jsp.2025.101474","DOIUrl":"10.1016/j.jsp.2025.101474","url":null,"abstract":"<div><div>Latine students represent the second largest racial/ethnic group of enrolled students in the United States. Despite assets that can position them to experience success in school, Latine youth often experience persistent disparities in educational outcomes. Conjoint behavioral consultation (CBC) is a family-school partnership intervention efficacious for supporting students' social-behavioral skill development, yet its efficacy with Latine students has not been documented. This study investigated the efficacy of CBC on social, behavioral, and school-related challenges of Latine students, and conditions that may moderate its effects. The study used an ethnic-homogenous cluster-randomized control trial design to examine efficacy and uncover within-ethnic group variation in treatment effects. Latine students in the CBC but not the control group experienced significant benefits on several outcomes (i.e., teacher-reported social skills and behavioral symptoms; and parent-reported social skills, adaptive skills, behavioral symptoms, and daily reports of prosocial behaviors and problem behaviors). For other outcomes at school only (i.e., teacher reported adaptive skills and school problems), improvements were noted for both groups, with trends suggesting greater improvements for students receiving CBC. Select school, family, and student variables moderated CBC effects. Implications and limitations are presented.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101474"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702913","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

Retraction notice to “Effects of individualized incentives on norm-referenced IQ test performance of high school students in special education classes” [J. Sch. Psychol. 16 (Autumn 1978) 220–226] 对“个别化激励对特殊教育班高中生规范参照智商测试成绩的影响”的撤回通知[J]。心理学院，16（1978年秋）220-226]

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-08-01 Epub Date: 2025-07-01 DOI: 10.1016/j.jsp.2025.101436

Stephen E. Breuning , William F. Zella

引用次数: 0

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 : 2025-08-01 Epub 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":"2025-08-01","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

A practical guide to causal moderation analysis for investigating the role of context, identity, and culture in intervention research 研究情境、身份和文化在干预研究中的作用的因果调节分析的实用指南

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-08-01 Epub Date: 2025-07-25 DOI: 10.1016/j.jsp.2025.101473

Nianbo Dong , Keith Herman , Benjamin Kelcey , Sirui Ren , Wendy Reinke , Jessaca Spybrook

{"title":"A practical guide to causal moderation analysis for investigating the role of context, identity, and culture in intervention research","authors":"Nianbo Dong , Keith Herman , Benjamin Kelcey , Sirui Ren , Wendy Reinke , Jessaca Spybrook","doi":"10.1016/j.jsp.2025.101473","DOIUrl":"10.1016/j.jsp.2025.101473","url":null,"abstract":"<div><div>Contextual, identity, and cultural factors are not only associated with student outcomes but can also serve to moderate the effects of interventions. However, the conventional analysis of moderation commonly used in school psychology is subject to the selection bias potentially introducing bias into estimated moderator effects. This article provides a tutorial on the application of a recently developed framework for causal moderation effects within the context of investigating contextual, identity, and cultural effects in intervention research. Using an example that focuses on the effectiveness of a teacher classroom management program in improving students' social and behavioral outcomes, we demonstrate the application of the (stabilized) Inverse Probability Treatment Weighting method to investigate heterogeneous treatment effects. The analysis aims to scrutinize not only the Average Moderated Treatment Effect (AMTE) across the whole sample but also the Average Moderated Treatment Effects on Targeted Subgroups (AMTS). Finally, we discuss our findings and conclude with suggestions for the application of causal moderation analysis.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101473"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702912","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 : 2025-08-01 Epub 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

A healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students' belief in a just world 一个健康的环境，一个公正的环境？课堂受害在欺凌受害对学生公正世界信念的不利影响中的作用

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-08-01 Epub Date: 2025-07-25 DOI: 10.1016/j.jsp.2025.101472

Daniel Graf , Takuya Yanagida , Lydia Laninga-Wijnen , Claire F. Garandeau , Christina Salmivalli

{"title":"A healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students' belief in a just world","authors":"Daniel Graf , Takuya Yanagida , Lydia Laninga-Wijnen , Claire F. Garandeau , Christina Salmivalli","doi":"10.1016/j.jsp.2025.101472","DOIUrl":"10.1016/j.jsp.2025.101472","url":null,"abstract":"<div><div>The phenomenon that victims of bullying experience greater psychological problems in environments with lower levels of victimization is known as the healthy context paradox. The current study investigated the healthy context paradox with respect to students' belief in a just world. Specifically, we examined prospective effects of bullying victimization on personal and general belief in a just world, while taking the classroom level of victimization into account. Based on self-reports from 2010 Finnish 4th to 9th grade students (50.9 % girls, M<sub>age</sub> = 12.6, SD = 1.71), multilevel models revealed negative prospective associations between bullying victimization and both types of belief in a just world. In addition, classrooms with initially lower levels of victimization subsequently showed higher levels in both types of belief in a just world. Finally, the adverse effects of bullying victimization on both types of belief in a just world were stronger in classrooms with lower levels of victimization. Our results support and extend the healthy context paradox. Implications, particularly for prevention and intervention strategies are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101472"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702910","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