School psychology (Washington, D.C.)最新文献_第2页

Do you see what I see? Mitigating rater effects on direct behavior ratings-multi-item scales (DBR-MIS) through training and statistical adjustment. 你看到我看到的了吗？通过培训和统计调整，缓解直接行为评定-多条目量表（DBR-MIS）的评分者效应。

School psychology (Washington, D.C.) Pub Date : 2025-06-05 DOI: 10.1037/spq0000698

Abigail E Pruitt, Kara M Styck, Annika L Hodges, Christopher J Anthony, Robert J Volpe

{"title":"Do you see what I see? Mitigating rater effects on direct behavior ratings-multi-item scales (DBR-MIS) through training and statistical adjustment.","authors":"Abigail E Pruitt, Kara M Styck, Annika L Hodges, Christopher J Anthony, Robert J Volpe","doi":"10.1037/spq0000698","DOIUrl":"https://doi.org/10.1037/spq0000698","url":null,"abstract":"The purpose of our study was to compare the effectiveness of rater training and statistical adjustment at mitigating rater effects and improving the accuracy of direct behavior ratings-multi-item scales (DBR-MIS) scores targeting academic engagement and disruptive behavior. Results from a many-facet Rasch measurement analysis with a sample of video clips of 15 middle school students rated by 10 graduate students indicated that raters significantly differed in their tendencies toward severity/leniency and that rater training was only successful at reducing between-rater differences on disruptive behavior. Unfortunately, neither rater training nor statistical adjustment improved DBR-MIS score accuracy when compared to direct observation, though improved accuracy was noted for ratings on a single DBR-MIS disruptive behavior item (i.e., \"noisy\"). School personnel may wish to consider rater training when using DBR-MIS to assess disruptive behavior, and future research should explore the use of statistical modeling to develop customized rater training that incorporates the idiosyncrasies of individual raters. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144236194","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

Peer victimization and depression among Chinese adolescents: Moderation of teachers' aggression management. 中国青少年同伴伤害与抑郁：教师攻击管理的调节作用。

School psychology (Washington, D.C.) Pub Date : 2025-05-05 DOI: 10.1037/spq0000697

Yan Sun, Junsheng Liu, Luhao Wei, Tong Zhou, Guomin Jin, Biao Sang

{"title":"Peer victimization and depression among Chinese adolescents: Moderation of teachers' aggression management.","authors":"Yan Sun, Junsheng Liu, Luhao Wei, Tong Zhou, Guomin Jin, Biao Sang","doi":"10.1037/spq0000697","DOIUrl":"https://doi.org/10.1037/spq0000697","url":null,"abstract":"This study explored the moderating roles of two types of teachers' aggression management strategies (i.e., aggression control and promotion of prosocial behavior) in the association between peer victimization and depressive symptoms among adolescents in China. Participants were 1,346 students (Mage = 13.84 years, SD = 0.90, 43.5% girls) from 37 classes in a public school located in a rural region of mainland China. Teacher strategy data was collected from the classroom head teachers (Mage = 33.21 years, SD = 6.95, 87.9% female teachers). Students reported their peer victimization experience and depressive symptoms. Results of multilevel modeling revealed that only teachers' aggression control moderated the link between peer victimization and depressive symptoms. The magnitude of the link between peer victimization and depressive symptoms declined for students whose teachers used more aggression control. The findings highlighted the importance of teachers' aggression management strategies in alleviating the distress of victimized youth. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144044276","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

Growth mindset: An umbrella for protecting socially stressed adolescents' life satisfaction. 成长心态：保护有社会压力的青少年生活满意度的保护伞。

School psychology (Washington, D.C.) Pub Date : 2025-05-01 Epub Date: 2023-12-21 DOI: 10.1037/spq0000584

Xu Jiang, Lue Fang, Christian E Mueller

{"title":"Growth mindset: An umbrella for protecting socially stressed adolescents' life satisfaction.","authors":"Xu Jiang, Lue Fang, Christian E Mueller","doi":"10.1037/spq0000584","DOIUrl":"10.1037/spq0000584","url":null,"abstract":"Research suggests that growth mindset shows positive effects on adolescents' academic achievement, especially in overcoming academic-related setbacks. It remains unclear, however, how growth mindset functions in the presence of social stress, a risk factor for adolescent mental health. In the present study, we explored how growth mindset of thoughts-emotions-behaviors predicted dual indicators of adolescents' mental health (life satisfaction and emotional problems), and if and how growth mindset interacted with peer and family stress to predict mental health. A total of 791 adolescents (Mage = 16.32 years, SD = 1.1, range 14-18; 60.8% female; 9th-12th grades; African American 34.5%, White 31.4%, Asian 13.2%, Hispanic 11.6%, biracial or multiracial 8.2%, others 1%, and missing 1%) participated via self-report surveys. A structural equation modeling approach was adopted to simultaneously model both the main and interaction effects. Results showed one significant interaction effect-between growth mindset and peer stress-on predicting life satisfaction (β = 0.13) and a significant main effect of growth mindset on predicting emotional problems (β = -0.35). The main effects of family stress on both outcomes (β = -0.22, life satisfaction; β = 0.18, emotional problems) were significant in the expected directions. Thus, growth mindset is a contributing factor to better mental health (higher life satisfaction, fewer emotional problems) and a buffering factor that mitigates the negative impact of peer stress on life satisfaction. These findings enhance the understanding of growth mindset, which can be integrated into school psychologists' work to assess or promote adolescent mental health. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"388-396"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138833429","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

Social-emotional functioning among bias-based bullies, victims, and bully-victims. 基于偏见的欺凌者、受害者和被欺凌者的社会情感功能。

School psychology (Washington, D.C.) Pub Date : 2025-05-01 Epub Date: 2024-02-08 DOI: 10.1037/spq0000620

Nicolina V Fusco, Melissa K Holt, Gabriel J Merrin, Jennifer Greif Green

{"title":"Social-emotional functioning among bias-based bullies, victims, and bully-victims.","authors":"Nicolina V Fusco, Melissa K Holt, Gabriel J Merrin, Jennifer Greif Green","doi":"10.1037/spq0000620","DOIUrl":"10.1037/spq0000620","url":null,"abstract":"Bias-based harassment in U.S. schools is an increasingly significant concern for students' well-being. Although research on bullying broadly defined has indicated that the ways in which youth are involved in bullying (i.e., as bullies, victims, and bully-victims) are differentially associated with functioning, this study adds to extant research by exploring whether similar patterns emerge for bias-based harassment. A nationally representative sample of 639 adolescents, ages 13-17, completed online surveys in 2021 that included measures of bias-based harassment, anxiety, depression, substance use, and school social support. Findings from a multivariate latent variable model indicated that after controlling for demographic variables, compared to individuals not involved in bias-based harassment, students involved as victims, perpetrators, or both victims and perpetrators of bias-based harassment (i.e., bias-based bully-victims) reported more mental health symptoms. Substance use was elevated for bias-based perpetrators and bully-victims, whereas school social support was diminished for bias-based victims and bully-victims. Notably, bias-based bully-victims had the highest levels of anxiety symptoms and substance use, and lowest levels of school social support, among all adolescents. Findings highlight that involvement in bias-based harassment in any capacity is associated with deleterious functioning, with bias-based bully-victims reporting particularly adverse functioning across domains. Bolstering protective factors such as school social support would be a useful component of school practices and prevention programs related to bias-based harassment. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"397-403"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708778","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

Mindful discipline: A pilot study exploring mindfulness and the reduction of punitive discipline for Black male students. 正念管教：一项探索正念与减少黑人男生惩罚性纪律的试点研究。

School psychology (Washington, D.C.) Pub Date : 2025-05-01 Epub Date: 2024-07-25 DOI: 10.1037/spq0000654

Lindsay E Romano

{"title":"Mindful discipline: A pilot study exploring mindfulness and the reduction of punitive discipline for Black male students.","authors":"Lindsay E Romano","doi":"10.1037/spq0000654","DOIUrl":"10.1037/spq0000654","url":null,"abstract":"Racial disparities in school discipline are well known and widely studied. Studies find, for instance, that Black students in secondary grades experience the highest rates of exclusionary punishment compared with their peers (Losen, 2018). Despite what is known about the prevalence and causes of disparities, such as educator bias in discipline decisions, there is surprisingly little evidence about how to effectively shift these disparities in schools. This pilot study attempts to address this, exploring whether a brief mindfulness-based intervention for teachers may reduce the impacts of racial bias on their interpretations of behavior and subsequent recommendations for discipline after reviewing a vignette depicting a Black male adolescent. The effects of the mindfulness exercise on participants' interpretations and recommendations were examined through regression, and findings indicate a significant main effect of the treatment on both indicators. The preliminary findings of this exploratory study suggest that brief mindfulness training may help to reduce the impacts of racial bias on discipline decisions for Black students. Implications for both research and practice are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"410-417"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141763164","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

Trajectories and latent classes of school enjoyment in adolescence: Associations with peer victimization and mental health. 青春期学校乐趣的轨迹和潜在类别：与同伴伤害和心理健康的关系。

School psychology (Washington, D.C.) Pub Date : 2025-05-01 Epub Date: 2024-02-15 DOI: 10.1037/spq0000619

Yoshito Kawabata, Masahiro Kinoshita, Ayako Onishi

{"title":"Trajectories and latent classes of school enjoyment in adolescence: Associations with peer victimization and mental health.","authors":"Yoshito Kawabata, Masahiro Kinoshita, Ayako Onishi","doi":"10.1037/spq0000619","DOIUrl":"10.1037/spq0000619","url":null,"abstract":"School enjoyment, as a measure of how much adolescents enjoy or value their school experience, has been extensively studied in Western cultures. However, our knowledge of school enjoyment, and particularly its changes and trajectories among adolescents living in non-Western cultures, is limited. The present study used 3-year longitudinal data to examine changes and trajectories in school enjoyment and their associations with social and relational factors, such as mental health problems and peer victimization, among Japanese middle school students. Participants were 281 Japanese students from two public middle schools (Time 1 Mage = 12.72, SD = .45, 50% female). Data included five time points at 6-month intervals (Grades 7-9). The growth curve model showed quadratic changes in school enjoyment overall; the mean of school enjoyment was relatively stable in Grades 7 and 8 but increased rapidly in Grade 9. In terms of individual differences in trajectories of school enjoyment, growth mixture modeling identified three distinct groups (i.e., groups of 44.8% increasing, 9.8% decreasing, and 45.4% stable). Compared to students in the other groups, students in the increasing group initially reported lower levels of mental health problems and experienced less relational and overt victimization. In contrast, the decreasing group reported higher levels of mental health problems and experienced more relational and overt victimization than the increasing group. The results inform us about the most adaptive group, which continued to show high levels of school enjoyment, and the most maladaptive group, which initially had lower levels of school enjoyment and decreased their levels over time. The latter group of students is at risk and requires immediate intervention. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"379-387"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139736888","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

Supporting implementation of culturally responsive teaching in a therapeutic setting. 支持在治疗环境中实施文化适应性教学。

School psychology (Washington, D.C.) Pub Date : 2025-05-01 Epub Date: 2024-07-25 DOI: 10.1037/spq0000638

Lindsay M Fallon, Diana P Laenen, Julia Kausel, Ryan Sunda, Andrea Molina Palacios, Emily Romero

引用次数: 0

Evaluating and comparing three variations of cover, copy, and compare on multiplication fact fluency. 评估和比较 "覆盖、复制和比较 "的三种变化对乘法事实流利性的影响。

School psychology (Washington, D.C.) Pub Date : 2025-05-01 Epub Date: 2024-02-08 DOI: 10.1037/spq0000618

Jillian Dawes, Brian C Poncy, Benjamin G Solomon, Gary J Duhon, Christopher H Skinner

{"title":"Evaluating and comparing three variations of cover, copy, and compare on multiplication fact fluency.","authors":"Jillian Dawes, Brian C Poncy, Benjamin G Solomon, Gary J Duhon, Christopher H Skinner","doi":"10.1037/spq0000618","DOIUrl":"10.1037/spq0000618","url":null,"abstract":"A longitudinal randomized design was used with a sample of 57 third-grade students to evaluate and compare the effectiveness of three variations of cover, copy, and compare (CCC; traditional CCC, CCC-answer only, and CCC-paired responding) on multiplication fluency in third-grade students. Traditional CCC requires students to write the problem and answer as a response, CCC-answer only requires students only to write the answer, and CCC-paired responding requires students to write the answer only, then verbally state the problem and answer twice. The interventions occurred for 4 min per day, 5 days per week, across 11 calendar weeks (minus 1 week during a school break). Digits correct per minute (DCPM) level and trend data were significantly higher for each of the CCC variations when compared to control probes, with a posttest unstandardized effect of 7.22 [5.39, 9.10] DCPM. However, there were no significant differences in learning across the three CCC variations. Overall, these results provide additional evidence that all three forms of CCC can enhance math fact fluency and suggest that educators could choose which version to apply based on idiosyncratic or contextual factors. The discussion focuses on future theoretical research designed to investigate these findings and the advantages of studies that evaluate multiple interventions and compare their effectiveness. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"345-355"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708775","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

Changes in patterns of peer relationships in primary education classroom networks through cooperative learning. 通过合作学习改变小学教育课堂网络中的同伴关系模式。

School psychology (Washington, D.C.) Pub Date : 2025-05-01 Epub Date: 2024-02-15 DOI: 10.1037/spq0000617

M A Veldman, S Doolaard, R J Bosker, T A B Snijders

{"title":"Changes in patterns of peer relationships in primary education classroom networks through cooperative learning.","authors":"M A Veldman, S Doolaard, R J Bosker, T A B Snijders","doi":"10.1037/spq0000617","DOIUrl":"10.1037/spq0000617","url":null,"abstract":"We studied the impact of cooperative learning on positive peer relationships, that is, liking to work together, in classroom networks. Cooperative learning was implemented as part of the \"Success for All\" program. Longitudinal social network analysis was used to investigate the development of structures and patterns of relationships in 16 intervention and 16 control classrooms, including a total of 791 students. Results showed significantly less reciprocation and transitivity in the dynamics of the intervention networks, while the number of nominations in the intervention classes was at least not smaller than in the control classes, indicating less tendency toward the formation of small clusters or cliques. We did not find that peer relationships became more diverse with regard to gender, socioeconomic status, or academic performance through the implementation of cooperative learning. In intervention classrooms, children tended to nominate their teammates with whom they work together in cooperative learning activities; however, also in control classrooms, children tended to nominate children with whom they are seated in the classroom. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"366-378"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139736887","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

Supporting children's mental health in school over a decade later: Current teacher perspectives. 十多年后在学校支持儿童的心理健康：当前教师的观点。

School psychology (Washington, D.C.) Pub Date : 2025-04-28 DOI: 10.1037/spq0000696

Wendy M Reinke, Keith C Herman, Melissa Stormont, Wenxi Yang, Cheryl Wan

{"title":"Supporting children's mental health in school over a decade later: Current teacher perspectives.","authors":"Wendy M Reinke, Keith C Herman, Melissa Stormont, Wenxi Yang, Cheryl Wan","doi":"10.1037/spq0000696","DOIUrl":"https://doi.org/10.1037/spq0000696","url":null,"abstract":"Over a decade ago, teacher perspectives of supporting student mental health in schools were assessed, including perceptions of mental health needs; their knowledge, skills, and training needs; their roles for supporting children's mental health; and barriers to supporting mental health needs in their school settings. The purpose of this study was to again assess teacher perceptions on these same topics to determine the current landscape for supporting student mental health. Findings from a sample of 420 teachers indicate that the majority of teachers agree that schools should be involved in supporting the mental health of students. Most teachers also felt that they should be involved in implementing classroom interventions and social-emotional learning curriculum. Teachers continue to report that they do not have the knowledge to meet the mental health needs of students, in particular students from diverse backgrounds. The top areas for professional development were identifying mental health issues, classroom behavior management, and culturally responsive practices. The most identified mental health issue in schools was disruptive behavior problems. Finally, the vast majority of teachers now recognize the term evidence-based interventions/practices as compared to the prior study, but teachers note the same barriers to implementing mental health supports as over a decade ago. Implications for practice are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144060686","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