International Journal of School and Educational Psychology最新文献

{"title":"Hand movement improves word memory of Grade 1 students","authors":"Tsz Wing Tsang, H. Lu","doi":"10.1080/21683603.2020.1862724","DOIUrl":"https://doi.org/10.1080/21683603.2020.1862724","url":null,"abstract":"ABSTRACT Moving the hands or chewing in the encoding stage enhances memory, because body movement activates the frontal cortex, which is crucial to the memory process. However, how hand movement facilitates word memory in an applied setting and whether it produces long-term effects remain unclear. Grade 1 students studied 15 new words through different strategies: fun hand movement, verbal repetition, listening (Study 1), copying words, and pure hand movement (Study 2). They recalled the words immediately, 25 minutes later, and 3 days later. Their memory performance was the best under the pure hand movement condition and the poorest under the verbal repetition and listening conditions. Moreover, the 3-day delayed recall was similar to the immediate recall under the pure hand movement condition, whereas recall decreased after 3 days in other conditions. These findings demonstrate effective strategies of word memory for vocabulary learning in classroom settings.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"408 - 417"},"PeriodicalIF":0.0,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1862724","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45746837","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}

{"title":"Predicting test anxiety using the 3x2 achievement goal model","authors":"Christopher L. Thomas","doi":"10.1080/21683603.2020.1816237","DOIUrl":"https://doi.org/10.1080/21683603.2020.1816237","url":null,"abstract":"ABSTRACT Past research has demonstrated that the reasons underlying students’ decisions to engage in academic tasks (i.e., achievement goals) are associated with the experience of test anxiety. Empirical investigations focused on the association between achievement goals and test anxiety have historically been guided by the dichotomous, trichotomous, and 2 × 2 achievement goal models. However, few investigations have explored the association between achievement goals and test anxiety using the newly developed 3 × 2 achievement goal model. Therefore, the current study was designed to determine if task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance goal orientations are associated with cognitive, physical, and social dimensions of test anxiety. Participants (N = 482) completed the 3 × 2 achievement goal questionnaire, the reactions to tests instrument, and the social derogation subscale of the FRIEDBEN test anxiety scale. Results indicated that after controlling for important covariates, task-approach goals were a negative predictor of worry, test-irrelevant thinking, tension, bodily symptoms, and fear of social derogation. Interestingly, the results of the current examination highlight that the endorsement of other-avoidance goals is associated with an increased fear of social derogation. The discussion explores how efforts to promote task-approach focused goals may be an effective method of reducing test anxiety within undergraduate and graduate populations.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"232 - 242"},"PeriodicalIF":0.0,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1816237","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44491722","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}

{"title":"School/educational psychology at work around the globe","authors":"G. V. van Schalkwyk","doi":"10.1080/21683603.2021.1885256","DOIUrl":"https://doi.org/10.1080/21683603.2021.1885256","url":null,"abstract":"Welcome to this, the first issue of the International Journal of School and Educational Psychology (IJSEP) for 2021. As the official journal of the International School Psychology Association (ISPA), IJSEP aims to bring you, the reader, a wide range of high-quality research pertaining to a variety of topics relevant to school/educational psychologists around the globe. As before, we collate in this issue papers from scholars in Europe, Canada, the United Kingdom and North America. Bartolo et al. (2021) explored an ecosystems model for early childhood education, particularly aimed at remedying the effects of exclusion on young minds. As in Europe, dealing with migrant and immigrant children poses a troubling situation, particularly for elementary students’ behavioral and social adjustment (Tardif-Grenier et al., 2021). Moffa et al. (2021) further explored the diverse school experiences of elementary/primary school children reporting on the cross-cultural validity of the “Me and My School Questionnaire” for investigating children’s mental health. On the other hand, as Finish and Estonian children grow and explore their own social, emotional and behavioral strengths, they seem to cope more efficiently with difficulties of early adolescence (Kyttälä et al., 2021). The next two papers deal with the factor structure of a “50-item self-report survey designed to measure engagement in five bullying roles” (Jenkins & Canivez, 2021, p. 57), and with the construct validity of the Italian version of the WISC-IV (Kush & Canivez, 2021). The final two papers move to explore other school stakeholders and post-secondary school issues. Parker and Hanson (2021, p. 98) observed the religious beliefs of school stakeholders concluding that one cannot “just leave [your] religious beliefs at home” when entering the school context, while Yang (2021) explored students’ resistance in the process of multicultural education. All of these papers followed a rigorous process of peer review and editing, attesting to the high standards of research and practice evident in school and educational psychology around the world. In this first issue of 2021, a big thank you to the Associate Editors. Editorial Board members and ad hoc reviewers for their continued support contributing their voluntary services to the IJSEP and by extension to ISPA in order to make possible the excellent selection of papers in this issue. Wishing all our readers and contributors a healthy and thriving 2021 as we continue to battle the global pandemic and its effects on our children and the school/educational psychologists around the world dealing with the aftermath of school closures and losses. May you continue to bring support to all in need and may you also receive support from the ISPA network in your work and research.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"9 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1885256","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42363147","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}

{"title":"Factor structure of a short version of SDQ-II among Omani school students","authors":"Maher M. Abu-Hilal, S. Al-Maamari, Humaira Alsulaimani","doi":"10.1080/21683603.2019.1572553","DOIUrl":"https://doi.org/10.1080/21683603.2019.1572553","url":null,"abstract":"ABSTRACT Rarely has the self-description questionnaire II (SDQ-II) been used with Arab samples. The Arab culture has unique characteristics that warrant investigating self-concept among individuals who are impacted by the culture. The SDQ-II has eleven factors and each is measured by 8 or 10 items. This study used a short version of the SDQ-II with an Omani sample (n = 700). The Arabic short version has nine factors with 4 items measuring each factor. Confirmatory factor analysis was performed twice: one with nine factors, and another with nine first-order factors and 2 high-order factors. The fit indices for the two models were acceptable and they were not significantly different. All of the items loaded substantially on their respective factors with mean loadings of 0.59. The correlation between the high-order factors was 0.79. All of the bivariate correlations were significant -except for two. The average of the correlations was 0.31 (range from 0.08 to 0.67), thus providing evidence of convergent and discriminant validity. The results indicate that self-concept dimensions can be used separately, and each of the high-order factors can be used as one instrument. The implications are that researchers and counselors can use the short form for research and assessment purposes.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"124 - 132"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1572553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46393024","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}

{"title":"Reliability and validity of a Chinese language universal behavioral screener","authors":"Tat Shing Yeung, R. Volpe, A. Briesch","doi":"10.1080/21683603.2018.1561343","DOIUrl":"https://doi.org/10.1080/21683603.2018.1561343","url":null,"abstract":"ABSTRACT This study examines the reliability and validity of the Chinese language version of the Integrated Screening and Intervention System Teacher Rating Form (ITRF) as a screening tool for problem behaviors among secondary school students in Hong Kong. The Chinese ITRF was validated through identifying factor structure using exploratory factor analysis and evaluating internal consistency, temporal stability, convergent validity, and discriminant validity. Thirty-one teachers completed the ITRF and Strengths and Difficulties Questionnaire (SDQ) for five students nominated for behavioral problems and five randomly chosen students in their class with a subset of 27 teachers repeating the procedure two to five weeks later for test–retest analysis. Results support a two-factor structure (i.e., Oppositional/Disruptive, Academic Productivity/Disorganization) as identified in the original ITRF and German ITRF. The Chinese ITRF demonstrated adequate internal consistency (αs > .90) and temporal stability (rs > .80). Correlation coefficients between similar (rs = .54–.74) and dissimilar (rs = .06–.24) ITRF and SDQ subscales supported its convergent validity and discriminant validity, respectively. The findings imply the measurement invariance of the ITRF and usability of the Chinese ITRF as a validated universal screener for behavior.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"80 - 90"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2018.1561343","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47173930","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}

{"title":"Relationships between learning strategies and self-efficacy: A cross-cultural comparison between Taiwan and the United States using latent class analysis","authors":"Yi-Jhen Wu, Sarah M. Kiefer, Yi-Hsin Chen","doi":"10.1080/21683603.2019.1566104","DOIUrl":"https://doi.org/10.1080/21683603.2019.1566104","url":null,"abstract":"ABSTRACT Learning behavior of East Asian students has been debated due to their striking performance on international large-scale assessments. This study was a comparative study using latent class analysis to examine students’ perceptions of learning strategies, students’ reported learning strategy use, and the relationships between learning strategies and self-efficacy across Taiwanese and American students in the Program for International Student Assessment (PISA) 2012. The results indicate that learning strategy items were perceived equivalently. Taiwanese students (5%) reported less memorization than American students (19%). More Taiwanese students (63%) reported elaboration strategy; more American students (57%) reported control strategy. High self-efficacy Taiwanese students reported memorization the least; high self-efficacy American students reported elaboration less than control strategy. Implications are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"91 - 103"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1566104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45288684","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}

{"title":"The value of practice simulations and Objective Structured Professional Assessments (OSPAs) for school psychology training: Participant perspectives","authors":"S. Dunsmuir, C. Atkinson, J. Lang, Sarah M. Wright","doi":"10.1080/21683603.2019.1605953","DOIUrl":"https://doi.org/10.1080/21683603.2019.1605953","url":null,"abstract":"ABSTRACT This paper explores trainee educational psychology doctoral students’ experiences of Objective Structured Professional Assessments (OSPAs), implemented at three UK universities and involving participation in a series of timed, simulated scenarios. Focus groups were audio-recorded, transcribed, and subjected to thematic analysis. Themes linked with cognitions included identification of learning processes (reflection, discovery, reception) or practical constraints (authenticity and timing of scenarios). Statements of emotion included positive responses (containment, reassurance, and relief) as well as more adverse reactions to the experience (anxiety and anger). Overall, the findings suggest that many students valued OSPAs as worthwhile and useful in developing professional competencies.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"177 - 186"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1605953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45034963","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}

{"title":"Suicide among Guyanese youth: Barriers to mental health help-seeking and recommendations for suicide prevention","authors":"Prerna G. Arora, Sarika Persaud","doi":"10.1080/21683603.2019.1578313","DOIUrl":"https://doi.org/10.1080/21683603.2019.1578313","url":null,"abstract":"ABSTRACT The current study sought to better understand barriers to mental health help-seeking for suicide, as well as elicit input on recommendations for suicide prevention and intervention efforts for Guyanese youth. Participants included 17 adult stakeholders (i.e., teachers, administrative staff, and school-allied community workers) and 40 students at a secondary school in Guyana who participated in focus groups and interviews, respectively. Data were analyzed using a grounded theory approach. Themes related to perceptions of barriers to mental health help-seeking included shame and stigma about mental illness, fear of negative parental response to mental health help-seeking, and limited awareness and negative beliefs about mental health services. Themes related to recommendations for adolescent suicide prevention in Guyana included the need for culturally informed prevention efforts, the importance of integrating such efforts within schools, and the role of government and community organization in suicide prevention efforts. Findings have implications for the development and tailoring of suicide prevention efforts for Guyanese youth.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"133 - 145"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1578313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46910488","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}

{"title":"Developing a situational judgement test for admission into initial teacher education in Oman: An exploratory study","authors":"Waleed Al Hashmi, R. Klassen","doi":"10.1080/21683603.2019.1630042","DOIUrl":"https://doi.org/10.1080/21683603.2019.1630042","url":null,"abstract":"ABSTRACT In Oman, applicants are selected for initial teacher education programs (ITEPs) based mainly on their academic achievements. Applicants’ non-cognitive attributes (NCAs) (e.g., resilience and motivation) receive less attention. Situational judgment tests (SJTs) are a type of simulation test that are used in the candidate selection process for different professions. We aim to (a) develop an SJT for selecting ITEP applicants in Oman, (b) explore its psychometric properties, and (c) explore applicants’ reactions to the test. There were four study phases. Phase 1 used a multi-step design to explore the NCAs’ underlying teacher effectiveness. Phase 2 used these NCAs to develop an SJT with working teachers (N = 116). The developed SJT was initially piloted in Phase 3 with new ITEP candidates (N = 171) and was then piloted with other criterion measures in Phase 4 (N = 142). Results demonstrated good SJT internal consistency (α = .75). SJT scores correlated significantly with scores on two facets of the Big Five personality measure (i.e., conscientiousness and agreeableness). Additionally, SJT scores were positively correlated with participants’ GPA, but not with their interview scores. Participants’ reactions to the SJT were positive. With further research, SJTs could prove helpful for selecting teachers in Oman.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"187 - 198"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1630042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46297550","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}

{"title":"IJSEP supplemental issue 2020","authors":"Gertina J. van Schalkwyk","doi":"10.1080/21683603.2020.1839317","DOIUrl":"https://doi.org/10.1080/21683603.2020.1839317","url":null,"abstract":"","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1839317","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60481511","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}