International Journal of School and Educational Psychology最新文献_第3页

A Vietnamese adaptation of the attitudes and beliefs regarding aggression questionnaire 越南人对侵略性态度和信念的适应调查问卷

International Journal of School and Educational Psychology Pub Date : 2022-04-20 DOI: 10.1080/21683603.2022.2058661

B. T. Vu, M. Van Heel, G. Bosmans

{"title":"A Vietnamese adaptation of the attitudes and beliefs regarding aggression questionnaire","authors":"B. T. Vu, M. Van Heel, G. Bosmans","doi":"10.1080/21683603.2022.2058661","DOIUrl":"https://doi.org/10.1080/21683603.2022.2058661","url":null,"abstract":"ABSTRACT There has been an increase in peer violence in Vietnam. Although normative beliefs approving aggression have been considered an important factor in the development of peer violence in Western countries, few studies examine the factor in Vietnamese context. This limitation may be due to the lack of a validated scale used to evaluate the factor. The current study aims to translate and validate the Vietnamese version of the Attitudes and Beliefs Regarding Aggression (ABRA). We used two independent samples of Vietnamese adolescents. The first sample included 411 participants (47.2% boys, aged 11–16, M age = 14.00, SD = 1.12), whereas the second sample included 310 adolescents (51.6% boys, age 10–15, M age = 12.67, SD = 1.61). Results obtained from confirmatory factor analyses and item response theory analyses suggested the use of two out of three subscales of the ABRA: the Aggression Legitimate and the Aggression Pays subscales. Additionally, the two subscales were indicated to be reliable in terms of both internal consistency and test-retest. Finally, results obtained from multiple hierarchical analyses suggested the criterion validity of the two subscales. In sum, the Vietnamese ABRA is a valid measure of normative beliefs approving aggression in Vietnamese adolescents.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"167 - 179"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46636748","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

The impact of a teacher-based positive education intervention on student wellbeing literacy 以教师为本的积极教育干预对学生幸福素养的影响

International Journal of School and Educational Psychology Pub Date : 2021-11-23 DOI: 10.47602/josep.v2i1.12

L. Waters, Matthew Charles Higgins

{"title":"The impact of a teacher-based positive education intervention on student wellbeing literacy","authors":"L. Waters, Matthew Charles Higgins","doi":"10.47602/josep.v2i1.12","DOIUrl":"https://doi.org/10.47602/josep.v2i1.12","url":null,"abstract":"Over the past decade, research has consistently found that positive education interventions have a beneficial effect on mental health outcomes for students, such as improvements in life satisfaction and reduction of anxiety. While it is encouraging to see these changes in student mental health, the research has not yet adequately explored whether positive education interventions change a student’s understanding of wellbeing itself. Wellbeing literacy is a new construct within the field of positive education and is defined as the ability to understand the concept and language of wellbeing. This study examines whether student language and understanding of wellbeing changes following an intervention that trains teachers in the core principles of positive education. Students across grades five, six and seven (ages 11–13; n = 231) from three Australian schools provided brief written descriptions of their understanding of wellbeing before and after their teachers undertook an eight-month positive education intervention. Thematic analysis was used as the methodological tool to analyze student language and understanding of wellbeing. Inferential frequency-based statistical analyses were used to compare the pre-intervention and post-intervention responses. The results revealed that student understanding of wellbeing evolved in four key ways to become more: (1) detailed; (2) strength based; (3) expanded/multidimensional; and (4) relational. Post-intervention understanding of wellbeing was significantly more likely to include aspects of emotional management, strengths, coping, mindfulness and self-kindness. Implications, limitations and future directions are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85176095","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: 9

Positive education to promote flourishing in students returning to school after COVID-19 closure 积极开展教育，促进学生在COVID-19关闭后返校

International Journal of School and Educational Psychology Pub Date : 2021-08-25 DOI: 10.47602/JOSEP.V1I1.3

Gökmen Arslan, J. Burke

引用次数: 16

Inclusiveness in Tanzania’s public pre-primary education: Unbridged teachers’ and parents’ role awareness gap 坦桑尼亚公立学前教育的包容性:未弥合的教师和家长角色意识差距

International Journal of School and Educational Psychology Pub Date : 2021-08-17 DOI: 10.1080/21683603.2021.1960227

Pambas Tandika Basil

{"title":"Inclusiveness in Tanzania’s public pre-primary education: Unbridged teachers’ and parents’ role awareness gap","authors":"Pambas Tandika Basil","doi":"10.1080/21683603.2021.1960227","DOIUrl":"https://doi.org/10.1080/21683603.2021.1960227","url":null,"abstract":"ABSTRACT Though research on inclusive education in pre-primary in Tanzania exist, they have paid limited attention to the participation of parents and pre-primary teachers, in making their schools responsive to all the children’s needs. This study, therefore, was undertaken to establish how such stakeholders proactively contribute to making pre-primary offers equitable inclusive education. This qualitative descriptive study used semi-structured interviews with teachers and focus group interviews with parents to collect data. In all, 11 public pre-primary teachers and 43 parents from Kanyigo in Misenyi district and Nsalala in Shinyanga district were involved. Collected data were analyzed through a thematic content analysis procedure. Results show that, though teachers had a good understanding of inclusive education in pre-primary education, a good number of parents were largely ignorant about the concept. Consequently, parents participated poorly in fostering inclusive pre-primary education. Teachers participated in making pre-primary inclusive mainly through the preparation of instructional materials. Overall, transforming pre-primary education into more inclusive education was impacted by teachers’ and parents’ understanding of inclusion in teaching and learning. Planned and well-coordinated awareness initiatives and increasing budgetary allocations emerged in the study aimed to improve inclusion in PPE and serve its critical role as the foundational level of education.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"111 - 126"},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44889500","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

Longitudinal study of children’s aggressive behavior, and it’s relations to individual and contextual factors 儿童攻击行为的纵向研究及其与个体因素和环境因素的关系

International Journal of School and Educational Psychology Pub Date : 2021-07-20 DOI: 10.1080/21683603.2021.1934207

Õnne Uus, Eve Kikas

{"title":"Longitudinal study of children’s aggressive behavior, and it’s relations to individual and contextual factors","authors":"Õnne Uus, Eve Kikas","doi":"10.1080/21683603.2021.1934207","DOIUrl":"https://doi.org/10.1080/21683603.2021.1934207","url":null,"abstract":"ABSTRACT Self-regulation forms the rudiments for children’s academic achievement and socialization. Although one’s executive control and verbal skills are needed in both of the core aspects for academic performance: processing to regulate one’s own learning and behavior, young students’ cognitive capacity for that is still immature influencing the “right response” execution. This longitudinal study investigates children’s deviant self-regulation, aggression, in two reciprocal relations: (1) individual cognitive factors (2) classroom-contextual factors. Results show the persistence of aggression over time; in aggressive students also lower verbal and executive function skills in Grade 6, while no classroom-contextual relations were detected. This indicates the need to identify as early as possible the pupils performing poorly in cognitive tasks in order to implement specific scaffold-interventions to enhance their processing skills – fundamental for efficient executive control. By doing so, we can prevent possible later complications and improve those pupils’ basic functions early on to regulate their learning and execute appropriate behavior. Human cognition is an entire and interdependent system enabled by our undivided mental mechanism needed for making relevant conclusions as well as shaping appropriate behavior to become a responsibly thinking and dignified member of society.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"34 - 47"},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1934207","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42567271","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

Superheroes Social Skills Program: A Replication with Children with Autism Spectrum Disorder in Pakistan 超级英雄社交技能项目：对巴基斯坦自闭症谱系障碍儿童的复制

International Journal of School and Educational Psychology Pub Date : 2021-07-20 DOI: 10.1080/21683603.2021.1944410

Shabbih Fatima, Sarwat Sultan, W. Jenson, John L. Davis, Keith C. Radley, Naintara

引用次数: 1

Crossover of burnout in the classroom – Is teacher exhaustion transmitted to students? 课堂倦怠的交叉——教师倦怠是否会传染给学生?

International Journal of School and Educational Psychology Pub Date : 2021-07-02 DOI: 10.1080/21683603.2021.1942343

L. Tikkanen, K. Pyhältö, T. Soini, J. Pietarinen

{"title":"Crossover of burnout in the classroom – Is teacher exhaustion transmitted to students?","authors":"L. Tikkanen, K. Pyhältö, T. Soini, J. Pietarinen","doi":"10.1080/21683603.2021.1942343","DOIUrl":"https://doi.org/10.1080/21683603.2021.1942343","url":null,"abstract":"ABSTRACT It has been proposed that well-being or lack of it can spread within tightly knit communities, including classrooms. Yet, to our knowledge, no studies have explored the crossover of burnout between the teachers and the students. In this study, we explored the relationship between teacher exhaustion and students’ study burnout symptoms. We hypothesized that teacher exhaustion is likely to be transmitted to students in classroom interaction both directly and via students’ perceptions of reduced social support from the teacher. A total of 1550 Finnish fifth-grade students from 104 classes and their teachers (N = 104) participated in the study. Multilevel structural modeling was applied to explore whether teacher exhaustion can cross over within classroom settings, i.e., whether it is related to their students’ study burnout levels and students’ perceptions of decreased social support. The findings indicated that teacher exhaustion contributed to higher levels of cynicism among the students. Interestingly, the teacher exhaustion was not related to the teacher support reported by their students. The perceived teacher support buffered the students’ study burnout at both individual and classroom levels. The findings imply that teachers’ well-being and the perceived social support from teachers play important roles in student well-being.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"9 1","pages":"326 - 339"},"PeriodicalIF":0.0,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1942343","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47820876","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: 12

Long-term stability of the WISC-Ⅳ in children with autism spectrum disorder 自闭症谱系障碍儿童WISC-Ⅳ的长期稳定性

International Journal of School and Educational Psychology Pub Date : 2021-06-04 DOI: 10.1080/21683603.2021.1930307

Satoshi Okada, Y. Kawasaki, M. Shinomiya, Hiroshi Hoshino, Tamiko Ino, Kazuko Sakai, Kimiko Murakami, Rie Ishida, Kaoru Mizuno, M. Takayanagi, S. Niwa

{"title":"Long-term stability of the WISC-Ⅳ in children with autism spectrum disorder","authors":"Satoshi Okada, Y. Kawasaki, M. Shinomiya, Hiroshi Hoshino, Tamiko Ino, Kazuko Sakai, Kimiko Murakami, Rie Ishida, Kaoru Mizuno, M. Takayanagi, S. Niwa","doi":"10.1080/21683603.2021.1930307","DOIUrl":"https://doi.org/10.1080/21683603.2021.1930307","url":null,"abstract":"ABSTRACT The present study aimed to investigate the test-retest reliability of the Wechsler Intelligence Scale for Children-Fourth edition (WISC-IV) in a sample of 138 children with autism spectrum disorder (ASD) from a child psychiatric clinic in Tokyo, Japan. The stability coefficient of the Full Scale Intelligence Quotient (FSIQ), which is composed of four indices, was very high at .83, while those of the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index (PSI) individually were moderate to high, ranging from .62 to .79. Comparisons among three age groups revealed that the coefficients for children aged 5 to 7 years tended to be lower than those for children aged 11 years and older. With respect to relative strengths and weaknesses between index scores, approximately half of children did not exhibit the same trend in the second test. These results revealed that the FSIQ and index scores are stable in the long term in children with ASD aged 11 years and older, and that the PSI and discrepancies in index scores are less stable. Thus, practitioners should take into account ecological information and the test-taking behaviors of children when interpreting WISC-IV results for children with ASD. Abbreviations: ASD: autism spectrum disorder; WISC-IV: wechsler intelligence scale for children – fourth edition; FSIQ: full scale intelligence quotient; VCI: verbal comprehension index; PRI: perceptual reasoning index; WMI: working memory index; PSI: processing speed index","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"290 - 301"},"PeriodicalIF":0.0,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1930307","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48924906","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

Fostering intrinsic motivation among teachers: Importance of work environment and individual differences 教师内在动机的培养:工作环境与个体差异的重要性

International Journal of School and Educational Psychology Pub Date : 2021-05-26 DOI: 10.1080/21683603.2021.1925182

Syed Majid Ali Shah Bukhari, Shireen Gul Jamali, Abdul Razaque Larik, Muhammad Saleem Chang

{"title":"Fostering intrinsic motivation among teachers: Importance of work environment and individual differences","authors":"Syed Majid Ali Shah Bukhari, Shireen Gul Jamali, Abdul Razaque Larik, Muhammad Saleem Chang","doi":"10.1080/21683603.2021.1925182","DOIUrl":"https://doi.org/10.1080/21683603.2021.1925182","url":null,"abstract":"ABSTRACT Given the high importance of the teachers’ role in overall school improvement, there has been a strong tradition to investigate various factors affecting teachers’ motivation in developed countries. However, like other variables, the factors of intrinsic motivation may offer variance in developed and underdeveloped countries. Thus, this study investigated the importance of work environmental factors and the role of teachers’ individual differences in fostering intrinsic motivation by collecting data from 357 Pakistani secondary school teachers. Interpersonal relationships were found to be the highest source of teachers’ intrinsic motivation. The structural equation model revealed that school work environment variables: administrative support, working conditions, interpersonal relationships, promotion, colleagues’ support, and salary were significant factors in fostering teachers’ intrinsic motivation. Teachers’ individual differences in gender, academic and professional qualifications, and work experience also showed a significant role in explaining teachers’ intrinsic motivation although the extent of effect was smaller than work environmental factors. Female teachers and teachers possessing low qualifications and having work experience of 6–10 years were found more intrinsically motivated. Findings suggest that school administration ought to encourage strategies that foster teachers’ needs and expectations, particularly for mid-career teachers and those possessing higher qualifications.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"1 - 19"},"PeriodicalIF":0.0,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1925182","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44123281","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

Personal characteristics of troubled adolescents in residential care 寄宿照料中问题青少年的个人特征

International Journal of School and Educational Psychology Pub Date : 2021-05-26 DOI: 10.1080/21683603.2021.1925181

Elena A. Azarova, V. Basyuk, Alexander V. Vikhtodenko, S. Zholudeva

{"title":"Personal characteristics of troubled adolescents in residential care","authors":"Elena A. Azarova, V. Basyuk, Alexander V. Vikhtodenko, S. Zholudeva","doi":"10.1080/21683603.2021.1925181","DOIUrl":"https://doi.org/10.1080/21683603.2021.1925181","url":null,"abstract":"ABSTRACT Background Personal characteristics of troubled adolescents are affected by psychological deprivation, which contributes to the manifestation of deviant and delinquent behavior in individuals. Aim This study comprehensively examines structural units of self-consciousness, higher mental functions, and the emotional sphere of troubled adolescents (girls and boys) in residential care as well as develops a program for their psychological support. Methods and Results The results of the biographical method, observation, and psychological testing with the VI.ZI.ES Alpha test produced generalized psychological profiles of the adolescents. The methodology “Phenomenology of a Person’s Development and Being” underpinned development of their higher mental functions and structural units of self-consciousness. The obtained data formed the basis for a psychological support program for the personal development of troubled adolescents, with both traditional (discussions, trainings) and innovative (initiation, reflection) methods included. Conclusion The psychological support program allows educational psychologists to correct adolescents’ deviant and delinquent behavior.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"9 1","pages":"252 - 263"},"PeriodicalIF":0.0,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1925181","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41946853","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