Journal of School Psychology最新文献

{"title":"Using critical race mixed methodology to study multiply marginalized youth of color in schools","authors":"Jessica T. DeCuir-Gunby,&nbsp;Royel M. Johnson","doi":"10.1016/j.jsp.2024.101416","DOIUrl":"10.1016/j.jsp.2024.101416","url":null,"abstract":"<div><div>Multiply marginalized youth of color (MMYOC) often experience a barrage of discrimination within schools due to their intersectional identities. In the school psychology field, there is a frequent failure among researchers to employ methodological tools that adequately capture the complexity of their varied intersectional marginalizations. Anti-oppressive approaches that center on race while addressing intersectional systems of oppression, such as Critical Race Mixed Methodology (CRMM), provide a useful approach to interrogating this complexity. Focusing on MMYOC, we explicate the application of CRMM to foster the advancement of socially just and anti-racist research methodologies in school psychology. It includes a discussion of the theoretical foundations of Critical Race Theory and elaborates on the various elements of a CRMM study. Implications for the application of CRMM in the current anti-diversity, equity, and inclusion climate are also considered.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101416"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168737","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":"One model may not fit all: Subgroup detection using model-based recursive partitioning","authors":"Marjolein Fokkema ,&nbsp;Mirka Henninger ,&nbsp;Carolin Strobl","doi":"10.1016/j.jsp.2024.101394","DOIUrl":"10.1016/j.jsp.2024.101394","url":null,"abstract":"<div><div>Model-based recursive partitioning (MOB; Zeileis et al., 2008) is a flexible framework for detecting subgroups of persons showing different effects in a wide range of parametric models. It provides a versatile tool for detecting and explaining heterogeneity in, for example, intervention studies. In this tutorial article, we introduce the general MOB framework. In two specific case studies, we illustrate how MOB-based methods can be used to detect and explain heterogeneity in two widely used frameworks in educational studies: (a) The generalized linear mixed model (GLMM) and (b) item response theory (IRT). In the first case study, we show how GLMM trees (Fokkema et al., 2018) can be used to detect subgroups with different parameters in mixed-effects models. We apply GLMM trees to longitudinal data from a study on the effects of the Head Start pre-school program to identify subgroups of families where children show comparatively larger or smaller gains in performance. In a second case study, we show how Rasch trees (Strobl et al., 2015) can be used to detect subgroups with different item parameters in IRT models (i.e. differential item functioning [DIF]). DIF should be investigated before using test results for group comparisons. We show how a recently developed stopping criterion (Henninger et al., 2023) can be used to guide subgroup detection based on DIF effect sizes.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101394"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168397","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":"Supporting healthy development in adolescence: Technology-supported cooperative learning can reduce stress and increase sleep quality","authors":"Kunyi Zhou ,&nbsp;Jessica Olsen ,&nbsp;Melynda D. Casement ,&nbsp;Mark J. Van Ryzin","doi":"10.1016/j.jsp.2024.101417","DOIUrl":"10.1016/j.jsp.2024.101417","url":null,"abstract":"<div><div>Peer relationships are a significant source of stress for adolescents that can negatively impact sleep quality. Cooperative learning can reduce adolescent stress by enhancing positive social interactions in school, which may improve adolescent sleep quality. This study evaluated (a) the effects of technology-assisted cooperative learning (i.e., <span><span>PeerLearning.net</span><svg><path></path></svg></span>) on adolescents' sleep quality, sleep duration, and sleep onset latency; (b) whether these effects were mediated by reductions in stress; and (c) whether effects were moderated by race and ethnicity, sex, grade level, and dosage. We conducted a cluster randomized trial with 12 middle and high schools in the Pacific Northwest (<em>n</em> = 6 intervention, <em>n</em> = 6 control) and collected two waves of data from a sample of 813 students (50.2% female, 70.7% White, US Grades 6–9, ages 12–16 years). Results indicated significantly reduced stress (<em>R</em>² = 0.80) and increased perceived sleep quality (<em>R</em>² = 0.47) among adolescents after implementing technology-assisted cooperative learning, including a significant effect for dosage, but no effects on sleep duration or sleep onset latency. Effects on perceived sleep quality were mediated by effects on stress. No moderation by sex, grade, or race/ethnicity was found. Our findings (and those from previous research) suggested that technology-assisted cooperative learning is a promising universal school-based prevention program that can impact a wide range of student (and teacher) outcomes.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101417"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168740","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":"Learning from learning loss: Bayesian updating in academic universal screening during learning disruptions","authors":"Garret J. Hall,&nbsp;Emma Doyle","doi":"10.1016/j.jsp.2024.101426","DOIUrl":"10.1016/j.jsp.2024.101426","url":null,"abstract":"<div><div>We used Bayesian ordinal regression methods to examine reading and math screening predictive strength and accuracy before and after learning disruptions related to the Covid-19 pandemic. Using a Bayesian updating procedure in which model estimates from previous years were used as Bayesian priors in following years, we found that reading and math screening was similarly predictive before and after Covid-19 prolonged unplanned school closures (PUSCs) and subsequent learning disruptions (odds ratios range across years: 15–25). We additionally found that predictive strength and accuracy varied across grade levels, but this grade variation was insensitive to learning disruptions. These findings demonstrate the practical applicability of Bayesian updating to universal screening prediction, particularly in the context of PUSCs or other learning disruptions that may impact student academic needs. Limitations and future directions for Bayesian methods in screening are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101426"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168742","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":"Happy together: Multilevel associations between adolescents' and teachers' school-specific subjective wellbeing","authors":"Yanchen Zhang ,&nbsp;Qiong Yu ,&nbsp;Tyler Renshaw ,&nbsp;Huijuan Li ,&nbsp;Lindsay Fallon ,&nbsp;Xu Jiang","doi":"10.1016/j.jsp.2025.101428","DOIUrl":"10.1016/j.jsp.2025.101428","url":null,"abstract":"<div><div>International literature indicates that adolescents' subjective well-being (SWB) is associated with their academic and social-emotional development. Teachers are a central source of social influence on adolescents' school-specific SWB. However, little is known about the multilevel associations between adolescents' and their teachers' school-specific SWB, especially in collectivist cultures. This international collaborative study examined the multilevel associations between adolescents' and their teachers' school-specific SWB. Using a stratified random sample from a public secondary school in China (<em>n</em>_student = 1181, <em>n</em>_teacher = 44), we surveyed teachers' and their students' school-specific SWB and general SWB (i.e., satisfaction with life and general self-efficacy). Random-intercept-only multilevel models were fitted to delineate the cross-level associations between teachers' (Level-2 predictors) and adolescents' overall and dimensional school-specific SWB (Level-1 outcomes) while partialing out adolescents' general SWB and demographics (e.g., student gender, age). Significant within-class similarities were found in adolescents' overall and dimensional school-specific SWB (i.e., joy of learning, student school connectedness, academic self-efficacy, and educational purpose). At the class level, teachers' school-specific SWB and teaching experience were positively associated with adolescents' school-specific SWB. At the individual level, adolescents' school-specific SWB was positively associated with their life satisfaction and general self-efficacy, but not with their demographics. Implications of findings and future directions are discussed to inform researchers, practitioners, and policymakers about the significance of multidimensional measures of SWB and a whole-school approach to promoting the SWB of an entire school population (e.g., students, teachers).</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101428"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143394828","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":"Advancing the science and practice of school psychology, centering equity and justice, and promoting innovation","authors":"S. Andrew Garbacz","doi":"10.1016/j.jsp.2025.101435","DOIUrl":"10.1016/j.jsp.2025.101435","url":null,"abstract":"","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101435"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747014","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":"Mixed-gender anxiety and gender-based relationship efficacy: A cross-lagged study of single-sex versus coeducational schooling bridging high school graduation","authors":"Wang Ivy Wong ,&nbsp;Sylvia Yun Shi ,&nbsp;Gu Li ,&nbsp;Lynn S. Liben ,&nbsp;Janice Sin Yu Leung ,&nbsp;Zhansheng Chen","doi":"10.1016/j.jsp.2024.101398","DOIUrl":"10.1016/j.jsp.2024.101398","url":null,"abstract":"<div><div>Feeling comfortable interacting with someone of another gender and having competence in cross-gender relationships are important for adolescents' and young adults' psychosocial development. However, extended experience in gender-segregated schooling environments may reduce opportunities to develop these competencies. To test this, comparisons between single-sex (SS) and coeducational (CE) school students' mixed-gender anxiety and gender-based relationship efficacy were conducted. Prior research on social outcomes of SS schooling were limited by the use of single-item surveys, cross-sectional designs, and inadequate control for confounding demographic differences between SS and CE students. We addressed these limitations by using (a) multi-item measures, (b) a longitudinal design that included two waves of data collection bridging high-school graduation, and (c) propensity-score matching. Students in Hong Kong were first surveyed in their final year of high school (<em>N</em> = 667) and then again roughly 1.5 years post-graduation (<em>N</em> = 463). SS students reported lower other-gender relationship efficacy than CE students at both times (<em>β</em> = −0.21) but no difference in mixed-gender anxiety. Mixed-gender anxiety increased in both groups over time (<em>β</em> = 0.85 to 1.07). Importantly, students who initially reported lower other-gender relationship efficacy later reported more mixed-gender anxiety (<em>β</em> = −0.15 to −0.19). Additionally, cross-lagged effects showed school type indirectly predicted mixed-gender anxiety through relationship efficacy (<em>β</em> = 0.03). These associations appeared even after controlling for general social anxiety and were evident across gender and sexual orientation groups. The study suggests potentially negative effects of SS schooling on mixed-gender interpersonal outcomes and demonstrates the value of propensity score matching and longitudinal designs that can show ways that SS and CE students develop across critical life transitions. Results have implications for peer-exposure and self-efficacy theories and for designing school-based programs to help students build greater cross-gender interpersonal competency.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101398"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168738","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":"Acculturation and educational involvement among Chinese immigrant parents: The mediating role of emotional well-being","authors":"Xinwei Zhang ,&nbsp;Peggy A. Kong ,&nbsp;Chen Chen ,&nbsp;Gia Mui","doi":"10.1016/j.jsp.2024.101425","DOIUrl":"10.1016/j.jsp.2024.101425","url":null,"abstract":"<div><div>Acculturation and parental educational involvement, life satisfaction, and depression are intertwined in Chinese immigrant families. This study investigated the relationship between Chinese immigrant parents’ acculturation and educational involvement, with a particular focus on examining the mediating effects of their life satisfaction and depression on this relationship. Participants were 250 Chinese immigrant parents (<em>M</em>_age = 43.32 years, <em>SD</em> = 6.04; 76% female) of middle or high school children. The parents completed surveys about acculturation regarding mainstream acquisition (i.e., English proficiency and American cultural acquisition) and heritage maintenance (i.e., Chinese proficiency and Chinese cultural maintenance). Parents also reported their educational involvement (i.e., school, home, and community involvement), life satisfaction, and depression. Results showed that parental English proficiency (β = .18, <em>p</em> = .039), American cultural acquisition (β = .26, <em>p</em> &lt; .001), and Chinese proficiency (β = .13, <em>p</em> = .044) were positively related to their school involvement. Parental English proficiency (β = .24, <em>p</em> = .005) was positively related to home involvement. American cultural acquisition (β = .25, <em>p</em> &lt; .001) and Chinese proficiency (β = .16, <em>p</em> = .010) were positively related to parents’ community involvement. Parental English proficiency (β = .36, <em>p</em> &lt; .001) was positively associated with life satisfaction, and English proficiency (β = -.20, <em>p</em> = .033) and American cultural acquisition (β = -.21, <em>p</em> = .003) were negatively related to depression. Moreover, parental life satisfaction mediated the relationship between English proficiency and home involvement (95% CI [.02, .14]). Parental depression mediated the association between American cultural acquisition and community involvement (95% CI [.01, .08]). This study contributes to a holistic and nuanced understanding of Chinese immigrant parents’ educational involvement in their cultural and psychological contexts.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101425"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168739","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":"Context matters: Diagnosing and targeting local barriers to success at school","authors":"Ian R. Hadden,&nbsp;Peter R. Harris,&nbsp;Matthew J. Easterbrook","doi":"10.1016/j.jsp.2024.101401","DOIUrl":"10.1016/j.jsp.2024.101401","url":null,"abstract":"<div><div>We trialed a novel method aimed at reducing educational inequalities in any given school by tailoring an intervention to address the specific local social, cultural, and psychological barriers that contribute to those inequalities. In Study 1 (<em>N</em> = 2070), we validated measures in a student survey of barriers experienced by students ages 11–16 years in two schools in England. We used a pilot version of these measures to identify two barriers that appeared to be contributing in both schools to poorer attendance and behavioral records of Black versus Asian students and of lower socioeconomic status (SES) students versus higher SES students. These barriers consisted of perceptions that (a) the schools were biased against certain groups of students and that there were negative stereotypes about certain groups of students, and (b) teachers and students did not come from similar backgrounds. In Study 2, which was pre-registered, we administered a brief tailored intervention to target these barriers in students ages 11–14 years in the same two schools the following year (<em>N</em> = 1070). The intervention, which aimed to induce values affirmation and reveal hidden teacher-student similarities, improved the attendance of low-SES students by 0.20 <em>SD</em> (<em>p</em> = .009) and reduced the gap with their peers by 60%. Exploratory analyses indicated that the improvement in attendance was larger for students who reported perceiving greater levels of bias and poorer teacher-student relationships at baseline. The impact of the intervention on the behavioral records of Black students (<em>p</em> = .089) and low-SES students (<em>p</em> = .293) was not significant. These qualified but encouraging findings provide a basis for developing practical ways for individual schools to improve outcomes for their historically disadvantaged students.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101401"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743799","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":"Distributional moderation analysis: Unpacking moderation effects in intervention research","authors":"Wolfgang Wiedermann,&nbsp;Wendy M. Reinke,&nbsp;Keith C. Herman","doi":"10.1016/j.jsp.2024.101399","DOIUrl":"10.1016/j.jsp.2024.101399","url":null,"abstract":"<div><div>Moderation and subgroup analyses are well-established statistical tools to evaluate whether intervention effects vary across subpopulations defined by participants' demographic and contextual factors. Moderation effects themselves, however, can be subject to heterogeneity and can manifest in various outcome parameters that go beyond group-specific averages (i.e., means) that are typically the focus of main and moderation effect analyses. The present study introduces distributional moderation analysis using the framework of inflated Generalized Additive Models for Location, Scale, and Shape (GAMLSS) that allows researchers to holistically characterize intervention effect modifiers through simultaneously modeling conditional mean-, variance-, skewness-, and kurtosis-based intervention effects, as well as moderated treatment effects located at the endpoints of the response scale (i.e., floor/ceiling effects). Data from a large-scale randomized controlled trial evaluating the effects of a teacher classroom management program on students' disruptive classroom behavior are used to provide a step-by-step guide for applying distributional moderation analysis in school-based intervention research. Although a traditional mean-focused analysis suggests that the intervention reduced students' average disruptive behavior only for students receiving special education, an evaluation of distributional treatment effects reveals a general decrease in the average disruptive behavior for at-risk students. In addition, distributional moderation analysis suggests that this average decrease is moderated by students' race and that the moderation effect of special education status initially seen in the traditional analysis is not located in the means, but in the chance to show no disruptive behavior patterns at all. Thus, we conclude that distributional moderation analysis constitutes a valuable complementary tool to provide a fine-grained characterization of treatment effect modifiers.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101399"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743800","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}