Journal of School Psychology最新文献

{"title":"Navigating the school transition: Within- and between-person associations between adolescents' academic self-efficacy, school relatedness, and intrinsic academic motivation","authors":"Jingyun Wang ,&nbsp;Tessa Kaufman ,&nbsp;Stefanos Mastrotheodoros ,&nbsp;Susan Branje","doi":"10.1016/j.jsp.2024.101326","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101326","url":null,"abstract":"<div><p>Adolescents with higher levels of the basic psychological needs of competence, autonomy, and relatedness report better school functioning compared to their peers with lower levels of these needs. This study extended previous work by examining associations in within-person changes of these psychological needs in the school context, with a special focus on the secondary school transition period. We examined within-person relations between academic self-efficacy, intrinsic academic motivation, and school relatedness. Dutch adolescents (<em>N</em> = 290; <em>M</em>_age = 11.58 years, <em>SD</em> = 0.44 at T1) who were in their last year of primary school were followed for four waves across 2 years. Results from random-intercept cross-lagged panel models (RI-CLPMs) showed moderate to strong positive concurrent associations between academic self-efficacy, intrinsic academic motivation, and school relatedness at both the within- and between-person levels. Moreover, within-person increases in school relatedness predicted increases in intrinsic academic motivation 6 months later. Thus, it is vital that researchers, teachers, and educators are aware that social connections and belongingness are important after the school transition for increasing intrinsic academic motivation.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101326"},"PeriodicalIF":5.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000463/pdfft?md5=8ac12eb4ed465dce59d579b56d8b4149&pid=1-s2.0-S0022440524000463-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290533","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":"No “Top of the triangle kids”: Toward conceptual clarity of students, behavior, and tiers in MTSS to advance social justice","authors":"Amanda L. Sullivan ,&nbsp;Mollie Weeks ,&nbsp;Faith G. Miller ,&nbsp;Thuy Nguyen ,&nbsp;Tara Kulkarni ,&nbsp;Shay Williams ,&nbsp;Jiwon Kim","doi":"10.1016/j.jsp.2024.101325","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101325","url":null,"abstract":"<div><p>Schools have increasingly adopted multitier systems of support to address a variety of educational aims. Despite their grounding in behavioral science and the public health model of prevention, in many settings there has been a shift from a foundational focus on behavioral principles to emphasize categorization and treatment of “top of the triangle” or “Tier 3” students. Herein, we first discuss how such emphasis on situating individuals, rather than behaviors, within the continuum of supports is counter to the principles and goals of MTSS, as well as undermining efforts to support prevention and social justice. Next, we apply a critical lens to review the related literature on problem-solving, labeling, marginalization of disabled students, and discipline disparities to provide a rationale for equity-centered MTSS with corresponding recommendations for practice.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101325"},"PeriodicalIF":5.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290534","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":"Common misconceptions and good practices in qualitative research in school psychology","authors":"Sujay V. Sabnis ,&nbsp;Jennifer R. Wolgemuth","doi":"10.1016/j.jsp.2024.101328","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101328","url":null,"abstract":"<div><p>After a long journey in relative obscurity, qualitative research is being accepted in the field of school psychology. As more school psychology researchers and graduate students adopt it as part of their scholarly endeavors, we reflect on the qualitative research published in school psychology since 2006 in terms of what has been done so far and what can be improved going forward. This act of academic retrospection can strengthen qualitative research in school psychology by helping to identify areas of strength and weakness. We read all qualitative studies published in seven school psychology journals between 2006 and 2021 to understand their methodological character. In Section I, we discuss the methodological trends (e.g., approach to inquiry, data collection methods, data analysis strategies) we found. In Section II, we reflect upon this corpus and identify some common misconceptions about qualitative methodologies that stood out to us. We clarify these misconceptions and highlight some examples of ‘good’ practices in these articles that could be adopted by other researchers. Finally in Section III, we provide some general recommendations about developing school psychologists' understanding of and the ability to conduct qualitative research.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101328"},"PeriodicalIF":5.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141294683","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 the associations of SWPBS with exclusionary discipline and disproportionality in U.S. schools","authors":"Mollie R. Weeks,&nbsp;Amanda L. Sullivan","doi":"10.1016/j.jsp.2024.101327","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101327","url":null,"abstract":"<div><p>In response to patterns of educational inequity, many schools implement system-wide behavioral frameworks to reduce exclusionary discipline. School-wide positive behavior supports (SWPBS) is one such framework that seeks to support socially appropriate behavior by enhancing the capacity of schools to implement research-validated practices. However, there remains to be a systematic analysis of the extent to which SWPBS improves educational equity by reducing disparities in exclusionary discipline. The purpose of the systematic review was to evaluate research on the association of SWPBS with exclusionary discipline and racial discipline disproportionality. In total, 42 articles met the full inclusion criteria of a literature search conducted between 2018 and 2020. Study results were mixed regarding whether SWPBS was associated with reductions in exclusionary discipline and only a few studies provided evidence that SWPBS helps reduce exclusionary discipline disproportionality. Limitations of this research signal a need for attention to both data disaggregation and root causes of continued disproportionate discipline practices.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"106 ","pages":"Article 101327"},"PeriodicalIF":5.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290532","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":"How Gender-Sexuality Alliances cultivate a sense of school belonging from week to week for LGBTQ+ youth","authors":"V. Paul Poteat ,&nbsp;Jerel P. Calzo ,&nbsp;Abigail Richburg ,&nbsp;Robert A. Marx ,&nbsp;Hirokazu Yoshikawa","doi":"10.1016/j.jsp.2024.101329","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101329","url":null,"abstract":"<div><p>School belonging can facilitate positive youth development and educational outcomes. Given that LGBTQ+ youth face marginalization in schools, there is a need to identify school supports that could still promote their sense of school belonging. We considered Gender-Sexuality Alliances (GSAs) as LGBTQ+ affirming school clubs. Among 92 LGBTQ+ student members of GSAs in nine states who completed weekly diary surveys over an 8-week period (<em>M</em>_age = 15.83 years, <em>SD</em> = 1.29; 50% youth of color; 51% trans or non-binary), we considered whether a youth's GSA experiences from meeting to meeting predicted their relative levels of school belonging in days following these meetings. There was significant within-individual (37%) and between-individual (63%) variability in youth's sense of school belonging during this time. Youth reported relatively higher school belonging on days following GSA meetings where they perceived greater group support (<em>p</em> = .04) and took on more leadership (<em>p</em> = .01). Furthermore, youth who, on average, reported greater advisor responsiveness (<em>p</em> = .01) and leadership (<em>p</em> = .01) in GSA meetings over the 8-week period reported greater school belonging than others. Findings showcase the dynamic variability in LGBTQ+ youth's sense of school belonging from week to week and carry implications for how schools and GSAs can support LGBTQ+ youth and sustain their ties to school.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"105 ","pages":"Article 101329"},"PeriodicalIF":5.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141289717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using moderated nonlinear factor models to adjust for differential item functioning in the Student-Teacher Relationship Scale from kindergarten to Grade 6","authors":"Sophia W. Magro ,&nbsp;Meriah L. DeJoseph ,&nbsp;Robert C. Pianta ,&nbsp;Glenn I. Roisman","doi":"10.1016/j.jsp.2024.101324","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101324","url":null,"abstract":"<div><p>Prior research has demonstrated that children form developmentally salient relationships with teachers and that these relationships are uniquely predictive of subsequent functioning both in and outside of school. However, prior work estimating trajectories and predictors of teacher-student relationship quality has failed to test and adjust for bias in questionnaire items. The present study used longitudinal data from the NICHD Study of Early Child Care and Youth Development (SECCYD; <em>N</em> = 1140) to test and adjust for measurement bias in the Student-Teacher Relationship Scale (STRS; <span>Pianta, 2001</span>) across grades (K–6) and sociodemographic characteristics (i.e., birth sex, race/ethnicity, family income-to-needs ratio, and maternal education) to generate less biased estimates of trajectories of teacher-student relationship quality. Results identified differential item functioning for three of seven STRS items assessing conflict and three of eight STRS items assessing closeness, with items functioning differentially across child grade, birth sex, race/ethnicity, and maternal education level. Comparisons of growth models using non-adjusted and adjusted STRS scores highlight substantive differences between scoring approaches, such that the effects of race/ethnicity, maternal education, and maternal sensitivity on teacher-student relationship quality were masked prior to adjusting for item bias. These findings demonstrate the importance of testing and correcting for item bias in questionnaire-based assessments of teacher-student relationship quality to ensure valid conclusions.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"105 ","pages":"Article 101324"},"PeriodicalIF":5.0,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141095478","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":"Relationships of paraeducators and teachers with their autistic students","authors":"Narmene Hamsho ,&nbsp;Melissa Collier-Meek ,&nbsp;Hayley McAvoy ,&nbsp;Jan Blacher ,&nbsp;Abbey Eisenhower","doi":"10.1016/j.jsp.2024.101321","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101321","url":null,"abstract":"<div><p>Paraeducators play an important role in the classroom experiences of many autistic students. Although previous research has indicated that autistic students typically have strained relationships with their teachers, little is known about their relationships with paraeducators. We examined relationship quality reported by teachers (<em>N</em> = 171) and paraeducators (<em>N</em> = 28) with their elementary-age autistic students (IQ ≥ 50, ages 4–8 years, Grades PreK–3). Paraeducators reported strained relationships with their autistic students relative to normative means. This was especially apparent when compared with teacher report as paraeducators reported significantly lower overall relationship quality with their autistic students marked by higher conflict and dependency, yet similar reports of closeness. Indirect effect analysis indicated that higher conflict between paraeducators and their autistic students was accounted for by their fewer years of classroom experience compared to teachers. These findings should encourage school psychologists to consider the systemic factors likely contributing to paraeducators' fewer years of experiences and, as members of special education teams, use a consultative framework to provide supports needed to foster positive relationships between paraeducators and their autistic students.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"105 ","pages":"Article 101321"},"PeriodicalIF":5.0,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141067212","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":"How we teach mindfulness matters: Adolescent development and the importance of informal mindfulness","authors":"Jessica Mettler ,&nbsp;Stephanie Zito ,&nbsp;Laurianne Bastien ,&nbsp;Elana Bloom ,&nbsp;Nancy L. Heath","doi":"10.1016/j.jsp.2024.101323","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101323","url":null,"abstract":"<div><p>Given high levels of adolescent stress and educational institutions' key role in supporting students' mental health, mindfulness instruction is increasingly being implemented in schools. However, there is growing evidence adolescents find traditionally taught formal mindfulness (e.g., structured regular practice like meditation) challenging. Indeed, school-based studies report high levels of student non-compliance and lack of engagement with formal mindfulness strategies. Thus, informal mindfulness practices (e.g., unstructured brief moments integrated within daily routine) may be more accessible and developmentally appropriate for adolescents. Using a randomized experimental school-based design, this study sought to parse out the acceptability and effectiveness of formal and informal mindfulness for adolescents over time. Adolescents (<em>n =</em> 142; 73.9% female) were randomly assigned to a 4-week formal mindfulness, informal mindfulness, or comparison group and assessed on mental health, well-being, and educational outcomes. The informal mindfulness group (a) was more likely to report intending to frequently use the strategies (<em>p</em> = .025, Cramer's V = .262) and (b) reported increased dispositional mindfulness (i.e., general tendency to be mindful) from baseline to follow-up (<em>p</em> = .049, η_p² = .034) which in turn mediated benefits on depression (indirect effect = −.15, 95% CI [−.31, −.03]), anxiety (indirect effect <em>=</em> −.21, 95% CI [−.36, −.06]), general stress (indirect effect <em>=</em> −.16, 95% CI [−.32, −.04]), school-related stress (indirect effect = −.15, 95% CI [−.28, −.05]), negative affect (indirect effect <em>=</em> −.17, 95% CI [−.35, −.04]), and attentional control (indirect effect = .07, 95% CI [.01, .13]). Thus, brief informal mindfulness strategies may be easier for students to use on a regular basis than formal mindfulness. Overall, these findings highlight the importance of going beyond a one-size-fits-all approach by offering accessible and engaging school-based mindfulness instruction to students. Recommendations for school psychologists seeking to teach mindfulness to adolescents are discussed, including the need to directly teach how to integrate informal mindfulness strategies in students' lives.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"105 ","pages":"Article 101323"},"PeriodicalIF":5.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000438/pdfft?md5=7b756e57e8d40fee15aed694f6e9230f&pid=1-s2.0-S0022440524000438-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140947465","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":"Fostering excellence: Nurturing motivation and performance among high- and average-ability students through need-supportive teaching","authors":"Jeroen Lavrijsen ,&nbsp;Sabine Sypré ,&nbsp;Bart Soenens ,&nbsp;Maarten Vansteenkiste ,&nbsp;Eline Camerman ,&nbsp;Alicia Ramos ,&nbsp;Karine Verschueren","doi":"10.1016/j.jsp.2024.101322","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101322","url":null,"abstract":"<div><p>When students with high cognitive abilities disengage from school, this implies a severe loss of talent to students themselves and to society. Hence, it is important to understand how teachers can prevent disengagement and underachievement in high-ability students. Whereas a large body of research has demonstrated that need-supportive teaching (i.e., the provision of autonomy support, involvement, and structure) and differentiated instruction relate positively to students' academic development, it remains unclear whether such practices would be equally, more, or less beneficial for high-ability students. Drawing on data from a longitudinal four-wave study among early adolescents from Flanders (<em>N</em> = 3586), this study showed that need-supportive teaching in math classes was positively associated with intrinsic motivation, behavioral engagement, and math performance in high-ability students, both at the level of between-student differences and at the level of changes in students over time. Standardized estimates were typically between 0.05 and 0.20 at the between-person level, indicating small effect sizes, with more modest effect sizes at the within-person level. Importantly, these associations were found to be generally equivalent across high- and average-ability students. Comparing the provision of need-supportive teaching to either high- or average-ability students, high-ability students particularly reported more autonomy support from their math teachers than average-ability students, with small effect sizes (i.e., Cohen's <em>d</em> between 0.16 and 0.27). These findings underline the importance of need-supportive teaching to support the motivational and academic development of both high- and average-ability students.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"105 ","pages":"Article 101322"},"PeriodicalIF":5.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140947466","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":"Accuracy of progress monitoring decision rules to evaluate response to instruction with two computer adaptive tests","authors":"Ethan R. Van Norman,&nbsp;Emily R. Forcht","doi":"10.1016/j.jsp.2024.101319","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101319","url":null,"abstract":"<div><p>Computer adaptive tests have become popular assessments to screen students for academic risk. Research is emerging regarding their use as progress monitoring tools to measure response to instruction. We evaluated the accuracy of the trend-line decision rule when applied to outcomes from a frequently used reading computer adaptive test (i.e., Star Reading [SR]) and frequently used math computer adaptive test (i.e., Star Math [SM]). Analyses of extant SR and SM data were conducted to inform conditions for simulations to determine the number of assessments required to yield sufficient sensitivity (i.e., probability of recommending an instructional change when a change was warranted) and specificity (i.e., probability of recommending maintaining an intervention when a change was not warranted) when comparing performance to goal lines based upon a future target score (i.e., benchmark) as well as normative comparisons (50th and 75th percentiles). The extant dataset of SR outcomes consisted of monthly progress monitoring data from 993 Grade 3, 804 Grade 4, and 709 Grade 5 students from multiple states in the United States northwest. Data for SM were also drawn from the northwest and contained outcomes from 518 Grade 3, 474 Grade 4, and 391 Grade 5 students. Grade level samples were predominately White (range = 59.89%–67.72%) followed by Latinx (range = 9.65%–15.94%). Results of simulations suggest that when data were collected once a month, seven, eight, and nine observations were required to support low-stakes decisions with SR for Grades 3, 4, and 5, respectively. For SM, nine, ten, and eight observations were required for Grades, 3, 4, and 5, respectively. Given the length of time required to support reasonably accurate decisions, recommendations to consider other types of assessments and decision-making frameworks for academic progress monitoring are provided.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"105 ","pages":"Article 101319"},"PeriodicalIF":5.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140924544","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}