Journal of School Psychology最新文献

{"title":"A healthy breakfast each and every day is important for students' motivation and achievement","authors":"Andrew J. Martin ,&nbsp;Keiko C.P. Bostwick ,&nbsp;Emma C. Burns ,&nbsp;Vera Munro-Smith ,&nbsp;Tony George ,&nbsp;Roger Kennett ,&nbsp;Joel Pearson","doi":"10.1016/j.jsp.2024.101298","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101298","url":null,"abstract":"<div><p>Breakfast is often cited as the most important meal of the day and vital for students' academic functioning at school. Although much research has linked students' breakfast consumption to better achievement, there has been debate about why and how breakfast has academic benefits. The present study of 648 Australian high school students investigated (a) the role of breakfast consumption and breakfast quality in students' self-reported motivation and their achievement in a science test, (b) the role of motivation in mediating the link between breakfast consumption and quality and students' achievement, and (c) the extent to which breakfast consumption effects are moderated by the quality of breakfast (e.g., more vegetables, fruit, dairy/protein, wholegrains, cereals, water; less sugary drinks, processed meat, fast take-away, unhealthy snack foods). Findings indicated that beyond the effects of personal, home, and classroom factors, breakfast consumption predicted higher adaptive motivation (<em>p</em> &lt; .05), breakfast quality predicted lower maladaptive motivation (<em>p</em> &lt; .05), and in turn, students' adaptive (positively, <em>p</em> &lt; .01) and maladaptive (negatively, <em>p</em> &lt; .01) motivation predicted their achievement. Moreover, adaptive motivation significantly mediated the relationship between breakfast consumption and achievement (<em>p</em> &lt; .05). The effect of breakfast consumption was moderated by the quality of breakfast such that consuming a high-quality breakfast in the morning was associated with the highest levels of adaptive motivation (<em>p</em> &lt; .01) and achievement (<em>p</em> &lt; .05) later in the day. Findings have implications for educational practice and policy seeking to promote a healthy start to the school day to optimize students' motivation and achievement.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000189/pdfft?md5=2eb17149917b0e88e617a6a52500b500&pid=1-s2.0-S0022440524000189-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140327717","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":"Immigration stress and internalizing symptoms among Latinx and Asian American students: The roles of school climate and community violence","authors":"Blanche Wright ,&nbsp;Belinda C. Chen ,&nbsp;Tamar Kodish ,&nbsp;Yazmin Meza Lazaro ,&nbsp;Anna S. Lau","doi":"10.1016/j.jsp.2024.101286","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101286","url":null,"abstract":"<div><p>Immigration-related problems and stressors are prevalent and pressing concerns among Latinx and Asian American school-age youth. Youth fears related to family deportation have been associated with adverse mental health outcomes. This study used an ecological framework to examine the impact of immigration stress and school- and community-level resources and protective factors on Latinx and Asian American youth internalizing symptoms. The sample included 1309 Asian American and 701 Latinx students (<em>N</em> = 2010) who participated in a routine school-based mental health needs assessment survey. Multilevel regressions analyses revealed that first-generation youth, Latinx youth, and female youth were more vulnerable to experiencing immigration-related problems and worry. Student perceptions of negative school climate and community violence were associated with greater internalizing symptoms regardless of immigration worry. Moderation analyses revealed that immigration-related problems and worry were positively associated with internalizing symptoms and that this relationship did not differ by race/ethnicity. However, immigration worry was a particular risk factor for students who perceived their neighborhood community as safe. Findings highlight that a sociopolitical climate that sows immigration-related challenges fuels youth distress and that students' experiences of their community environment can play an essential role as a psychological resource.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140137919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining differential effects of an equity-focused schoolwide positive behavioral interventions and supports approach on teachers' equity in school discipline","authors":"Sean C. Austin ,&nbsp;Kent McIntosh ,&nbsp;Keith Smolkowski ,&nbsp;María Reina Santiago-Rosario ,&nbsp;Stacy L. Arbuckle ,&nbsp;Nicole E. Barney","doi":"10.1016/j.jsp.2024.101284","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101284","url":null,"abstract":"<div><p>Following a randomized controlled trial that showed effectiveness of an equity-centered positive behavioral interventions and supports (PBIS) professional development intervention on student discipline in elementary schools, we studied the extent to which the intervention had differential effects on individual teachers' use of exclusionary discipline. Using the sample of teachers from the randomized controlled trial (<em>n</em> = 348), we assessed whether (a) changes in teacher use of office discipline referrals over the course of 2 school years and (b) intervention acceptability were moderated by teacher demographic characteristics (e.g., race/ethnicity, experience) or teacher attitudes (e.g., awareness of biases and commitment to equity). Results from multilevel models using two discipline outcomes (i.e., office discipline referrals issued to Black students and equity in office discipline referrals) did not show significant moderation effects for any demographic or attitude variables. Results of intervention acceptability found that teachers with pre-existing commitments to bias reduction found the intervention more acceptable, although means were consistently high across the sample. Findings indicate that the intervention was similarly effective on teacher discipline practices, regardless of teacher demographics or pre-existing attitudes, lending more support to the intervention's promise.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140121899","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 contribution of school climate, socioeconomic status, ethnocultural affiliation, and school level to language arts scores: A multilevel moderated mediation model","authors":"Ruth Berkowitz ,&nbsp;Elisheva Ben-Artzi","doi":"10.1016/j.jsp.2024.101281","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101281","url":null,"abstract":"<div><p>Evidence suggests that schools can promote academic success and higher grades by reducing the negative effect of socioeconomic disadvantage through the mediation of a positive climate. However, a critical question largely remains unanswered: Does the mediation of positive school climate on the link between socioeconomic background and academic achievement remain similar for all schools in all cultures and among all ethnic groups? Using a nationally representative database with school climate and language arts test scores of primary and secondary Hebrew and Arabic language schools in Israel (<em>N</em> = 1188), we examined the contribution of both internal (i.e., school climate and grade level) and external (i.e., ethnocultural and socioeconomic backgrounds) influences on schools' language arts test scores. Using multilevel analyses, findings indicated that the magnitude of the mediation of positive school climate, as manifested by a greater sense of security and decreased school violence, in the link between socioeconomic status and test scores was significant only for elementary schools educating Arabic language minority populations and not for nonminority elementary Hebrew language schools. However, this was not the case for secondary schools, where evidence of higher test scores in schools with positive school climate did not emerge. Despite the many socioeconomic obstacles that ethnocultural minority students face, these results indicate that schools prioritizing a positive climate can increase academic opportunities and level the playing field for students from vulnerable cultures and backgrounds. School professionals are encouraged to invest resources that improve school climate to support underprivileged students' prosperity, especially in schools educating students from minoritized backgrounds, where more significant contributions likely exist. Implications for educational policy and future research are discussed.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140112830","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":"Reframing family-school partnerships to disrupt disenfranchisement of Black families and promote reciprocity in collaboration","authors":"Bri'Anna Collins ,&nbsp;S. Andrew Garbacz ,&nbsp;Tunette Powell","doi":"10.1016/j.jsp.2024.101290","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101290","url":null,"abstract":"<div><p>Research has long demonstrated the benefits of family-school partnerships. However, these benefits often fail to generalize to all families, especially Black families. A present and historical pattern of discrimination and exclusion has contributed to the lack of benefits yielded from Black family-school partnerships. A major contributing factor is the narrow way in which schools define family engagement. Such narrow definitions often marginalize families from non-dominant backgrounds, particularly Black families, and reinforce harmful narratives that Black parents and families are uninvolved in their children's education. The combination of continued discrimination and exclusion as well as harmful narratives has impacted Black family-school partnering. However, schools can work to repair harm and rebuild partnerships with Black families. In this article, we advance a framework for such work. After grounding the need for this framework in a historical context, we emphasize three essential components to forming equitable Black family-school partnerships: (a) grounding relationship building in social justice, (b) integrating reciprocity in family-school relationships, and (c) usage of multiple and non-dominant methods and modalities to build relationships.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140112848","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":"Intersectionality and school racial climate to create schools as sites of fairness and liberation for Black girls","authors":"Charity Brown Griffin ,&nbsp;Jamelia N. Harris ,&nbsp;Sherrie L. Proctor","doi":"10.1016/j.jsp.2024.101282","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101282","url":null,"abstract":"<div><p>Within this article, we utilize intersectionality theory as a framework for understanding the experiences of Black girls who attend PK–12 schools in the United States. Black girls' experiences are then illuminated within the context of the school racial climate research. We then add an intersectional lens to the school racial climate research to demonstrate how specific aspects of the school environment influence the experiences and perceptions of Black girls and their developmental outcomes. Finally, we conclude with recommendations for helping schools become fair and liberatory spaces that honor the full humanity of Black girls, their current schooling experiences, and their visions for their future selves.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140104071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining ethnic identity, school climate, and academic futility among minoritized students","authors":"Tamika La Salle-Finley ,&nbsp;Jesslynn R. Neves-McCain ,&nbsp;Michael G. Li ,&nbsp;Mykelle S. Coleman","doi":"10.1016/j.jsp.2024.101285","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101285","url":null,"abstract":"<div><p>The present causal-comparative study examined the relation between school climate, ethnic identity, and academic futility among racially and ethnically minoritized students. The sample included 1721 racially and ethnically minoritized students identifying as Black, Asian, Latine, and Multiracial from 11 schools in the northeastern region of the United States. Regression models indicated a direct relation between the school climate subscales including School Connectedness, Safety, Character, Peer Support, Adult Support, Cultural Acceptance, Physical Environment, and Order and Discipline and academic futility for all groups in the study. Ethnic identity moderated the relation between school climate subscales and academic futility, although the impact differed across racial and ethnic groups. The present study's results highlight the similarities and differences in the educational experiences of minoritized students. The discussion provides recommendations for cultivating educational environments that are culturally affirming and informed to meet the needs of an increasingly diverse student population. Limitations and future directions are discussed.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140067095","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":"Promoting equitable and socially just school climates for minoritized and marginalized students","authors":"Tamika La Salle-Finley ,&nbsp;Jesslynn Neves-McCain","doi":"10.1016/j.jsp.2024.101293","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101293","url":null,"abstract":"","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140062745","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":"Teachers’ stress and training in a school-based mindfulness program: Implementation results from a cluster randomized controlled trial","authors":"Summer S. Braun ,&nbsp;Mark T. Greenberg ,&nbsp;Robert W. Roeser ,&nbsp;Laura J. Taylor ,&nbsp;Jesus Montero-Marin ,&nbsp;Catherine Crane ,&nbsp;J. Mark G. Williams ,&nbsp;Anna Sonley ,&nbsp;Liz Lord ,&nbsp;Tamsin Ford ,&nbsp;The MYRIAD Team,&nbsp;Willem Kuyken","doi":"10.1016/j.jsp.2024.101288","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101288","url":null,"abstract":"<div><p>School-based mindfulness trainings (SBMT) are a contemporary approach for intervening to promote students' social and emotional skills and well-being. Despite evidence from the larger field of evidence-based social and emotional learning programs demonstrating the importance of high-quality implementation, few studies have investigated factors impacting the implementation of SBMTs, particularly teacher-level influences. The present study addressed this issue by investigating whether teachers' stress, trust in their fellow teachers and principal, and expectations about the program at baseline predicted the quality of their implementation of a SBMT for students. In addition, we examined whether teachers' stress at baseline moderated the effect of training condition on implementation quality. Implementation quality was assessed via observations and teacher self-reports. Results from a sample of British secondary (middle-high) school educators (<em>N</em> = 81) indicated that teachers who felt more supported by their principals at baseline were later observed to implement the SBMT with greater quality, whereas teachers who had more positive expectations about the program felt more confident teaching the course in the future. Teachers' baseline stress moderated the effect of training condition on all measures of implementation quality; among teachers experiencing high stress at baseline, more intensive training led to higher quality implementation. Implications for practitioners and prevention researchers are discussed.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000086/pdfft?md5=060712c59fe3f11266078221ffc004f8&pid=1-s2.0-S0022440524000086-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139992479","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":"Targeting ethnic-racial identity development and academic engagement in tandem through curriculum","authors":"Kristia A. Wantchekon ,&nbsp;Adriana J. Umaña-Taylor","doi":"10.1016/j.jsp.2024.101292","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101292","url":null,"abstract":"<div><p>Schools play an integral role in adolescents' learning and understanding of their ethnic-racial identity (ERI); however, the extant research offers a limited understanding of how specific educator practices can inform adolescents' ERI development, and in turn, their academic adjustment. Accordingly, the present study utilized 30 interviews with Latinx, White, Asian American, and Multiracial eighth grade students (<em>N</em> = 16; <em>M</em>_age = 13.25 years, <em>SD</em> = 0.45; 75% girls, 25% boys) and their English teacher to illustrate the processes by which an ERI-focused unit informed students' ERI developmental processes and their academic engagement (i.e., behavioral, cognitive, and emotional). Results from iterative causation coding indicated that (a) the unit promoted ERI development by facilitating conversations with family, offering dedicated time for ERI exploration, and facilitating personal and literary ERI exploration in tandem; (b) the unit's focus on ERI development encouraged students' emotional, cognitive, and behavioral academic engagement; and (c) the unit also encouraged students' emotional, cognitive, and behavioral academic engagement by leveraging book selections centering ethnoracially minoritized youth, critical consciousness raising, and class community building. Our findings offer implications for future research and school-based efforts looking to positively support adolescents' ERI development. Our findings also provide insights regarding the role of the predominately White school context in students' experiences with the unit, namely, the role of the context in some students' occasional disengagement with the material.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139936710","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}