School psychology (Washington, D.C.)最新文献_第3页

Educators' top concerns about youth mental health: A multimethod brief report. 教育工作者对青少年心理健康最关心的问题：一份多方法简要报告。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-08-11 DOI: 10.1037/spq0000706

Gwendolyn M Lawson, Andrew Orapallo, Katherine S Kellom, Diya Nag, Lanelle Quzack, Aviele Koffler, Siobhan Leavy, Brittany Lourea-Waddell, John Reid, Jami F Young

{"title":"Educators' top concerns about youth mental health: A multimethod brief report.","authors":"Gwendolyn M Lawson, Andrew Orapallo, Katherine S Kellom, Diya Nag, Lanelle Quzack, Aviele Koffler, Siobhan Leavy, Brittany Lourea-Waddell, John Reid, Jami F Young","doi":"10.1037/spq0000706","DOIUrl":"10.1037/spq0000706","url":null,"abstract":"K-12 schools are well positioned to address rising mental health challenges among youth, and school and district staff (i.e., \"educators\") have important perspectives about youth mental health. There is a need for research to identify educators' specific areas of concern about youth mental health, particularly in the postpandemic context. The present study aimed to (a) identify the domains of student mental health that educators perceive as their top concerns and (b) describe how educators characterize their concerns within these domains. Quantitative and qualitative data were collected as part of a needs assessment regarding Tier I (universal prevention) and Tier II (targeted intervention) programming across the 48 public school districts within three counties in southeastern Pennsylvania eligible for a broader school mental health research initiative in these counties. First, 34 school district administrators completed a survey regarding their top priorities for student mental health within their district. Then, 39 district administrators and school staff (i.e., principals, teachers, student services staff) participated in semistructured interviews. We examined quantitative data descriptively and performed a conventional content analysis on qualitative data. Across both quantitative and qualitative results, educators identified anxiety as a top concern. Within this category, interviewees discussed anxiety related to the social and academic pressures of the school environment, performance anxiety, and perfectionism. Additionally, disruptive behavior, dysregulation, peer relationships, and trauma were also identified as top concerns. These results have implications for the selection and prioritization of mental health prevention and intervention programs. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823306","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

Evidence of the indirect transmission of emotions from teachers to students in mathematics: The mediating role of instructional quality. 数学教师对学生情感间接传递的证据：教学质量的中介作用。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-07-21 DOI: 10.1037/spq0000701

Leigh McLean, Lori Foote, Kati Tilley, Peter Youngs

{"title":"Evidence of the indirect transmission of emotions from teachers to students in mathematics: The mediating role of instructional quality.","authors":"Leigh McLean, Lori Foote, Kati Tilley, Peter Youngs","doi":"10.1037/spq0000701","DOIUrl":"10.1037/spq0000701","url":null,"abstract":"Recent studies have identified processes of classroom emotional transmission whereby the emotions of one classroom participant are induced in others, with potential for teachers' emotions to transmit to students. However, the field still lacks a comprehensive understanding of exactly how teachers' emotions might surface in the classroom via key mechanisms to impact students, and in which contexts these processes occur. We investigated the mediating role of fourth-grade teachers' (N = 33) observed instructional quality in the associations among teachers' self-reported anxiety for teaching mathematics and their students' (N = 443) self-reported mathematics emotions and engagement. Participants were recruited from 14 public elementary students in a single state in the Southwestern United States. Schools across this state varied considerably in schoolwide socioeconomic status and racial/ethnic makeup. Path models with cluster robust standard errors revealed an initial association between teachers' Time 1 (early fall) mathematics anxiety and their students' Time 3 (mid-winter) mathematics engagement, as well as two indirect effects of teachers' Time 2 (mid-fall) instructional quality on students' Time 3 outcomes: Instructional quality fully mediated the initial association between teachers' mathematics anxiety and students' mathematics engagement and played an indirect role in the association among teachers' mathematics anxiety and students' mathematics enjoyment. Effect sizes were small, ranging from .03 to .04. Results can inform efforts by education researchers and practitioners to incorporate foci on emotions in future research and systems of teacher and student support. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676731","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

Latent profiles of social media use among adolescents: Exploring differences across demographics, academics, and psychosocial outcomes. 青少年社交媒体使用的潜在特征：探索人口统计学、学术和社会心理结果的差异。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-07-17 DOI: 10.1037/spq0000703

Emily N Srisarajivakul, Mei-Ki Chan, Kailey B Thornton, Tyler L Renshaw

{"title":"Latent profiles of social media use among adolescents: Exploring differences across demographics, academics, and psychosocial outcomes.","authors":"Emily N Srisarajivakul, Mei-Ki Chan, Kailey B Thornton, Tyler L Renshaw","doi":"10.1037/spq0000703","DOIUrl":"10.1037/spq0000703","url":null,"abstract":"A significant majority of American adolescents use social media, with more than half checking their accounts frequently throughout the day. This study aimed to develop social media use profiles and assess their impact on adolescents' well-being, school connectedness, and academic performance. Social media use was evaluated through five indicators, including time spent online, perceived addiction, and its impact on schoolwork. School connectedness was measured using a reliable subscale from the Student Subjective Wellbeing Questionnaire, while emotional well-being and academic achievement were assessed using items on emotional well-being, academic well-being, grade point average, and sleep. Latent profile analysis identified social media use profiles (i.e., low, moderate, high) and their effects on these outcomes. Analyzing data from 27,336 U.S. adolescents across 83 schools during the 2020-2021 school year, results suggested that those who were in the high profile had significantly lower scores in school connectedness, emotional well-being, and academic achievement compared with infrequent users. High school students, girls, Black/African American, Latino/a/x, and socioeconomically disadvantaged youth were particularly at-risk for problematic social media use. The findings highlight the need for an enhanced school climate and support systems. Limitations and implications for school psychology 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":""},"PeriodicalIF":1.8,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144651493","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

Understanding depression and anxiety rates of school psychology graduate students. 了解学校心理学研究生的抑郁和焦虑率。

School psychology (Washington, D.C.) Pub Date : 2025-07-01 Epub Date: 2024-09-12 DOI: 10.1037/spq0000655

David M Hulac, Alexandra M Ryan, April Pratt, Jaden Nyberg, Stephanie Kriescher

{"title":"Understanding depression and anxiety rates of school psychology graduate students.","authors":"David M Hulac, Alexandra M Ryan, April Pratt, Jaden Nyberg, Stephanie Kriescher","doi":"10.1037/spq0000655","DOIUrl":"10.1037/spq0000655","url":null,"abstract":"School psychology graduate students experience many risk factors for problems with mental health, including high workloads, financial distress, and challenging relationships with faculty that can exacerbate feelings of anxiety and depression. Although there have been studies that have investigated depression and anxiety amongst graduate students in general (Eisenberg et al., 2007) and health service psychology students in particular (Hobaica et al., 2021), there are reasons to believe that school psychology graduate students may have different experiences. To date, no research has been found investigating the depression and anxiety symptoms of graduate students in school psychology programs. A survey was sent to 194 school psychology training programs, and 291 graduate students completed it. Approximately one in four graduate students reported moderate to severe levels of depressive symptoms, while one in three reported moderate to severe levels of anxiety symptoms. These symptoms were significantly higher in graduate students identifying as lesbian, gay, bisexual, transgender, queer/questioning, and more identities, women, or reported being from a lower socioeconomic background. There were no differences in depression or anxiety symptoms between the type of program (i.e., doctoral or specialist) or years in program. Implications for trainers of school psychology are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"504-515"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302967","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

"Let's talk about it": Black youths' perceptions on the development of a school-based social media campaign. "让我们来谈谈"：黑人青年对开展校内社交媒体活动的看法。

School psychology (Washington, D.C.) Pub Date : 2025-07-01 Epub Date: 2024-06-27 DOI: 10.1037/spq0000642

Hudson I White, David Aguayo, Asia K Smith, Monique L R Luisi, Lauren Ngowi, Chynna S McCall, Christa Copeland, Mingming Huang, Wendy M Reinke, Clark M Peters, Aaron M Thompson, Keith C Herman

{"title":"\"Let's talk about it\": Black youths' perceptions on the development of a school-based social media campaign.","authors":"Hudson I White, David Aguayo, Asia K Smith, Monique L R Luisi, Lauren Ngowi, Chynna S McCall, Christa Copeland, Mingming Huang, Wendy M Reinke, Clark M Peters, Aaron M Thompson, Keith C Herman","doi":"10.1037/spq0000642","DOIUrl":"10.1037/spq0000642","url":null,"abstract":"The increase in social media mental health (MH) campaigns provides an opportunity to improve awareness and attitudes toward MH. However, racial disparities remain in these social media campaigns. Black youth who participated in MH social media campaigns reported lower levels of improvement in stigma and help-seeking than their White peers. We employed a youth participatory action research (YPAR) process to expand on a previous community-wide MH social media campaign (A. Thompson et al., 2021), focusing on a Central Midwest community. We studied Black adolescents' perceptions of MH stigma and help-seeking to determine essential features of a culturally responsive MH social media campaign for Black youth. With a lead youth-research collaborator, the research team designed the following two-staged study. The first stage consisted of four semistructured focus group interviews (FGIs) (N = 20), analyzed by using a rapid analysis strategy to obtain results for the development of the campaign. In the second stage, using YPAR's iterative and action-based process, five youth researchers collaborated with the research team on the campaign's design. Following the two stages, the researcher's thematic analysis resulted in three themes: (a) broadening horizons for campaign designers and MH professionals; (b) considering mistrust of schools and school personnel; and (c) diverse experiences, sustainability, and accessibility in a campaign. Findings indicated that while culturally responsive social media campaigns to promote MH can be designed, mistrust of adults in schools is likely to hinder the impact of such campaigns. Implications for school psychology practice and research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"493-503"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141461218","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

Depression and anxiety among K-12 teachers in the United States: A systematic review. 美国 K-12 教师的抑郁和焦虑：系统回顾。

School psychology (Washington, D.C.) Pub Date : 2025-07-01 Epub Date: 2024-09-12 DOI: 10.1037/spq0000666

Stephanie A Hooker, Barbara Olson-Bullis, Al Levin, Jeanette Y Ziegenfuss, Karen L Margolis, Rebecca C Rossom

{"title":"Depression and anxiety among K-12 teachers in the United States: A systematic review.","authors":"Stephanie A Hooker, Barbara Olson-Bullis, Al Levin, Jeanette Y Ziegenfuss, Karen L Margolis, Rebecca C Rossom","doi":"10.1037/spq0000666","DOIUrl":"10.1037/spq0000666","url":null,"abstract":"Teachers experience high levels of stress and burnout; however, it is less clear whether teachers also experience high levels of depression and anxiety. The purpose of this systematic review was to describe the literature examining depression and anxiety among K-12 teachers in the United States, with a focus on (a) identifying factors that may be associated with and (b) describing interventions aimed at improving depression and/or anxiety among teachers. A literature search was conducted in January 2022 using APA PsycInfo, ERIC, CINAHL, Web of Science, and PubMed. Studies were eligible if they (a) measured U.S. K-12 teachers as an outcome; (b) measured teacher depression or anxiety; (c) were available in English; and (d) were published between 2000 and 2021. Two coders extracted key study information and assessed the risk of bias using the Newcastle-Ottawa scale for observational studies and the U.S. Preventive Services Task Force checklist for clinical trials. This review included 19 studies (10 cross-sectional, four longitudinal, and five interventions). Studies indicated that teachers may experience greater levels of depression and anxiety than the general population. High perceived stress, poor coping skills, more student problem behaviors, and poor school climate were associated with greater depression and anxiety among teachers. Interventions achieved small to large reductions in depression and anxiety. This review suggests that several factors are related to depression and anxiety among teachers and is limited by the few studies that met the inclusion criteria. Interventions that use multilevel approaches to improve teacher mental health may be needed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"445-461"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302948","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

Extending the healthy context paradox to nonintervention settings: Escalating problem behaviors among victimized social outliers. 将健康环境悖论扩展到非干预环境：受害的社会异常群体的问题行为升级。

School psychology (Washington, D.C.) Pub Date : 2025-07-01 Epub Date: 2024-09-09 DOI: 10.1037/spq0000662

Gintautas Katulis, Goda Kaniušonytė, Brett Laursen

{"title":"Extending the healthy context paradox to nonintervention settings: Escalating problem behaviors among victimized social outliers.","authors":"Gintautas Katulis, Goda Kaniušonytė, Brett Laursen","doi":"10.1037/spq0000662","DOIUrl":"10.1037/spq0000662","url":null,"abstract":"It can be risky to be different. The healthy context paradox notes that a reduction in classroom bullying exacerbates problems for those who remain victimized (Huitsing et al., 2019). The present study extends this work by examining the costs associated with being a victimized social outlier [known also as a \"social misfit\" (Wright et al., 1986)] in (nonintervention) regular classroom settings, to determine whether students who are outliers in terms of classroom victimization respond with increasing adjustment problems. Participants were 706 public primary and middle school students (ages 9-14 years, Mage = 11.80, SDage = 1.13) in the United States (80 girls, 85 boys) and Lithuania (259 girls, 282 boys). Peer nominations of physical victimization and disruptiveness along with self-reports of physical victimization, conduct problems, and delinquent behavior were collected twice during an academic year (4 months apart). Longitudinal group actor-partner interdependence model analyses indicated that increases in adjustment problems over the course of the school year were a product of the degree to which a child was a victimized social outlier. Specifically, the discrepancy between individual victimization and classroom victimization norms at the beginning of the school year predicted increases in disruptiveness (d = -0.11), delinquent behavior (d = -0.10), and conduct problems (d = -0.08) from the beginning to the end of the school year. The results are consistent with the assertion that the risks of being a social outlier extend to those who stand apart in terms of their victimization experiences. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"472-482"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302952","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 role of moral disengagement and classroom collective efficacy in social support and bystander behavior of elementary school students: A multilevel moderated mediation analysis. 道德失范和课堂集体效能在小学生社会支持和旁观者行为中的作用：多层次调节中介分析。

School psychology (Washington, D.C.) Pub Date : 2025-07-01 Epub Date: 2024-05-16 DOI: 10.1037/spq0000639

Leishan Shi, Yuping Wu, Yanfang Zhou

{"title":"The role of moral disengagement and classroom collective efficacy in social support and bystander behavior of elementary school students: A multilevel moderated mediation analysis.","authors":"Leishan Shi, Yuping Wu, Yanfang Zhou","doi":"10.1037/spq0000639","DOIUrl":"10.1037/spq0000639","url":null,"abstract":"Few studies have examined the process of the relationship between social support and bystander behavior, and previous research has primarily focused on individual- or group-level correlates of bystander behavior without a full understanding of these correlates and their interactions. To address this research gap, the present study examined whether social support and moral disengagement at the individual level, as well as collective efficacy at the classroom level, were associated with bystander behavior in school bullying situations. Questionnaires were administered to 1,310 elementary school students in Grades 4-6 (Mage = 10.97 ± 0.98 years) from 61 classes in the Zhejiang Province of China. Multilevel moderated mediation analyses revealed that higher levels of social support were directly related to more defender behavior and less reinforcer and outsider behavior, and social support was also related to bystander behavior through the indirect role of moral disengagement. In classrooms with higher levels of collective efficacy to stop peer bullying, students tended to show more defender behavior and less outsider behavior. Higher levels of classroom collective efficacy did not moderate the relationship between moral disengagement and defender behavior, although it did inhibit the reinforcer and outsider behaviors of those with high levels of moral disengagement. This study sheds light on the relationship between multiple factors and bystander behavior at both the individual and classroom levels and contributes to the understanding of school bullying in the context of peer group interactions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"462-471"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140946690","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

Relationships between elementary teachers' enjoyment and students' engagement across content areas and among student groups. 小学教师的乐趣与学生在不同内容领域和不同学生群体中的参与度之间的关系。

School psychology (Washington, D.C.) Pub Date : 2025-07-01 Epub Date: 2024-05-16 DOI: 10.1037/spq0000633

Leigh McLean, Paul Espinoza, Jayley Janssen, Manuela Jimenez, Sarah Lindstrom Johnson

{"title":"Relationships between elementary teachers' enjoyment and students' engagement across content areas and among student groups.","authors":"Leigh McLean, Paul Espinoza, Jayley Janssen, Manuela Jimenez, Sarah Lindstrom Johnson","doi":"10.1037/spq0000633","DOIUrl":"10.1037/spq0000633","url":null,"abstract":"We explored associations among teachers' self-reported enjoyment for teaching mathematics, science, and English language arts and their students' self-reported behavioral engagement in each content area, and how these associations varied depending on student sex and socioeconomic status. Participants included 33 fourth-grade teachers and 443 students from 14 schools in the Southwestern United States. Multiple regression models with cluster robust standard errors was used. Models regressed students' content-area engagement on teachers' content-area enjoyment, controlling for students' initial engagement in that content area and other relevant covariates. Teachers' English language arts and mathematics enjoyment were each positively associated with students' engagement in each content area, and an interaction effect was detected in mathematics whereby lower socioeconomic status students with low-mathematics-enjoyment teachers reported lower mathematics engagement. Findings extend recent research highlighting teachers' emotions, and more specifically positive emotions, as factors that can be leveraged to support student learning, as well as provide more nuanced information about the contexts and student groups for whom these processes may be most relevant. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"419-430"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140946687","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

Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis. 中国儿童自我认知维度与学业成绩之间的关系：跨滞后面板分析

School psychology (Washington, D.C.) Pub Date : 2025-07-01 Epub Date: 2024-09-12 DOI: 10.1037/spq0000667

Yujia Zhang, Qiyiru Dong, Bowen Xiao, Robert J Coplan, Jiyueyi Wang, Xuechen Ding

{"title":"Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.","authors":"Yujia Zhang, Qiyiru Dong, Bowen Xiao, Robert J Coplan, Jiyueyi Wang, Xuechen Ding","doi":"10.1037/spq0000667","DOIUrl":"10.1037/spq0000667","url":null,"abstract":"The goal of the present study was to examine the associations between different dimensions of self-perceptions and academic achievement in Chinese children. Participants were 604 children in Grades 4-7 attending primary and middle schools in mainland China (342 boys, 262 girls; Mage = 11.25 years). Measures of children's self-perceptions and academic achievement were collected via self-reports and school records at two time points over one academic year. Results from cross-lagged panel analysis indicated that after controlling for the effects of gender, grade, and stabilities, Time 1 perceived scholastic competence positively predicted Time 2 academic achievement (β = .08, p < .05), and Time 1 academic achievement predicted Time 2 perceived scholastic competence (β = .10, p < .05). Time 1 perceived athletic competence negatively predicted Time 2 academic achievement (β = -.08, p < .01). The findings provide evidence that self-perceptions have different facets and are differently associated with academic achievement and emphasize the reciprocal predictive relations between perceived scholastic competence and academic achievement and the negative impact of perceived athletic competence self-perception on academic achievement. The implications of these results are discussed in the context of self-development and academic performance within Chinese culture, as well as their educational implications for school practices. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"524-530"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302964","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