Journal of School Psychology最新文献

{"title":"Racial stereotype and Black adolescents' math achievement: Unpacking the socio-cognitive mechanisms","authors":"Ming-Te Wang ,&nbsp;Daphne A. Henry ,&nbsp;Wei Wu ,&nbsp;Juan Del Toro ,&nbsp;James P. Huguley","doi":"10.1016/j.jsp.2024.101350","DOIUrl":"10.1016/j.jsp.2024.101350","url":null,"abstract":"<div><p>Racial stereotypes are salient to Black adolescents and to the academic domain of mathematics; however, few studies have examined the socio-cognitive mechanisms through which racial stereotypes impact math achievement. This 2-year longitudinal study (<em>N</em> = 790 Grade 6, 8, and 10 students during Year 1; 50.7% girls and 49.3% boys) investigated (a) the extent to which the endorsement of positively and negatively biased racial stereotypes predicted Black adolescents' math performance through their cognitive engagement and ability mindset and (b) whether gender and ethnic-racial identity moderated these links. Results suggested that endorsement of negatively biased stereotypes was associated with diminished cognitive engagement and lower math scores across 2 years (<em>p</em> &lt; .05). Additionally, adolescents' ethnic-racial identity commitment moderated the negative links between stereotype endorsement and math cognitive engagement in Year 2 (<em>p</em> &lt; .05). When considering the mediating role of math ability mindsets, the endorsement of both positively and negatively biased racial stereotypes operated on math performance via its links to stronger fixed ability mindset beliefs in both years (<em>p</em> &lt; .05). Gender also moderated the effects of racial stereotype endorsement on math mindset beliefs in Year 1 (<em>p</em> &lt; .01). This study's findings advance the field's understanding of the psychosocial mechanisms through which racial stereotypes operate, thus enabling educators to develop tailored practices that facilitate equitable access to math learning opportunities.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101350"},"PeriodicalIF":3.8,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141728782","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":"Stress in United States school psychologists: Development and preliminary psychometric properties of the School Psychologist Distress Inventory","authors":"Nikita M. Pike,&nbsp;Randy G. Floyd","doi":"10.1016/j.jsp.2024.101351","DOIUrl":"10.1016/j.jsp.2024.101351","url":null,"abstract":"<div><p>School psychologists have many roles and responsibilities that often lead to high stress levels. <span><span>Wise (1985)</span></span> authored the School Psychologists and Stress Inventory (SPSI), but it has not been updated substantially since its publication. We developed two studies to address the stressors faced by currently practicing school psychologists. Study 1 included 229 practicing school psychologists who evaluated the relevancy of the SPSI items and who listed five highly stressful events experienced considering the current context of practice. Based on these results, 13 SPSI items were removed, 21 SPSI items were revised, and 12 new items were added. The resulting measure, the School Psychologist Distress Inventory (SPDI), consists of 33 items and an additional item addressing overall stress. Study 2 examined validity evidence associated with the SPDI score structure. Using data from a sample of 350 practicing school psychologists, a sequence of exploratory factor analytic methods indicated the presence of a general factor of distress as well as four more specific factors, including Heavy Workload, Student Needs, Lack of Professional Support, and Parental and Legal Conflicts. Convergent relations and discriminant relations were evident between (a) SPDI total and subscales and (b) measures reflecting general stress level, role stressors, role overload, and job satisfaction. Examination of SPDI scores revealed they were not significantly related to age in years, educational levels, or school-psychologist-to-student ratio by state; however, lack of professional support was statistically significantly but weakly related to years of experience. Student needs were significantly more stressful across participants in the Western region of the United States than the Midwest region. Results from these two studies suggest the promise of using the SPDI to examine general and specific experiences of school psychologists' distress and they reveal that distress across school psychologists is remarkably high—especially in the area associated with having a heavy workload. Additional research with more racially and ethnically diverse samples of school psychologists would enhance confidence in using the SPDI as a measure of distress. Results suggest an urgent need to address structural influences on stress and personal coping strategies employed by school psychologists.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101351"},"PeriodicalIF":3.8,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141728783","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":"Adverse childhood experiences, education, and involvement in terrorist violence: Examining mediation and moderation","authors":"Sarah L. Carthy,&nbsp;Bart Schuurman","doi":"10.1016/j.jsp.2024.101348","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101348","url":null,"abstract":"<div><p>Most perpetrators of terrorist violence have had some level of post-secondary school education, with many enrolled in education at the time of their attacks. Exploring this premise in the context of prevention, this article draws from data gathered on a purposive sample (<em>N</em> = 206) of radicalized individuals from Europe and North America, half of whom became involved in terrorist violence at the end of their radicalization trajectories. Through a lens of educational participation, we propose novel, non-linear frameworks for understanding radicalization outcomes. To do so, two factors are explored that uniquely intersect when an individual enters a school setting: Adverse childhood experiences (ACE) and the human capital provided by education. As hypothesized, exposure to ACE was found to be associated with radicalization trajectories culminating in terrorist violence at the bivariate level (<em>OR</em> = 2.08). Consistent with the developmental-assets framework, it was further hypothesized that this relationship would be mediated by enrollment in education; however, results did not support this hypothesis. Instead, consistent with resiliency-based models, it was found that the relationship between ACE and involvement in terrorist violence was significant for those who <em>abandoned</em> education during radicalization (<em>OR</em> = 2.07). As well as contributing to theoretical models of radicalization to terrorist violence, identifying the furtherance of education as a moderator of risk may signal an important preventative strategy for violent extremism. Keeping enrolled students engaged in their programs, even if only nominally, may also forego the need for educators to engage in potentially controversial practices such as alerting the authorities to students who display signs of radicalization.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101348"},"PeriodicalIF":3.8,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000682/pdfft?md5=efcaa1b979947168676cbbd9f475d7d0&pid=1-s2.0-S0022440524000682-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596525","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":"Information sharing between psychiatric hospitals and schools to better support adolescents returning to school following a suicide-related crisis","authors":"Marisa E. Marraccini ,&nbsp;Chelsea B. McGraw ,&nbsp;Lora Henderson Smith ,&nbsp;Cari Pittleman ,&nbsp;Megan Griffard ,&nbsp;Juliana L. Vanderburg ,&nbsp;Amanda C. Tow ,&nbsp;Telieha J. Middleton ,&nbsp;Christina M. Cruz","doi":"10.1016/j.jsp.2024.101343","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101343","url":null,"abstract":"<div><p>As rates of adolescent hospitalization for suicide-related crises increase, so does the urgency for improving adolescent school reintegration. Communication and collaboration are considered key mechanisms for continuity of care during times of transition; however, to date, few studies have identified critical information to share or have explored strategies for navigating challenges to information sharing during and following school reintegration. The present study explored previously hospitalized adolescent (<em>n</em> = 19), parent (<em>n</em> = 19), school professional (<em>n</em> = 19), and hospital professional (<em>n</em> = 19) views of information sharing and their perceptions of facilitators and barriers to this communication. Applied thematic analysis revealed three key themes related to the best information to share across entities, including the (a) need to consider environmental relevance to information (i.e., informing school supports and hospital treatment), (b) importance of considering information unique to each patient's circumstance (i.e., sharing information on a “case-by-case basis”), and (c) duality between families preferring to share minimal information but school professionals desiring the maximum (i.e., less is more vs. more is better). Regarding facilitators and barriers to information sharing, six key themes emerged, including (a) understanding risks and benefits of information sharing; (b) trust in hospitals and schools; (c) mental health stigma; (d) communication processes; (e) navigating individual, family, school, and community contexts; and (f) “push and pull” between privacy and need. Findings inform key considerations for collaborating with families in determining if and what information to share during school reintegration.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101343"},"PeriodicalIF":3.8,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596485","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":"Violent extremism in the U.S.: Causes and consequences for youth, families, schools, and communities","authors":"Matthew J. Mayer ,&nbsp;John Horgan ,&nbsp;Todd I. Herrenkohl ,&nbsp;David Osher","doi":"10.1016/j.jsp.2024.101345","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101345","url":null,"abstract":"<div><p>Violent extremism in the United States has surged over the past 25 years, with attacks on and threats to major governmental and other institutions, infrastructure (e.g., electric grid), and specific segments of the population, including immigrant and BIPOC (Black, Indigenous, and other People of Color) communities. Violent extremism can take multiple and diverse forms, such as bombings in public spaces or specific sites (e.g., house of worship, governmental office), mass and more targeted types of shootings, bombings, fire setting, and vehicle-based ramming attacks. This article provides an overview of key issues surrounding terrorism and violent extremism, especially as they can impact youth, schools, and families. Characteristics of violent extremism, radicalization processes, subsequent types of harm, and prevention approaches are discussed. Issues impacting students and schools and the work of school psychologists are also considered. The article closes with broader recommendations for moving forward.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101345"},"PeriodicalIF":3.8,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540538","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":"Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children","authors":"Kizzy Albritton ,&nbsp;Adrienne Stuckey ,&nbsp;Kelsey Klatka ,&nbsp;Kenia Cruz","doi":"10.1016/j.jsp.2024.101344","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101344","url":null,"abstract":"<div><p>Social-emotional skills are a growing area of focus for early childhood educators due to their contributions to young children's school readiness and long-term positive outcomes. Current research also highlights the need to confront biases leading to the overestimation of challenging behaviors in racially and ethnically minoritized children. When enacted into policy and practices, biases and overestimation of challenging behaviors result in disproportional, exclusionary disciplinary practices towards children from racially minoritized and economically marginalized backgrounds in early childhood educational settings. Thus, it is necessary to select and implement social-emotional learning interventions that have been designed for or culturally adapted to meet specific needs of children from these backgrounds. In the present study, we uncovered the characteristics of social-emotional learning (SEL) interventions that have been designed or culturally adapted for racially and ethnically minoritized preschool-aged children (ages 3–5 years). Using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines with no restrictions on study dates, we conducted a systematic review of the literature. Our results indicate the implementation of culturally adapted SEL programs among preschool-age children from racially and ethnically minoritized backgrounds is in the preliminary stages with only six studies meeting inclusionary criteria. Overall, children demonstrated improved outcomes after participation in SEL programs. There were significant variations in the SEL curricula used. Frequent types of adaptions included reviewing the program from the original intervention, ensuring that the intervention is delivered in children's home language, and selecting or training qualified implementers.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101344"},"PeriodicalIF":3.8,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540537","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":"The effectiveness of a contextually grounded social emotional learning program in Haiti: A pilot cluster randomized control trial","authors":"Laura Miller-Graff ,&nbsp;Catherine Maloney ,&nbsp;Lucka Jouthe Beauvil ,&nbsp;Myrlande Octave Feuille","doi":"10.1016/j.jsp.2024.101349","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101349","url":null,"abstract":"<div><p>Social emotional learning (SEL) has a robust evidence basis, but there remains a large gap in literature on the effectiveness of programs across educational settings in low- and middle-income countries and conflict-affected settings. The present study was a pilot trial aimed at evaluating the effects of a classroom based SEL program on dimensions of classroom climate and individual student social emotional skills. In the present study, fourth through sixth grade classrooms in 10 schools (<em>N =</em> 39 teachers, 75.68% female; <em>N =</em> 1048 students, 62.3% female) were randomly allocated to the SEL or wait-list control condition. The SEL program was associated with significant improvements in teacher reports of student achievement orientation (<em>d</em>_r = 1.21) and responsible decision-making (<em>d</em>_r = 0.49). There were no significant differences between conditions on peer sensitivity, teacher-pupil interactions, student interpersonal skills, or overall social emotional skills. Findings suggest that this community-developed, contextually relevant SEL curriculum may hold promise even in the context of ongoing adversity, including the COVID-19 pandemic and heightened insecurity due to political violence.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101349"},"PeriodicalIF":3.8,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540535","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":"Understanding and preventing violent extremism in school settings","authors":"John Horgan ,&nbsp;Carrie Lorig ,&nbsp;Randy Borum ,&nbsp;Clare S. Allely ,&nbsp;Todd I. Herrenkohl","doi":"10.1016/j.jsp.2024.101346","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101346","url":null,"abstract":"<div><p>Violent extremism (VE; i.e., terrorism) is an issue of increasing relevance in school settings. Worldwide, terrorist actors have increasingly targeted youth in schools both for victimization via attacks as well for radicalization and recruitment to their ranks. Although violent extremism as an ideologically motivated act can be distinguished from mass shootings in school settings in that most school-based mass shootings are not ideologically motivated, there is obvious overlap. The threat of violent extremism, however, also represents a distinct issue that warrants increased attention from school professionals. We present an overview of several related issues before exploring strategies to mitigate the threat of targeted violence in school settings, including opportunities for school personnel to assist in identifying, assessing, and managing threats of violent extremism. In the final section, we focus specifically on ways that school psychologists can increase awareness and help bring about individual and systemic changes to prevent violent extremism in schools.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101346"},"PeriodicalIF":3.8,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540536","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":"The influence of procedural characteristics on within-case effect sizes for academic outcomes","authors":"Ethan R. Van Norman ,&nbsp;David A. Klingbeil ,&nbsp;Adelle K. Sturgell","doi":"10.1016/j.jsp.2024.101347","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101347","url":null,"abstract":"<div><p>Single-case experimental designs (SCEDs) have been used with increasing frequency to identify evidence-based interventions in education. The purpose of this study was to explore how several procedural characteristics, including within-phase variability (i.e., measurement error), number of baseline observations, and number of intervention observations influenced the magnitude of four SCED effect sizes, including (a) non-overlap of all pairs (NAP), (b) baseline corrected tau (BC-Tau), (c) mean-phase difference (MPD), and (d) generalized least squares (GLS) when applied to hypothetical academic intervention SCED data. Higher levels of measurement error decreased the average magnitude of effect sizes, particularly NAP and BC-Tau. However, the number of intervention observations had minimal impact on the average magnitude of NAP and BC-Tau. Increasing the number of intervention observations dramatically increased the magnitude of GLS and MPD. Increasing the number of baseline observations also tended to increase the average magnitude of MPD. The ratio of baseline to intervention observations had a statistically but not practically significant influence on the average magnitude of NAP, BC-Tau, and GLS. Careful consideration is required when determining the length of time academic SCEDs are conducted and what effect sizes are used to summarize treatment outcomes. This article also highlights the value of using meaningful simulation conditions to understand the performance of SCED effect sizes.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101347"},"PeriodicalIF":3.8,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141542100","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 belonging mediates the longitudinal effects of racial/ethnic identity on academic achievement and emotional well-being among Black and Latinx adolescents","authors":"Seowon Song ,&nbsp;Monica J. Martin ,&nbsp;Zhe Wang","doi":"10.1016/j.jsp.2024.101330","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101330","url":null,"abstract":"<div><p>Social Identity Theory proposes that a positive in-group social identification fosters students' academic motivation and psychological well-being. The present study, grounded in Social Identity Theory, investigated the roles of racial/ethnicity identity (REI) in the development of school adjustment among Black and Latinx youth as well as the psychological mechanisms underlying these longitudinal associations. We hypothesized that REI would positively predict the development of academic achievement and emotional symptoms. In addition, we hypothesized that the development of school belonging would mediate the predictive effects of REI on the growth of academic achievement and emotional symptoms. Participants were 475 (<em>n</em> = 182 Black, 48.9% female; 293 Latinx, 47.8% female) students in Grades 7–9. Students self-reported their REI, school belonging, and emotional symptoms. Academic achievement was assessed using standardized achievement test scores. The longitudinal mediation models indicated that REI indirectly predicted the development of academic achievement and emotional symptoms through students' sense of school belonging. Specifically, higher REI embedded achievement and lower REI awareness of racism predicted higher school belonging in Grade 7. Higher Grade 7 school belonging in turn predicted faster academic growth in Grade 7 to Grade 9 as well as lower emotional symptoms in Grade 7. In addition, the three dimensions of REI also directly predicted the growth of academic achievement and emotional symptoms in Grades 7–9. The mediated effects were smaller in size than the direct effects. These findings highlight the importance of fostering positive REI and a strong sense of school belonging in promoting school adjustment among racial/ethnic minoritized, academically at-risk youth.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101330"},"PeriodicalIF":5.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141314718","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}