International Journal of School and Educational Psychology最新文献_第9页

Prevalence of adverse childhood experiences in school-aged youth: A systematic review (1990–2015) 学龄青年不良童年经历的患病率：一项系统综述（1990-2015）

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI: 10.1080/21683603.2018.1548397

J. Carlson, Justina Yohannan, C. Darr, Matthew R. Turley, Natalie A Lárez, Michelle Perfect

{"title":"Prevalence of adverse childhood experiences in school-aged youth: A systematic review (1990–2015)","authors":"J. Carlson, Justina Yohannan, C. Darr, Matthew R. Turley, Natalie A Lárez, Michelle Perfect","doi":"10.1080/21683603.2018.1548397","DOIUrl":"https://doi.org/10.1080/21683603.2018.1548397","url":null,"abstract":"ABSTRACT The purpose of this study was to systematically review the literature on the prevalence of adverse childhood experiences (ACEs) in school-aged youth (i.e., ≤ 18 years). Inclusion and exclusion search criteria led to the identification of 96 articles published during a 25-year period. Articles containing international samples (N = 44) and samples from the United States (N = 52) were examined for (a) the nature and prevalence of ACEs, (b) the nature of the samples and populations studied, and (c) the methods used to identify ACEs. Findings are narratively summarized and presented descriptively in tabular form to further assist school professionals in recognizing the diversity of ACEs worldwide and the array of methods used to identify trauma-related events. Prevalence rates vary substantially by the type of ACEs reported and the context or setting in which data were gathered. Yet, almost two thirds of youth experience significant adverse events no matter where they reside across the world, highlighting the need for local ACEs screening and early intervention. Implications for future research include the importance of clarifying ACEs exposure and measures used to quantify such events to allow for future aggregation (e.g., meta-analysis) of findings by country, context, population, or event type.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"2 - 23"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2018.1548397","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45087010","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: 49

Testing measurement invariance and multilevel factor structures of bullying among Iranian adolescents 伊朗青少年欺凌行为的测量不变性和多层次因素结构检验

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI: 10.1080/21683603.2019.1605952

M. Rezapour, N. Khanjani, Moghadameh Mirzai

引用次数: 6

The impact of an early intervention on vocabulary, phonological awareness, and letter–sound knowledge among Spanish-speaking kindergarteners 早期干预对西班牙语幼儿园儿童词汇、语音意识和字母发音知识的影响

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI: 10.1080/21683603.2018.1558137

Maria E Porta, Gloria Ramirez

引用次数: 10

Career decision-making self-efficacy of young adolescent students in Turkey 土耳其青少年学生的职业决策自我效能感

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI: 10.1080/21683603.2018.1552220

Ozlem Ulas-Kilic, J. Peila-Shuster, Selen Demirtaş-Zorbaz, S. Kızıldağ

引用次数: 10

Developing a School Attendance Reason Scale and its relationship with Chinese students’ school adjustment 中国学生入学原因量表的编制及其与学校适应的关系

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI: 10.1080/21683603.2019.1582380

Yansong Wang, Ichiko Shoji

引用次数: 1

Transition planning for students with disabilities: Perspectives of Canadian and American school psychologists 残疾学生的过渡规划:加拿大和美国学校心理学家的观点

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI: 10.1080/21683603.2018.1558136

D. Talapatra, Gabrielle Wilcox, Holly L Roof, Courtney E. Hutchinson

{"title":"Transition planning for students with disabilities: Perspectives of Canadian and American school psychologists","authors":"D. Talapatra, Gabrielle Wilcox, Holly L Roof, Courtney E. Hutchinson","doi":"10.1080/21683603.2018.1558136","DOIUrl":"https://doi.org/10.1080/21683603.2018.1558136","url":null,"abstract":"ABSTRACT Postsecondary transition plans and services include domains such as independent living, postsecondary employment, and postsecondary education and have positive lifelong benefits for students with intellectual disabilities (ID). School psychologists have much to contribute to the transition process, but previous studies have indicated they often have limited involvement in this domain. A survey was conducted to assess school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Respondents included 282 practicing school psychologists from the United States and Canada. Regression results indicated that attitude, knowledge, and previous experience with the ID population were significant predictors of performance of transition-related professional behavior. Responses to open-ended questions supported the quantitative survey results and highlighted the importance of instruction (direct, informal, and experiential) in school psychologist delivery of transition services. Given this, recommendations to increase school psychologist knowledge of and positive attitudes toward transition planning and students with intellectual disabilities and their families are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"49 - 64"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2018.1558136","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44038267","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: 7

Factors facilitating a positive transition to secondary school: A systematic literature review 促进向中学积极过渡的因素:系统的文献综述

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI: 10.1080/21683603.2019.1572552

Gazal Bharara

{"title":"Factors facilitating a positive transition to secondary school: A systematic literature review","authors":"Gazal Bharara","doi":"10.1080/21683603.2019.1572552","DOIUrl":"https://doi.org/10.1080/21683603.2019.1572552","url":null,"abstract":"ABSTRACT A positive transition to secondary school is pivotal to adolescents’ mental health and success. However, the school transition research has mainly focused on transition-related adversities rather than adolescent wellbeing and adaptation. While the disturbing consequences of a difficult school transition are known, little attention has been paid to the key breadth factors that enable adolescents to thrive during the school move. A systematic review was undertaken to determine the factors that predict positive transition to secondary school. A novel conceptual framework of positive school transition, based on a positive education paradigm, was proposed to group the findings. School ecology, organized activity involvement, spirituality, character strengths, self-efficacy, feeling safe, personality, physical fitness, and birth order are some of the relatively less researched aspects in transition literature that were found to be significantly associated with positive transition to secondary school, besides other popular school and social support factors. The results from the present review can stimulate and inform future research investigating the correlates or causes of a successful transition to secondary school. Improved understanding of the facilitators of positive transition will inform the invention and application of school transition programs.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"104 - 123"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1572552","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49021830","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

Socioeconomic status moderates the relationship between growth mindset and learning in mathematics and science: Evidence from PISA 2018 Philippine data 社会经济地位调节成长心态与数学和科学学习之间的关系:来自2018年PISA菲律宾数据的证据

International Journal of School and Educational Psychology Pub Date : 2020-12-02 DOI: 10.1080/21683603.2020.1832635

Allan B. I. Bernardo

{"title":"Socioeconomic status moderates the relationship between growth mindset and learning in mathematics and science: Evidence from PISA 2018 Philippine data","authors":"Allan B. I. Bernardo","doi":"10.1080/21683603.2020.1832635","DOIUrl":"https://doi.org/10.1080/21683603.2020.1832635","url":null,"abstract":"ABSTRACT The growth mindset is the belief that one’s level of intelligence can be changed, and many education-reform advocates have pushed for growth mindset interventions in the belief it will improve achievement in schools. While researchers have debated the usefulness of mindset interventions in schools, current research has focused on investigating the social contexts within which the growth mindset benefits are realized. As there are divergent findings regarding how socioeconomic status (SES) relates to growth mindset, this study examines how SES moderates the relationship between Filipino students’ growth mindset and learning in mathematics and science. Data from a nationally representative sample (n = 7,233) of Filipino students from the PISA2018 database were analyzed. The results show that holding a growth mindset was positively associated with learning in mathematics and science, explaining a small portion of variations in learning. In contrast, SES explained a larger portion of variations in learning. The positive association between growth mindset and learning was found only among higher SES students; there was a nonsignificant relationship between growth mindset and learning among lower SES students. The results are discussed in terms of how social resources supportive of efforts to improve intelligence might be prerequisites for realizing growth mindset benefits.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"9 1","pages":"208 - 222"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1832635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46553273","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: 23

Vocational identity flexibility and psychosocial functioning in Italian high school students 意大利高中生职业认同弹性与心理社会功能

International Journal of School and Educational Psychology Pub Date : 2020-12-02 DOI: 10.1080/21683603.2020.1841050

L. Fusco, L. S. Sica, A. Parola, L. Aleni Sestito

{"title":"Vocational identity flexibility and psychosocial functioning in Italian high school students","authors":"L. Fusco, L. S. Sica, A. Parola, L. Aleni Sestito","doi":"10.1080/21683603.2020.1841050","DOIUrl":"https://doi.org/10.1080/21683603.2020.1841050","url":null,"abstract":"ABSTRACT Flexibility is considered one of the key resources for a successful adaptation to the world of work. It has also been defined as “the positive side” of career reconsideration process in vocational identity theory. However, previous empirical observations conducted in the Italian context have highlighted the negative relationship between vocational identity flexibility and psychological resources in adolescence. The aim of this study was to examine the relationship between vocational reconsideration dimensions and positive and negative outcomes of psychosocial functioning in a sample of Italian high school students. Structural equation modeling was performed in order to test theoretical hypothesis about the relations between reconsideration dimensions, agency, well-being, internalizing symptoms and externalizing behavior. Results confirmed a general association between vocational identity flexibility and negative psychosocial functioning. The study shows how a better conceptualization of career reconsideration dimensions is needed. Finally, the results warn against an excessive promotion of vocational flexibility among adolescents and encourage high schools to support students in their life design process.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"144 - 154"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1841050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43974852","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: 11

Grouping learning approaches and emotional factors to predict students’ academic progress 分组学习方法与情绪因素预测学生学业进展

International Journal of School and Educational Psychology Pub Date : 2020-11-13 DOI: 10.1080/21683603.2020.1832941

E. Karagiannopoulou, F. S. Milienos, Christos Rentzios

{"title":"Grouping learning approaches and emotional factors to predict students’ academic progress","authors":"E. Karagiannopoulou, F. S. Milienos, Christos Rentzios","doi":"10.1080/21683603.2020.1832941","DOIUrl":"https://doi.org/10.1080/21683603.2020.1832941","url":null,"abstract":"ABSTRACT The present study investigates students’ profiles taking into account of learning approaches and emotional variables along with the pace of study. The sample consists of 406 social science students (34.1% first-year, 27.6% second-year, 16.7% third-year and 21.6% are fourth-year students). They completed: (a) the Approaches to Learning and Studying Inventory (ALSI) (b) the Student Experience of Emotions Inventory (c) the Emotion Regulation Questionnaire (d) the Need for Cognition-short form and (e) the Sense of Coherence Scale. The pace of study was assessed by the courses they failed. The statistical analysis used CFA, Cluster Analysis, MANOVA, Discriminant analysis and the Decision tree model. The study suggests the contribution of Sense of Coherence and Need for Cognition to students learning and supports recent suggestions about the crucial role of trait characteristics and mental health in learning. The findings reveal four students’ profiles: (a) surface-unorganized students (b) deep organized students (c) high dissonant students with a low sense of coherence and (d) moderate dissonant students with low need for cognition. In addition, first-year students are most likely to report increased level of failures. The findings are discussed in relation to recent literature.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"258 - 275"},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1832941","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43285495","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: 14