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

The cumulative effect of positive school climate on the association with suicidal ideation among adolescents: A two-wave longitudinal study. 积极校园氛围对青少年自杀意念的累积效应：一项两波纵向研究。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-07-01 Epub Date: 2026-01-22 DOI: 10.1037/spq0000732

Yunlin Su, Dongfang Wang, Yifan Zhang, Yunge Fan, Zijuan Ma, Meijiao Huang, Min Li, Fang Fan

{"title":"The cumulative effect of positive school climate on the association with suicidal ideation among adolescents: A two-wave longitudinal study.","authors":"Yunlin Su, Dongfang Wang, Yifan Zhang, Yunge Fan, Zijuan Ma, Meijiao Huang, Min Li, Fang Fan","doi":"10.1037/spq0000732","DOIUrl":"10.1037/spq0000732","url":null,"abstract":"The relationship between a positive school climate and adolescent suicidal ideation has been well established. However, there is limited research focusing on the distinct dimensions of a positive school climate and their cumulative protective impact on suicidal ideation. This study aimed to investigate the cross-sectional and longitudinal associations between a positive school climate and adolescents' suicidal ideation using the cumulative protection model and to examine the potential moderation role of sex. A total of 11,960 junior school students engaged in two surveys conducted 6 months apart (Time 1 [T1] and Time 2 [T2]). A positive school climate, depressive symptoms, and sociodemographic characteristics were assessed at T1. Suicidal ideation was measured at both T1 and T2. Each dimension of a positive school climate was coded into a dichotomous variable. The Cumulative Protection Index of School Climate was calculated by summing the scores across all dimensions of a positive school climate. Hierarchical regression analysis was conducted to elucidate the associations between the Cumulative Protection Index of School Climate and suicidal ideation at T1 and T2. The cumulative effect of a positive school climate on adolescents' concurrent and subsequent suicidal ideation was significant and showed a nonlinear pattern of quadratic function. Sex only moderated the concurrent association. This research provides insights into the correlation between the number of protective factors in the school climate and suicidal ideation among adolescents. Enhancing students' perception of a positive school climate would be helpful to mitigate the experience of suicidal ideation among adolescents. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"446-456"},"PeriodicalIF":1.8,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020836","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

Revisiting the healthy context paradox and emotional contagion debate: A preregistered replication study on the interplay of teacher victimization, burnout, and school climate in the United States. 重新审视健康情境悖论和情绪感染之争：美国教师受害、职业倦怠和学校氛围相互作用的预注册复制研究

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-07-01 Epub Date: 2026-02-02 DOI: 10.1037/spq0000734

Chunyan Yang, Ella Rho, Quennie Dong, Jin Hyung Lim, Krandhasi Kodaiarasu

{"title":"Revisiting the healthy context paradox and emotional contagion debate: A preregistered replication study on the interplay of teacher victimization, burnout, and school climate in the United States.","authors":"Chunyan Yang, Ella Rho, Quennie Dong, Jin Hyung Lim, Krandhasi Kodaiarasu","doi":"10.1037/spq0000734","DOIUrl":"10.1037/spq0000734","url":null,"abstract":"In response to the \"replication crisis,\" this conceptual replication study builds upon the work of Yang, Chan, Lin, and Chen (see record 2022-35868-001) conducted in China, exploring the interplay between teacher victimization, school climate, and teacher burnout among 504 K-12 teachers in the United States. Sequential linear regression analyses revealed that while a positive school climate generally protected teachers against burnout, it paradoxically intensified burnout for teachers experiencing specific forms of victimization. Statistically significant moderation effects showed that teachers who encountered higher levels of social/relational victimization reported increased depersonalization in more supportive school climates, while teachers experiencing cyber victimization exhibited greater feelings of reduced personal accomplishment within supportive school environments. These results support the healthy context paradox, suggesting that victimization can feel particularly isolating and detrimental within otherwise supportive settings, challenging the assumption that positive environments are universally protective. Contrary to the emotional contagion hypothesis, positive climates did not buffer the negative influence of victimization but rather accentuated feelings of alienation and burnout. These findings highlight the necessity of nuanced approaches to school climate interventions, particularly in addressing less overt forms of victimization. The study holds critical implications for policy and practice in addressing teacher well-being and retention amid growing concerns about school violence and mental health. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"410-420"},"PeriodicalIF":1.8,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146108898","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

Evaluation of the psychometric properties of the Test Anxiety Coping Skills (TACS) measure. 测试焦虑应对技能（TACS）量表的心理测量特征评价。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-07-01 Epub Date: 2026-01-22 DOI: 10.1037/spq0000730

Anuradha Dutt, YingMin Lee, Kai Lun Jessica Ng, Lin Ken Soh, Lay See Yeo

引用次数: 0

Cultural nuances of well-being: Exploring Asian teachers' well-being in the schools. 幸福感的文化差异：探讨亚洲教师在学校的幸福感。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-07-01 Epub Date: 2026-02-02 DOI: 10.1037/spq0000733

Jiayi Wang, Kai Zhuang Shum, Damien DeRego, Myca Nguyen

引用次数: 0

Hyper surveillance as a dimension of school climate: An exploratory investigation. 高度监控作为学校氛围的一个维度：一项探索性调查。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-07-01 Epub Date: 2026-02-12 DOI: 10.1037/spq0000739

Naomi M Ruffin, Jamilia J Blake, Haoran Li, Veronika Croan

引用次数: 0

Understanding secondary traumatic stress and its impact on teacher retention. 了解继发性创伤应激及其对教师留任的影响。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-07-01 Epub Date: 2026-02-12 DOI: 10.1037/spq0000737

Mary Snellings Inabnett, Anna C J Long

{"title":"Understanding secondary traumatic stress and its impact on teacher retention.","authors":"Mary Snellings Inabnett, Anna C J Long","doi":"10.1037/spq0000737","DOIUrl":"10.1037/spq0000737","url":null,"abstract":"Teachers are the most important factor in eliciting positive student outcomes. However, teacher stress and attrition are an increasing problem. This problem is exacerbated in high-needs schools, which serve students who are exposed to higher levels of risk factors and trauma. Due to the unique challenges faced by their students, teachers in these schools experience heightened rates of secondary traumatic stress (STS). What is unclear is how STS operates as a unique job demand contributing to teacher attrition. The present study surveyed 104 teachers in rural North Louisiana to determine the following: (a) What general mental health symptoms and degree of STS are teachers in high-needs rural schools experiencing? (b) Does STS contribute to teacher intent to leave the field? Study findings show that many teachers experience trauma exposure through their work, with approximately a quarter of those surveyed reporting that they were likely to leave their school or the profession in the next year. Additionally, a logistic regression found that STS significantly contributes to teacher intent to leave the profession. Implications of these emergent findings are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"480-486"},"PeriodicalIF":1.8,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146168377","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

A cluster randomized trial of a combined Mental Health Literacy (MHL) and Dialectical Behavior Therapy (DBT) classroom-based intervention. 心理健康素养（MHL）与辩证行为疗法（DBT）课堂干预相结合的聚类随机试验。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-06-29 DOI: 10.1037/spq0000751

Jennifer Katz, Jungah Lee, Sarah Y Skinner, Sterett Mercer, Adetunji Noah Adekunle, Sarah Grace Friesen

{"title":"A cluster randomized trial of a combined Mental Health Literacy (MHL) and Dialectical Behavior Therapy (DBT) classroom-based intervention.","authors":"Jennifer Katz, Jungah Lee, Sarah Y Skinner, Sterett Mercer, Adetunji Noah Adekunle, Sarah Grace Friesen","doi":"10.1037/spq0000751","DOIUrl":"10.1037/spq0000751","url":null,"abstract":"A pan-Canadian cluster randomized trial (by classroom) was conducted to examine the effects of a combined mental health literacy and dialectical behavior therapy skills program implemented by teachers on protective factors related to social and emotional well-being, including mindfulness, emotion regulation, inclusive education, distress tolerance, mental health knowledge, reduction of stigma, and help-seeking skills. The sample of 111 classrooms drawn from three urban centers and 67 schools, which were randomly assigned to intervention or control, included 1,750 students in third- to 12th-grade classrooms. Student-reported measures of mindfulness, emotion regulation, inclusive education, distress tolerance, mental health literacy, and classroom climate were collected three times in the year (October, February, and June). Teachers recorded dosage and fidelity data, and in-class observations took place to support implementation data. Results indicated the intervention classrooms demonstrated statistically significant improvements relative to the changes in the control classrooms on six of eight dependent variables: mindfulness, emotion regulation, impulse control, strategies, beliefs about mental illness, and stigma. Effect sizes were large for mindfulness, medium for emotion regulation and stigma, and small for impulse control and beliefs about mental illness. There was no evidence that intervention effects were moderated by intervention site, school level, or student characteristics related to Indigenous heritage, gender, or whether students received English language learner services. By contrast, the mid- to postintervention effect on mindfulness differed for students receiving special education services, such that effects were greater for students receiving special education services compared to students not receiving special education services. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148347642","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 learning and adolescent mental health: Indirect effects and the moderating role of peer victimization. 社交情绪学习与青少年心理健康：同伴伤害的间接影响及调节作用。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-06-15 DOI: 10.1037/spq0000752

Lyndsay Jenkins, Stephanie Fredrick, Amanda Nickerson

{"title":"Social-emotional learning and adolescent mental health: Indirect effects and the moderating role of peer victimization.","authors":"Lyndsay Jenkins, Stephanie Fredrick, Amanda Nickerson","doi":"10.1037/spq0000752","DOIUrl":"10.1037/spq0000752","url":null,"abstract":"This study aimed to (a) examine the direct and indirect effects of social-emotional learning (SEL)-infused instruction on secondary student mental health through social-emotional skills (SEL) and student-to-student relationships and (b) explore the moderating role of peer victimization on this relationship. Cross-sectional data were collected from a racially and ethnically diverse sample of 546 students in sixth-12th grades from the southeast region of the United States. Participants completed electronic surveys of their peer victimization experiences, relationships with students, SEL skills, and exposure to SEL instruction. Reports of being exposed to SEL instruction were related to greater SEL skills and more positive relationships with peers. The association between exposure to SEL instruction and mental health difficulties was explained through both SEL skills and positive relationships with peers. This indirect effect of SEL skills was weaker for students who had experienced higher levels of peer victimization. This study highlights the crucial role of SEL instruction in improving student mental health by fostering SEL skills and positive peer relationships. However, the protective effects of SEL skills are weaker for students experiencing high levels of peer victimization, emphasizing the need for additional support. These findings reinforce the importance of tiered interventions to ensure SEL benefits all students, particularly those facing social challenges. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148254819","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

From what is wrong to what is strong: Using tiered frameworks to identify early literacy strengths in Black preschool-age children. 从错到强：使用分层框架来识别黑人学龄前儿童的早期读写能力。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-05-18 DOI: 10.1037/spq0000748

Kizzy Albritton, Adrienne Stuckey, Kenia Cruz, Erica Burley, Gabrielle Fontaine, Gary E Bingham

{"title":"From what is wrong to what is strong: Using tiered frameworks to identify early literacy strengths in Black preschool-age children.","authors":"Kizzy Albritton, Adrienne Stuckey, Kenia Cruz, Erica Burley, Gabrielle Fontaine, Gary E Bingham","doi":"10.1037/spq0000748","DOIUrl":"10.1037/spq0000748","url":null,"abstract":"Efforts to improve preschool children's early literacy skills continue to intensify (e.g., Cabell et al., 2023; Wackerle-Hollman et al., 2024), often using tiered frameworks (e.g., response to intervention and pyramid model) to identify children needing intervention. Much research about early literacy interventions within tiered frameworks has overrepresented young Black children (i.e., 45% of participants; Stuckey et al., 2022). However, tiered frameworks can also be leveraged in ways that challenge deficit-oriented lenses often used by practitioners, schools, systems, and researchers when implementing such frameworks. Children's placement in a tiered framework was examined for fall and spring to identify strengths of 487 Black 3- and 4-year-old preschool children based on an early literacy screener, Get Ready to Read!-Revised. Estimated mean standard scores fell squarely in the average range, and the percentage of children identified for Tier 1, Tier 2, and Tier 3 at both fall and spring approximated the theoretical percentages proposed by researchers (e.g., Fuchs & Fuchs, 2006; Stoiber & Gettinger, 2016). Children's Get Ready to Read!-Revised performance aligned with diagnostic measures of receptive vocabulary, print knowledge, and phonological awareness. Results contribute to the limited research base about early literacy strengths of young Black children and have implications for school psychologists' contributions to the response to intervention process in preschools. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147965795","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

Development of Arabic curriculum-based measurement for early literacy reading skills. 基于阿拉伯语课程的早期识字阅读技能测试的发展。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-05-11 DOI: 10.1037/spq0000750

Saeed S Alqahtani

{"title":"Development of Arabic curriculum-based measurement for early literacy reading skills.","authors":"Saeed S Alqahtani","doi":"10.1037/spq0000750","DOIUrl":"10.1037/spq0000750","url":null,"abstract":"Curriculum-based measurement (CBM) is widely used to support early identification, screening, and progress monitoring of students at risk for reading difficulties; however, CBM measures developed specifically for Arabic early literacy remain limited. The present study aimed to develop Arabic early literacy CBM measures and examine their technical adequacy and initial evidence of validity within Arabic instructional contexts. Specifically, the study evaluated whether CBM measures differentiate performance between first- and second-grade students and discriminate among students with differing levels of reading performance. Four CBM measures assessing letter-naming fluency, letter-sound fluency, phoneme segmentation fluency, and word-reading fluency were administered to 428 first- and second-grade Arabic-speaking students. Results indicated that the developed CBM measures showed high, clear differentiation of performance across grade levels, as well as discrimination among levels of reading performance. Collectively, these findings provide initial evidence supporting the technical adequacy of the Arabic CBM measures for use in early literacy screening and progress monitoring while underscoring the need for future research to accumulate stronger validity evidence. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147870839","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