Journal of School Psychology最新文献_第8页

Perceptions of teachers' responses to children's peer victimization: Agreement (and lack of agreement) among teachers and students 教师对儿童遭受同伴伤害的应对措施的看法：教师和学生之间的一致意见（和不一致意见

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-10-30 DOI: 10.1016/j.jsp.2024.101388

Victoria E. Johnson , Laura E. Stanley , Wendy Troop-Gordon

{"title":"Perceptions of teachers' responses to children's peer victimization: Agreement (and lack of agreement) among teachers and students","authors":"Victoria E. Johnson , Laura E. Stanley , 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><sub>age</sub> = 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}

引用次数: 0

Motivational interviewing for students in school settings: A meta-analysis 在学校环境中对学生进行动机访谈：荟萃分析

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-10-25 DOI: 10.1016/j.jsp.2024.101386

Jenna A. Gersib , Megan Rojo , Sarah G. King , Christian T. Doabler

{"title":"Motivational interviewing for students in school settings: A meta-analysis","authors":"Jenna A. Gersib , Megan Rojo , Sarah G. King , 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}

引用次数: 0

Developmental heterogeneity of school burnout across the transition from upper secondary school to higher education: A 9-year follow-up study 从高中到高等教育过渡期间学校倦怠的发展异质性：为期九年的跟踪研究

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-10-22 DOI: 10.1016/j.jsp.2024.101385

Lindsey Nadon , Alexandre J.S. Morin , William Gilbert , Elizabeth Olivier , Katariina Salmela-Aro

{"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 , Alexandre J.S. Morin , William Gilbert , Elizabeth Olivier , 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}

引用次数: 0

Loneliness and teacher-student relationships in children and adolescents: Multilevel cross-cultural meta-analyses of cross-sectional and longitudinal studies 儿童和青少年的孤独感与师生关系：横断面和纵向研究的多层次跨文化荟萃分析

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-10-04 DOI: 10.1016/j.jsp.2024.101380

Yixuan Zheng , Cecilia Rollano , Charlotte Bagnall , Caroline Bond , Jia Song , Pamela Qualter

{"title":"Loneliness and teacher-student relationships in children and adolescents: Multilevel cross-cultural meta-analyses of cross-sectional and longitudinal studies","authors":"Yixuan Zheng , Cecilia Rollano , Charlotte Bagnall , Caroline Bond , Jia Song , 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}

引用次数: 0

Externalizing behaviors and student engagement: Exploring the protective role of parental involvement in school using latent moderated structural equation modeling 外化行为与学生参与：利用潜在调节结构方程模型探索父母参与学校活动的保护作用

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-09-30 DOI: 10.1016/j.jsp.2024.101365

Julie Goulet , Isabelle Archambault , Elizabeth Olivier , Julien Morizot

{"title":"Externalizing behaviors and student engagement: Exploring the protective role of parental involvement in school using latent moderated structural equation modeling","authors":"Julie Goulet , Isabelle Archambault , Elizabeth Olivier , 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> < .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}

引用次数: 0

Racial/ethnic disparities in academic achievement in U.S. middle schools: An integrated multilevel modeling approach 美国中学学习成绩中的种族/族裔差异：综合多层次建模方法

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-09-28 DOI: 10.1016/j.jsp.2024.101377

Hye-Young Yun , Sabina Low

{"title":"Racial/ethnic disparities in academic achievement in U.S. middle schools: An integrated multilevel modeling approach","authors":"Hye-Young Yun , 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><sub>age<em>T1</em></sub> = 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> < .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}

引用次数: 0

Development and validation of domain specific school diversity model scales among pupils and teachers: A multilevel approach 在学生和教师中开发和验证特定领域的学校多样性模型量表：多层次方法

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-09-28 DOI: 10.1016/j.jsp.2024.101378

Roy Konings , Jozefien De Leersnyder , Orhan Agirdag

{"title":"Development and validation of domain specific school diversity model scales among pupils and teachers: A multilevel approach","authors":"Roy Konings , Jozefien De Leersnyder , Orhan Agirdag","doi":"10.1016/j.jsp.2024.101378","DOIUrl":"10.1016/j.jsp.2024.101378","url":null,"abstract":"<div><div>The present study consisted of the development and validation of a novel multi-rater Domain-Specific School Diversity Model scale (DS-SDM) that captures pupils' and teachers' perceptions of the extent to which their school adopts assimilationist, colorblind, and pluralist approaches to the domains of (a) languages, (b) religions, (c) the curriculum, and (d) students' identities. Using data collected from 3073 students ages 10–12 years and 816 teachers from 59 primary schools in Flanders, Belgium, we performed multilevel exploratory factor analyses and confirmatory factor analyses to evaluate these novel scales. We identified a total of nine measurement scales among students and seven among teachers that were reliable (internal consistency range = 0.63–0.86) and invariant across different subgroups of pupils (i.e., ethnic minoritized versus majority pupils). Interestingly, we found that perceptions by pupils and teachers within the same school were often notably different, especially in the domains of curriculum and identities. Overall, this study offers novel tools to capture perceptions of school diversity models among students and teachers in more nuanced and domain-specific ways. As such, it paves the way for future school psychological or educational studies and interventions targeting domain-specific diversity practices that are most strongly related to ethnic minoritized and majority students' well-being and school achievement.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101378"},"PeriodicalIF":3.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327710","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}

引用次数: 0

Bayesian approach to piecewise growth mixture modeling: Issues and applications in school psychology 片断增长混合模型的贝叶斯方法：学校心理学中的问题与应用

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-09-27 DOI: 10.1016/j.jsp.2024.101366

Ihnwhi Heo, Sarah Depaoli, Fan Jia, Haiyan Liu

{"title":"Bayesian approach to piecewise growth mixture modeling: Issues and applications in school psychology","authors":"Ihnwhi Heo, Sarah Depaoli, Fan Jia, Haiyan Liu","doi":"10.1016/j.jsp.2024.101366","DOIUrl":"10.1016/j.jsp.2024.101366","url":null,"abstract":"<div><div>Bayesian piecewise growth mixture models (PGMMs) are a powerful statistical tool based on the Bayesian framework for modeling nonlinear, phasic developmental trajectories of heterogeneous subpopulations over time. Although Bayesian PGMMs can benefit school psychology research, their empirical applications within the field remain limited. This article introduces Bayesian PGMMs, addresses three key methodological considerations (i.e., class separation, class enumeration, and prior sensitivity), and provides practical guidance for their implementation. By analyzing a dataset from the Early Childhood Longitudinal Study-Kindergarten Cohort, we illustrate the application of Bayesian PGMMs to model piecewise growth trajectories of mathematics achievement across latent classes. We underscore the importance of considering both statistical criteria and substantive theories when making decisions in analytic procedures. Additionally, we discuss the importance of transparent reporting of the results and provide caveats for researchers in the field to promote the wide usage of Bayesian PGMMs.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101366"},"PeriodicalIF":3.8,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327709","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}

引用次数: 0

School-based consultation and coaching for promoting teachers’ generalized outcomes: A meta-analysis 校本咨询和辅导促进教师的综合成果：荟萃分析

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-09-27 DOI: 10.1016/j.jsp.2024.101379

Zachary C. LaBrot, Tyler Smith, Emily Maxime, Abigail Lawson

{"title":"School-based consultation and coaching for promoting teachers’ generalized outcomes: A meta-analysis","authors":"Zachary C. LaBrot, Tyler Smith, Emily Maxime, Abigail Lawson","doi":"10.1016/j.jsp.2024.101379","DOIUrl":"10.1016/j.jsp.2024.101379","url":null,"abstract":"<div><div>School-based consultation or coaching may be used to promote teachers' use of various classroom management practices and interventions. An important aspect of school-based consultation and coaching is ensuring teachers generalize their use of evidence-based practices that were trained through consultation. However, the extent to which teachers generalize practices trained through consultation or coaching is somewhat unclear. As such, the purpose of this meta-analysis was twofold: (a) synthesize the existing school-based consultation literature to determine the extent to which teachers generalize practices they learned through consultation and coaching and (b) make a call to action for researchers to collect generalization data in consultation and coaching research. Seventeen studies were identified for review, in which results indicated school-based consultation and coaching to be effective for promoting teachers' generalization of EBPs (LRRi = 0.82) as well as target outcomes (LRRi = 1.15). Specific implementation supports (i.e., in situ training and behavioral skills training) significantly contributed to teachers' generalization, with specific practices (i.e., behavior specific praise) being more generalizable. Furthermore, moderation analyses were conducted to delineate aspects of consultation and coaching that are more likely to promote teachers' generalized outcomes. Limitations, future directions, and implications for research and practice are described.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101379"},"PeriodicalIF":3.8,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327708","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}

引用次数: 0

Concentration toward the mode: Estimating changes in the shape of a distribution of student data 向模式集中：估计学生数据分布形状的变化

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-09-26 DOI: 10.1016/j.jsp.2024.101364

Benjamin A. Motz

{"title":"Concentration toward the mode: Estimating changes in the shape of a distribution of student data","authors":"Benjamin A. Motz","doi":"10.1016/j.jsp.2024.101364","DOIUrl":"10.1016/j.jsp.2024.101364","url":null,"abstract":"<div><div>When making comparisons between groups of students, a common technique is to analyze whether there are statistically significant differences between the means of each group. This convention, however, is problematic when data are negatively skewed and bounded against a performance ceiling, features that are typical of data in education settings. In such a situation, we might be particularly interested to observe group differences in the left tail, specifically among students who have room to improve, and conventional analyses of group means have limitations for detecting such differences. In this article, an alternative to these conventions is presented. Rather than comparing the means of two groups, we can instead compare how closely student data are concentrated toward the modes of each group. Bayesian methods provide an ideal framework for this kind of analysis because they enable us to make flexible comparisons between parameter estimates in custom analytical models. A Bayesian approach for examining concentration toward the mode is outlined and then demonstrated using public data from a previously reported classroom experiment. Using only the outcome data from this prior experiment, the proposed method observes a credible difference in concentration between groups, whereas conventional tests show no significant overall differences between group means. The present article underscores the limitations of conventional statistical assumptions and hypotheses, especially in school psychology and related fields, and offers a method for making more flexible comparisons in the concentration of data between groups.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101364"},"PeriodicalIF":3.8,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323998","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}

引用次数: 0