Journal of School Psychology最新文献

{"title":"Universal Teacher-Child Interaction Training in early childhood special education: Identifying mechanisms of action that explain why it works","authors":"W. Andrew Rothenberg ,&nbsp;Ellyn Schmidt ,&nbsp;Bridget Davidson ,&nbsp;Dainelys Garcia ,&nbsp;Miya Barnett ,&nbsp;Corina Fernandez ,&nbsp;Kaylen Mills ,&nbsp;Jason F. Jent ,&nbsp;Eileen Davis","doi":"10.1016/j.jsp.2024.101392","DOIUrl":"10.1016/j.jsp.2024.101392","url":null,"abstract":"<div><div>Teacher-Child Interaction Training-Universal (TCIT-U) is effective for increasing teachers' use of strategies that promote positive child behavior; however, the exact mechanisms of change are unknown. Using a cluster randomized control trial in a sample of 410 racially- and ethnically-diverse children (<em>M</em>_age = 41.73 months; 50% White, 45% Black/African-American, 4% Multiracial, 1% Asian; 59% Hispanic; 87% with disabilities) taught by 102 teachers from 38 classrooms in eight schools, we attempted to identify these mechanisms of action. Results identified two mechanisms of action by which TCIT-U worked to benefit children in this sample. Enrollment in TCIT-U helped teachers learn to provide labeled praise for child behaviors (as measured by observer ratings) and appropriately follow through on commands (as measured by observer ratings) they issued, which subsequently caused children to experience better socioemotional functioning (as measured by on the teacher-reported Devereux Early Childhood Assessment) and fewer externalizing problems (as measured by the Sutter-Eyberg Student Behavior Inventory – Revised). Specifically, being in the TCIT-U intervention predicted more teacher use of labeled praise at post-treatment, which predicted lower child SESBI-Intensity scores at 1-month follow-up (Indirect Effect <em>B</em> = −1.97, <em>SE</em> = 0.73, <em>p</em> &lt; .01). Additionally, being in the TCIT-U intervention predicted teacher follow-up on a greater proportion of direct commands post-treatment, which was associated with fewer student externalizing problem behaviors post-treatment (Indirect Effect <em>B</em> = −1.47, <em>SE</em> = 0.70, <em>p</em> = .04) and with higher student DECA Total Protective Factor scale scores post-treatment (Indirect Effect <em>B</em> = 3.72, <em>SE</em> = 1.63, <em>p</em> = .02). We discuss reasons why changing these two teacher behaviors might serve as mechanisms of change in our sample. Current findings reveal why TCIT-U might be effective as a universal prevention program that promotes socioemotional functioning and reduces externalizing behavior in racially- and ethnically-diverse samples of children with disabilities.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101392"},"PeriodicalIF":3.8,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578206","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":"Dependability of individualized Direct Behavior Rating Multi-Item Scales (DBR-MIS) for academic enablers","authors":"Tat Shing Yeung ,&nbsp;Robert J. Volpe ,&nbsp;Amy M. Briesch ,&nbsp;Brian Daniels ,&nbsp;Gino Casale","doi":"10.1016/j.jsp.2024.101389","DOIUrl":"10.1016/j.jsp.2024.101389","url":null,"abstract":"<div><div>The present study examined the dependability of three newly developed direct behavior rating multi-item scales (DBR-MIS) of academic enablers (i.e., academic engagement, interpersonal skills, and study skills). Twenty-two K–5 teachers completed all three 5-item DBR-MIS daily for 1 week for one student in their class. Teachers' ratings on each item during the first occasion were used to create individualized DBR scales with 1–4 items. Items with the lowest ratings (indicating least frequent academic enablers) were included first and subsequent items were added in ascending order. Dependability of both full DBR-MIS and individualized DBR scales was evaluated using generalizability theory. Results indicated that the full DBR-MIS demonstrated high dependability and required only 1–4 assessment occasions (i.e., &lt; 10 as the criterion) to inform absolute decision-making for progress monitoring. The three- and four-item individualized DBR-MIS demonstrated comparable dependability to their respective full five-item DBR-MIS. Dependability estimates of individualized scales in general were higher than standard D study-derived estimates with the same number of items (i.e., dependability estimates obtained by manipulating the number of items from the full standard scales modeled in D studies). Results support continued investigation of the DBR-MIS as a viable progress monitoring tool for school-based applications. Further research and implications for practice were discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101389"},"PeriodicalIF":3.8,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571722","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":"Dual-factor mental health in adolescence: Comparing classification methods","authors":"Kelly N. Clark ,&nbsp;Grace Blyth ,&nbsp;Meagan Plant ,&nbsp;Kyle Wilson ,&nbsp;Christine K. Malecki","doi":"10.1016/j.jsp.2024.101391","DOIUrl":"10.1016/j.jsp.2024.101391","url":null,"abstract":"<div><div>Addressing adolescent mental health difficulties often begins by first correctly identifying students who are at risk when using universal mental health screeners in the school setting. A comprehensive conceptualization of mental health may enhance school psychologists' ability to effectively understand the mental health of students they serve. The dual-factor model of mental health posits a more holistic approach to mental health by capturing subjective-wellbeing scores alongside psychopathology. When employing the dual-factor model, practitioners have various ways to classify students as at risk for mental health difficulties, including locally normed cut scores and latent profile analysis (LPA); without an empirical comparison between the two approaches, practitioners may be uninformed in their decision making. The present study surveyed 404 adolescents on subjective wellbeing and psychopathology and examined how mental health classification varied when two common dual-factor approaches were employed (i.e., locally normed cut scores and LPA). Results indicated that 71.2% of the sample were classified in the same dual-factor mental health group across the two approaches, whereas 28.8% of adolescents' mental health classifications changed. The lack of agreement between the two approaches for a sizable proportion of the present sample presents an area for future research to ensure the correct identification of at-risk students and appropriately allocate services in schools.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101391"},"PeriodicalIF":3.8,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571721","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":"Parental incarceration in school psychology publications: A scoping review, content analysis, and comparison to related disciplines","authors":"Elizabeth L. Shaver,&nbsp;Anne M. Floyd,&nbsp;Amanda L. Sullivan","doi":"10.1016/j.jsp.2024.101382","DOIUrl":"10.1016/j.jsp.2024.101382","url":null,"abstract":"<div><div>Parental incarceration touches the lives of millions of school-aged children and youth. School psychologists are positioned to support students who have experienced the incarceration of a loved one and to consult with school team members to boost students' long-term outcomes. This scoping review aimed to assess the scope and extent of parental incarceration's presence in the peer-reviewed and practitioner-oriented literature of school psychology, as well as to compare school psychology to the related disciplines of school counseling and special education. Twenty-three school psychology, school counseling, and special education peer-reviewed and practitioner-oriented publications were examined for articles that mentioned parental incarceration and were published between 2000 and 2023. A comprehensive strategy of database, manual, forward, and backward searches yielded 58 articles that met eligibility criteria. Of the three disciplines examined, school psychology proportionally had the second-most articles mentioning parental incarceration, trailing school counseling journals. School psychology only had one article with a sole focus on the topic of parental incarceration, with all other articles mentioning it as one of multiple concepts within the article or mentioning it only briefly. These findings highlight the necessity for targeted high-quality research in school psychology to focus on parental incarceration and to assess training and professional development needs within the field on this topic.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101382"},"PeriodicalIF":3.8,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571723","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":"Perceptions of teachers' responses to children's peer victimization: Agreement (and lack of agreement) among teachers and students","authors":"Victoria E. Johnson ,&nbsp;Laura E. Stanley ,&nbsp;Wendy Troop-Gordon","doi":"10.1016/j.jsp.2024.101388","DOIUrl":"10.1016/j.jsp.2024.101388","url":null,"abstract":"<div><div>Recent research has underscored the importance of teachers' responses to students' peer victimization as well as students' expectations for how their teacher responds to this victimization. However, little research has examined the extent to which teachers and their students have a shared understanding of their teacher's efforts, or lack of efforts, to manage peer victimization. This study addressed this issue using longitudinal data collected on 410 students (47.1% boys; 86.8% White; <em>M</em>_age = 10.29 years) from 26 fourth-grade and fifth-grade classrooms. In the fall and spring, students reported on their teacher's use of six responses to peer victimization and teachers completed self-reports of their use of these same six responses. Peer reports of aggressive behavior and peer victimization were obtained in the fall. Significant agreement among classmates was found for only three teacher responses, including contacting parents, advising independent coping (i.e., telling the student to handle it on their own), and suggesting avoidance, and there was little indication that there was greater agreement among same-gender classmates or among children either high or low in aggression or peer victimization. Overall, there was little association between teachers and their students as to the teachers' uses of the six response strategies. Based on these findings, fostering a shared understanding of the consequences and expectations regarding students' engagement in bullying should be examined as a potential target of anti-bullying interventions.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101388"},"PeriodicalIF":3.8,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553079","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":"Motivational interviewing for students in school settings: A meta-analysis","authors":"Jenna A. Gersib ,&nbsp;Megan Rojo ,&nbsp;Sarah G. King ,&nbsp;Christian T. Doabler","doi":"10.1016/j.jsp.2024.101386","DOIUrl":"10.1016/j.jsp.2024.101386","url":null,"abstract":"<div><div>Motivational Interviewing (MI) is a brief counseling intervention with demonstrated efficacy in ameliorating unhealthy habits across populations, behaviors, and settings. Although prior research underscores its benefit with adolescents, a comprehensive examination of its application in school settings remains unexplored. Therefore, the primary aim of the present meta-analysis was to calculate the average estimated effect of all studies examining the use of MI with students in school settings. Second, we sought to examine heterogeneity in effects through meta-regression models. Our final model included a meta-analysis of 38 studies with 207 effect sizes evaluating the efficacy of school-based MI. We estimated multivariate models using robust variance estimation with and without outliers. Our results demonstrate a significant estimated effect in favor of using MI to treat an array of behaviors (<em>g</em> = 0.18, 95% Prediction Interval [−0.26, 0.61]). Findings from the meta-regression analyses indicated three significant moderators: (a) the role of the interventionist, (b) target behaviors, and (c) dosage. We offer potential explanations of the findings and discuss current limitations and implications for future work regarding MI in school settings.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101386"},"PeriodicalIF":3.8,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535426","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":"Developmental heterogeneity of school burnout across the transition from upper secondary school to higher education: A 9-year follow-up study","authors":"Lindsey Nadon ,&nbsp;Alexandre J.S. Morin ,&nbsp;William Gilbert ,&nbsp;Elizabeth Olivier ,&nbsp;Katariina Salmela-Aro","doi":"10.1016/j.jsp.2024.101385","DOIUrl":"10.1016/j.jsp.2024.101385","url":null,"abstract":"<div><div>This study utilized piecewise linear growth mixture analysis to examine the developmental heterogeneity of school burnout among a sample of 513 (67.6% females) Finnish students as they transitioned from upper secondary school to higher education (ages 17–25 years). Encompassing five measurement points (two before the transition and three after), our results revealed four distinct burnout trajectory profiles, including (a) High and Decreasing (Profile 1), (b) Moderate and Decreasing (Profile 2), (c) Low and Increasing (Profile 3), and (d) Low and Stable (Profile 4). High initial levels of self-esteem and mastery-extrinsic goals served as personal resources and high-performance goals served as personal risk factors, making students more likely to belong to more (i.e., Profile 4) or less (e.g., Profile 1) adaptive profiles of burnout trajectories, respectively. Profile 4 displayed the lowest and most stable levels of burnout, thus protecting students from adverse outcomes like school dropout, underachievement, and substance use. Conversely, Profile 1 displayed the highest and least stable levels of burnout and was associated with higher risk of burnout, lower academic achievement, greater alcohol use and problems, and higher drug use relative to the other trajectory profiles. Together, these findings offer novel person-centered, longitudinal insight into the developmental heterogeneity of burnout across the transition to higher education and lend support for the self-equilibrium hypothesis in the context of school burnout. Importantly, our results underscore the importance of early intervention efforts aimed at increasing mastery goals and self-esteem to prevent burnout and its associated consequences.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101385"},"PeriodicalIF":3.8,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535425","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":"Loneliness and teacher-student relationships in children and adolescents: Multilevel cross-cultural meta-analyses of cross-sectional and longitudinal studies","authors":"Yixuan Zheng ,&nbsp;Cecilia Rollano ,&nbsp;Charlotte Bagnall ,&nbsp;Caroline Bond ,&nbsp;Jia Song ,&nbsp;Pamela Qualter","doi":"10.1016/j.jsp.2024.101380","DOIUrl":"10.1016/j.jsp.2024.101380","url":null,"abstract":"<div><div>This study synthesized the literature from international and Chinese databases regarding the associations between loneliness and the quality of affective teacher-student relationships (TSRs) among children and adolescents ages 5.34–17.09 years. Forty-seven studies published between 2005 and 2023 were included in a cross-sectional meta-analysis using a multi-level approach. Moderators of the relationship, including culture, study, sample, and measurement characteristics, were also examined. Findings indicated a significant medium effect size (<em>r</em> = −0.226) between loneliness and TSRs with effects moderated by students' gender and national cultural background (i.e., Hofstede's Power Distance and Long-term/Short-term Orientation Dimensions). Longitudinal meta-analyses were performed with six studies by using cross-lagged regression to investigate the prospective effects between these two variables. Results showed that loneliness predicted subsequent TSRs (<em>β</em> = −0.1661) and TSRs predicted subsequent loneliness (<em>β</em> = −0.0917), indicating a reciprocal prospective relationship over time. The findings emphasize not only the role of teachers in students' experiences of loneliness, but also the role that loneliness has on an individual's relationships with others. Recommendations for intervention include (a) increasing teacher awareness of student loneliness and (b) ensuring that any school-based work considers the specific social-cultural perspective.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101380"},"PeriodicalIF":3.8,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142428362","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":"Externalizing behaviors and student engagement: Exploring the protective role of parental involvement in school using latent moderated structural equation modeling","authors":"Julie Goulet ,&nbsp;Isabelle Archambault ,&nbsp;Elizabeth Olivier ,&nbsp;Julien Morizot","doi":"10.1016/j.jsp.2024.101365","DOIUrl":"10.1016/j.jsp.2024.101365","url":null,"abstract":"<div><div>Students presenting externalizing behaviors often exhibit reduced levels of student engagement, posing academic and well-being challenges. Among potential protective factors, the role of parental involvement in school is relatively unexplored. The objective of this study was to examine whether parental involvement could mitigate lower levels of engagement among these students. Data were collected from 742 Canadian elementary students at the beginning and the end of the school year. Latent moderated structural equation modeling was employed to assess the moderating role of four dimensions of parental involvement (i.e., expectations, communication, homework support, and school-based involvement) on behavioral, cognitive, and affective engagement. Results indicated that externalizing behaviors were negatively associated with behavioral engagement only when parental expectations were low (<em>b</em> = −0.394, <em>p</em> = .035) and with cognitive engagement only when homework support was low (<em>b</em> = −0.383, <em>p</em> &lt; .001). These findings suggest the importance of promoting parental involvement, especially among students who exhibit high levels of externalizing behaviors.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101365"},"PeriodicalIF":3.8,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358608","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":"Racial/ethnic disparities in academic achievement in U.S. middle schools: An integrated multilevel modeling approach","authors":"Hye-Young Yun ,&nbsp;Sabina Low","doi":"10.1016/j.jsp.2024.101377","DOIUrl":"10.1016/j.jsp.2024.101377","url":null,"abstract":"<div><div>Using data from a large sample (<em>N</em> = 3115, 48% female; <em>M</em>_{age<em>T1</em>} = 11 years; 40% Latino, 31% Black, and 29% White) of US students attending 36 urban public middle schools in the Midwest, this study explored the effects of parents, teachers, and school context at the beginning of middle school (fall of sixth grade) on academic achievement at the end of middle school (spring of eighth grade). The results of a hierarchical linear model indicated that a higher level of parental monitoring (<em>b</em> = 0.31, <em>p</em> &lt; .001), positive student-teacher relationships (<em>b</em> = 0.12, <em>p</em> = .030), and greater school racial and ethnic diversity (<em>b</em> = 1.08, <em>p</em> = .044) were independently associated with higher academic achievement. An examination of mesosystem effects revealed that for Latina/o students, attending a more racially and ethnically diverse school was associated with higher academic achievement, especially for those who reported having positive relationships with teachers (<em>b</em> = 0.42, <em>p</em> = .002). Moreover, parental monitoring was particularly beneficial for students attending low-socioeconomic schools (<em>b</em> = 0.92, <em>p</em> = .002). Implications for educational practice and policy aimed at reducing racial and ethnic disparities in education are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101377"},"PeriodicalIF":3.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358164","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}