International Journal of School and Educational Psychology最新文献_第10页

Factor Structure and Longitudinal Measurement Invariance of the Frost Multidimensional Perfectionism Scale-Brief on a Filipino Sample Frost多维完美主义量表的因子结构和纵向测量不变性——以菲律宾为例

International Journal of School and Educational Psychology Pub Date : 2020-11-13 DOI: 10.1080/21683603.2020.1837702

Patricia D. Simon

{"title":"Factor Structure and Longitudinal Measurement Invariance of the Frost Multidimensional Perfectionism Scale-Brief on a Filipino Sample","authors":"Patricia D. Simon","doi":"10.1080/21683603.2020.1837702","DOIUrl":"https://doi.org/10.1080/21683603.2020.1837702","url":null,"abstract":"ABSTRACT The Frost Multidimensional Perfectionism Scale or FMPS is one of the first empirically validated measures of perfectionism. Cultural nuances demand that the efficiency of a short version of this scale, FMPS – Brief, be tested on an Asian sample. Given the wealth of studies that consistently linked perfectionism to academic achievement, research on the utility of this brief instrument especially with students from a collectivist background is needed. Confirmatory factor analysis of data from a sample of Filipino university students (N = 306) revealed that FMPS-Brief is a reliable and valid measure that can be used in an academic context. Aside from exhibiting the two-factor structure of perfectionism, the scale also displayed good internal consistency and convergent validity with another short version of a commonly used perfectionism measure, the Hewitt and Flett Multidimensional Perfectionism Scale. There was also evidence for the measurement invariance of FMPS-Brief across three time points. The brief scale can be used whenever the need for a short but psychometrically sound instrument for perfectionism arises.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"350 - 359"},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837702","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48096218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

I’m not as bright as I used to be – pupils’ meaning-making of reduced academic performance after trauma 我不像以前那么聪明了——创伤后学生学业成绩下降的意义建构

International Journal of School and Educational Psychology Pub Date : 2020-11-12 DOI: 10.1080/21683603.2020.1837698

J. schultz, Dag Skarstein

{"title":"I’m not as bright as I used to be – pupils’ meaning-making of reduced academic performance after trauma","authors":"J. schultz, Dag Skarstein","doi":"10.1080/21683603.2020.1837698","DOIUrl":"https://doi.org/10.1080/21683603.2020.1837698","url":null,"abstract":"ABSTRACT Post-traumatic stress disorder (PTSD) is associated with temporary, distinct cognitive impairment. This study explores how cognitive impaired academic performance is recognized and explained by young Norwegians who survived the Utøya massacre of July 22, 2011. Qualitative interviewing of 65 students (aged 16–29 years) was conducted 2.5 years after the traumatic event. A total of 25% (n = 16) respondents reported no or no distinct change; only 6% (n = 4) reported some degree of positive change. By contrast, 69% (n = 45) reported negative changes in academic performance, with impaired concentration and feelings of chaos. Previously effective study techniques became less effective or inadequate. Respondents worried about lasting impairment of academic functioning, but reported little or no discussion with teachers. From the characteristics of the changes reported, attribution style, the use of metaphors and narrative structuring, we identify differences in the meaning-making processes of these young people. Some were left with an understanding that negatively affected their help-seeking activity and reduced the willingness to accept adapted education post trauma.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"9 1","pages":"265 - 279"},"PeriodicalIF":0.0,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837698","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Reading comprehension in Spanish by Quechua-Spanish bilingual children 克丘亚西班牙语双语儿童的西班牙语阅读理解

International Journal of School and Educational Psychology Pub Date : 2020-11-12 DOI: 10.1080/21683603.2020.1823914

A. Junyent, María Fernández-Flecha

引用次数: 0

Engagement with school and retention 参与学校和保留

International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI: 10.1080/21683603.2020.1837697

D. Gandra, J. Cruz

{"title":"Engagement with school and retention","authors":"D. Gandra, J. Cruz","doi":"10.1080/21683603.2020.1837697","DOIUrl":"https://doi.org/10.1080/21683603.2020.1837697","url":null,"abstract":"ABSTRACT Students engagement with school is a concern of the educational community, research and policy makers. It has been conceptualized as a multidimensional construct conditioned by several individual and contextual factors, namely personal, family, social and academic variables. Regarding academic variables, school retention is a controversial option, that influences the way students engage with school. Many studies have examined the impact of retention on school performance. Less attention has been directed to the implications of retention on students’ school engagement, particularly in its cognitive and psychological domains. The objectives of this study were to describe the cognitive and psychological dimensions of school engagement in students from 4th, 6th and 9th grades, and to analyze the influence of retention in the engagement with school. A total of 986 students, who attended elementary and middle school, participated in this study. This study contributed to the research on school engagement and retention, adding empirical evidence to this subject, and suggesting that retaining students may contribute to the decrease of engagement with school throughout the academic journey. These results may have implications for educational policies and psychological practice, especially highlighting the belief that in school no child should be left behind.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"9 1","pages":"225 - 235"},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837697","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47167972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Influence of Personality Types on Academic Procrastination Among Undergraduate Students 人格类型对大学生学业拖延的影响

International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI: 10.1080/21683603.2020.1841051

Godwin Ocansey, C. Addo, H. Onyeaka, J. Andoh-Arthur, K. Oppong Asante

{"title":"The Influence of Personality Types on Academic Procrastination Among Undergraduate Students","authors":"Godwin Ocansey, C. Addo, H. Onyeaka, J. Andoh-Arthur, K. Oppong Asante","doi":"10.1080/21683603.2020.1841051","DOIUrl":"https://doi.org/10.1080/21683603.2020.1841051","url":null,"abstract":"ABSTRACT Procrastination on academic tasks is a common problem affecting learning and achievement of university students globally. In Western and developed countries, personality types have been implicated in academic procrastination, but such evidence has not been adduced within the Ghanaian context. This study was therefore conducted to explore the possible role of personality types on academic procrastination among undergraduate students. Two hundred (200) students (Mean age = 20.78 years; SD = 2.27) conveniently sampled completed the Academic Procrastination Scale and the Big Five Personality Inventory. Correlational analysis showed that academic procrastination was negatively associated with openness, conscientiousness, extraversion, and agreeableness but positively related to neuroticism. Further standard multiple regression analysis showed only two dimensions of the personality traits: Neuroticism and openness made significant prediction of academic procrastination. Neuroticism made the strongest unique predictor of academic procrastination (β = 0.23; t = 2.74; p < .01) followed by openness (β = – 0.20; t = −2.18; p < .05). The current study provides important information needed for the development of intervention programs that will help reduce academic procrastination among students, with specific emphasis on implicated personality traits.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"360 - 367"},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1841051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45399580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Academic achievement, and cyber-bullying and cyber-victimization among middle- and high-school students in Vietnam 越南中学生的学业成绩、网络欺凌和网络受害情况

International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI: 10.1080/21683603.2020.1837700

C. Tran, B. Weiss, Ngoc Hung Nguyen

{"title":"Academic achievement, and cyber-bullying and cyber-victimization among middle- and high-school students in Vietnam","authors":"C. Tran, B. Weiss, Ngoc Hung Nguyen","doi":"10.1080/21683603.2020.1837700","DOIUrl":"https://doi.org/10.1080/21683603.2020.1837700","url":null,"abstract":"ABSTRACT Rates of Internet usage among Vietnamese students have been estimated to be high and consequently, risk for cyber-bullying and cyber-victimization also may be high. However, current research in this area is limited, with the two primary studies of cyber-bullying among Vietnamese students based on short questionnaires (three and four items) and limited samples (i.e., from one school, and from two schools in the same city). A more comprehensive assessment thus is important in order to more precisely define the magnitude of the problem and to more accurately identify culturally relevant risk factors. In the present study, 1,040 Vietnamese 6th through 12th-grade students from 4 schools in Hanoi and Ho Chi Minh City were assessed using the Revised Cyber Bullying Inventory. Results indicated that 7.1% of participants were victims of cyber-bullying only, 4.7% were initiators of cyber-bullying only, and 11.3% were both initiators of cyber-bullying and victims of cyber-bullying; thus, about one-fourth of the sample was involved in maladaptive online behaviors. Academic achievement was significantly related to levels of cyber-bullying but not cyber-victimization, with top-performing students showing significantly higher levels of cyber-bullying than all other students. Implications of these results are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"118 - 127"},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837700","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41942408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Addressing the mental health of school students: Perspectives of secondary school teachers and counselors 解决学生心理健康问题：中学教师和辅导员的观点

International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI: 10.1080/21683603.2020.1838367

J. Beames, Lara Johnston, B. O’Dea, M. Torok, K. Boydell, H. Christensen, A. Werner-Seidler

{"title":"Addressing the mental health of school students: Perspectives of secondary school teachers and counselors","authors":"J. Beames, Lara Johnston, B. O’Dea, M. Torok, K. Boydell, H. Christensen, A. Werner-Seidler","doi":"10.1080/21683603.2020.1838367","DOIUrl":"https://doi.org/10.1080/21683603.2020.1838367","url":null,"abstract":"ABSTRACT The feasibility of addressing the mental health needs of young people at school is influenced by how staff perceive their role, and the role of schools, in mental health care. Using qualitative methodology, this study investigated the roles of Australian school teachers and counselors. The aims were two-fold: (i) to explore how teachers and counselors perceive the role of the school in student mental health; and (ii) to explore their views about what is being practically done in schools to provide this support. Ninety-one secondary school teachers and 83 counselors (Mage = 39.45) across New South Wales responded to open-ended questions between November 2017 and July 2018. Key themes included support, being on the frontline, collaboration, and education, although there were some discrepancies between staff. Further, counselors endorsed evidence-based programs in schools that directly targeted student mental health. Results indicated that clear professional roles and a coordinated effort are needed to appropriately address student mental health.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"128 - 143"},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1838367","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48432157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

An initial validation of a home–school partnership questionnaire related to teachers’ attitudes and actions: Predicting teachers’ burnout 家校合作问卷对教师态度与行动之初步验证:预测教师倦怠

International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI: 10.1080/21683603.2020.1837701

Junko Iida, Naoko Shimada, Saori Yamasaki

{"title":"An initial validation of a home–school partnership questionnaire related to teachers’ attitudes and actions: Predicting teachers’ burnout","authors":"Junko Iida, Naoko Shimada, Saori Yamasaki","doi":"10.1080/21683603.2020.1837701","DOIUrl":"https://doi.org/10.1080/21683603.2020.1837701","url":null,"abstract":"ABSTRACT Home-school partnership is key to students’ success at schools. Japanese schools have attempted to invite families to participate in school educational activities. However, these efforts are embedded into Japanese school cultures and were not studied empirically. This study aimed to explore teachers’ attitudes and actions toward home–school partnership and examine their effects on teachers’ burnout. Based on a preliminary study, we developed a questionnaire with 30 items for the partnership attitude (PAT) scale, 37 items for the partnership actions (PAC) scale and three other scales. We examined the concurrent validity of the scales with a sample of 254 teachers. Exploratory factor analysis yielded four subscales for the PAT (Appreciation, Positive Attitude, Traditional Attitude, Difficulty) and five subscales for the PAC (Respect Parents, Individual Contact, Classroom Information Sharing, Being Proactive, Facilitating Conversation). Reliability was moderately supported, while the criterion validity coefficients were moderately supported using correlation analysis. The results of the multiple regressions show that some PAT factors had negative effects, while some PAC factors had positive effects on teachers’ burnout. Thus, while it is important for teachers to build a good home–school partnership through partnership actions, a systematic support system is necessary for teachers experiencing difficulties in collaborating with parents.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"336 - 349"},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46023421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Development of emotional literacy and empathy among elementary-aged Japanese children 日本小学儿童情感素养和移情能力的发展

International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI: 10.1080/21683603.2020.1837699

Yayoi Watanabe, Yurika Motomura, Elina Saeki

{"title":"Development of emotional literacy and empathy among elementary-aged Japanese children","authors":"Yayoi Watanabe, Yurika Motomura, Elina Saeki","doi":"10.1080/21683603.2020.1837699","DOIUrl":"https://doi.org/10.1080/21683603.2020.1837699","url":null,"abstract":"ABSTRACT This study explored cross-sectional gender and grade level trends in emotional literacy and empathy among 634 elementary school children in Japan. Children were presented with hypothetical scenarios involving positive, negative, neutral, and mixed emotions, and identified the emotions that the characters were feeling and the intensity of their emotions. Three-hundred thirty fourth- through sixth-grade children also completed a self-report survey on empathy. Results were mixed. Grade and gender differences emerged in children’s ability to identify appropriate emotional expressions in the negative scenario but not in the other scenario types, grade and gender differences were found in the number and variety of emotion words identified, and grade but no gender differences were found in children’s ability to differentiate varying levels of perceived emotional intensity. In terms of empathy, gender but no grade level differences were found in empathy levels, and empathy and perceived emotional intensity were related. These grade and gender considerations may be incorporated in social-emotional learning curricula to enhance the utility of programs for diverse populations.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"316 - 335"},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837699","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45035214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The multidimensional school climate questionnaire (MSCQ) parent-version: Factorial structure and measurement invariance 多维学校气候问卷（MSCQ）家长版：因子结构和测量不变性

International Journal of School and Educational Psychology Pub Date : 2020-10-15 DOI: 10.1080/21683603.2020.1828205

Valentina Grazia, Luisa Molinari

{"title":"The multidimensional school climate questionnaire (MSCQ) parent-version: Factorial structure and measurement invariance","authors":"Valentina Grazia, Luisa Molinari","doi":"10.1080/21683603.2020.1828205","DOIUrl":"https://doi.org/10.1080/21683603.2020.1828205","url":null,"abstract":"ABSTRACT The current study aimed to test the factorial structure and psychometric properties of a parent version of the Multidimensional School Climate Questionnaire (MSCQ), a multi-informant and multidimensional measure of school climate recently developed and validated in Italian for a student version, by also providing evidence of measurement invariance between students and parents. Participants were 320 parents, mostly mothers, and 339 students enrolled in four middle schools in Northern Italy. The confirmatory factor analysis (CFA) showed a good fit for the expected six-dimension model (Student Support, Home-school Relations, Student Relations, Student-Teacher Relations, Educational Climate, Justice). All factors were positively correlated with each other and reported good Cronbach’s alphas and composite reliability scores (ω). Full configural and metric and partial scalar invariance were achieved between parents and students. These findings confirm that the parent version of the MSCQ is a psychometrically sound measure to assess multidimensional perceptions of school climate. Lastly, limitations and practical implications are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"243 - 247"},"PeriodicalIF":0.0,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1828205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49478589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3