School psychology (Washington, D.C.)最新文献

{"title":"Associations among educators' beliefs, intervention fidelity, and student outcomes in school-wide positive behavior interventions, and supports: A school-level moderated mediation analysis.","authors":"Yanchen Zhang, Lindsay Fallon, Madeline Larson, Diana Browning Wright, Clayton R Cook, Aaron R Lyon","doi":"10.1037/spq0000615","DOIUrl":"10.1037/spq0000615","url":null,"abstract":"<p><p>Existing literature has established the effectiveness of school-wide positive behavioral interventions and supports (SWPBIS) for improving school-level student behavioral and academic outcomes. Implementation of SWPBIS in uncontrolled settings is often suboptimal, leading to lackluster outcomes. Researchers have developed and validated several implementation strategies to improve individual-level implementation determinants (e.g., educators' supportive beliefs) to promote the successful delivery of universal programs (e.g., SWPBIS). However, empirical studies are needed to explore the mechanisms of change through which school-level educators' beliefs influence their delivery of SWPBIS. This school-level quasi-experimental study tested a mediational mechanism of change where changes in educators' beliefs work through their intervention fidelity of SWPBIS to influence student outcomes. We delivered the Supportive Belief Intervention (a school-wide implementation strategy used before training to promote educators' supportive beliefs about SWPBIS) and then Tier 1 SWPBIS training to 81 elementary schools serving diverse student populations. At the start of the academic year, school-level educators' beliefs were assessed before the Supportive Belief Intervention. At the end of the academic year, educators' beliefs, intervention fidelity, and rates of student reading proficiency and suspension were assessed. Conditional process analyses with nonparametric bootstrapping (mediational and first stage moderated mediational models) revealed that, at the school level, a larger increase in educators' supportive beliefs was associated with enhanced SWPBIS fidelity and better corollary student outcomes (increased reading proficiency and reduced suspension), while student socioeconomic status moderated the size of the mediation effect. Implications for research and practices about the implementation of SWPBIS and school context were discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"431-444"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140861233","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":"Exploring a dual-factor mental health screening model with children in grades 5-10.","authors":"Tyler L Renshaw, Sarah J Bolognino, Kelly N Clark","doi":"10.1037/spq0000669","DOIUrl":"10.1037/spq0000669","url":null,"abstract":"<p><p>The dual-factor mental health (DFMH) model posits that mental health comprises two distinct yet interrelated dimensions: psychological distress and psychological well-being. This study used responses to a 10-item measure within a self-report risk survey to explore the prevalence rates and criterion validity of a DFMH screening model based on norm-referenced classifications with a nationally representative sample of U.S. children in Grades 5-10 (<i>N</i> = 5,949). Students' responses were classified into one of four possible DFMH statuses: complete mental health, troubled, symptomatic but content, or vulnerable. Results indicated most students were classified as complete mental health (71.2%), followed by symptomatic but content (13.2%), vulnerable (10.6%), and troubled (5.1%), respectively. Criterion validity findings showed students classified in the complete mental health group had the most beneficial concurrent outcomes across several academic, behavioral, and emotional indicators when compared with students in all other DFMH groups. Additionally, students in the symptomatic but content group demonstrated substantively better outcomes than both vulnerable and troubled students, whereas students in the vulnerable group had similar concurrent outcomes compared to those in the troubled group. Overall, results from this study provide further validity evidence supporting the interpretation and use of a DFMH screening model in schools with a nationally representative sample of elementary, middle, and high-school-aged youth. Implications and directions for future research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"516-523"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302950","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":"Assessing attention-deficit/hyperactivity disorder-related impairment: Differential item functioning based on child demographic characteristics.","authors":"Eliana Rosenthal, Qiong Fu, George J DuPaul, Robert Reid, Arthur D Anastopoulos, Thomas J Power","doi":"10.1037/spq0000643","DOIUrl":"10.1037/spq0000643","url":null,"abstract":"<p><p>Although numerous studies have examined how child demographic characteristics may impact ratings of attention-deficit/hyperactivity disorder (ADHD) symptoms, there is limited research on how these factors are related to ratings of impairment. This study examined child characteristics (assigned sex, age, race, ethnicity) that may affect parent and teacher ratings of ADHD symptom-related impairments in relationships with family and/or teacher, peer relationships, behavior disruption, academic impairment, homework performance, and self-esteem. The study was conducted using independent U.S. national samples of parents (<i>n</i> = 2,075) and teachers (<i>n</i> = 1,070). Informants rated impairments related to inattention and hyperactivity-impulsivity using the <i>ADHD Rating Scale-5.</i> Rasch analyses were used to examine differential item functioning in relation to child characteristics. Separate analyses were conducted for inattention- and hyperactivity-impulsivity-related impairment for both the parent and teacher samples. For teacher ratings, only two items (<i>behavior disruption, homework impairment</i>) demonstrated differential item functioning with intermediate or large effect sizes (≥ .426 logits) in relation to any child characteristic; whereas for parent ratings, all six items displayed differential item functioning with at least intermediate effect sizes in relation to one or more child characteristics. The findings indicated several areas in which child characteristics may have an impact on ratings of ADHD-related impairment, particularly based on parent ratings, which have potential implications for the diagnostic assessment of ADHD and highlight the need for further research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"483-492"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141763106","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":"Tracing silent struggles: Examining the characteristics and correlates of teacher victimization through egocentric network analysis.","authors":"Ella Rho, Chunyan Yang","doi":"10.1037/spq0000699","DOIUrl":"10.1037/spq0000699","url":null,"abstract":"<p><p>A growing body of research has focused on teacher victimization, examining its prevalence and effects. However, no study has yet used network theory to examine the impact of teachers' networks with aggressive and violent students on psychological distress, burnout, and turnover intentions. Addressing this gap, we used egocentric network analysis and path analysis to explore (a) the structure (e.g., centrality, density) and characteristics (e.g., racial homophily, severity, frequency) of networks comprising aggressive and violent students and (b) their impacts on teacher psychological distress and burnout, subsequently influencing turnover intention. Five hundred and seven K-12 teachers were recruited from 42 U.S. states using snowball sampling, who collectively reported 1,703 aggressive or violent students. On average, each teacher experienced victimization from three different students. We found no tendency for those students to share racial or ethnic backgrounds with their victimized teachers. The network was also found to be not highly interconnected, pointing to individualized rather than group-based aggression and violence. Path analysis showed that teachers' network centrality with students exhibiting challenging behaviors was associated with increased psychological distress and burnout, which in turn was associated with turnover intention after controlling for demographic factors. Among teachers with aggressive and violent students, aggression frequency was linked to higher distress and burnout, while severity was associated with only burnout. Neither student network density nor racial similarity influenced these outcomes. Both stress and burnout were associated with teachers' turnover intentions. Implications for research, practice, and policy regarding teacher victimization were discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144509912","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":"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":"10.1037/spq0000698","url":null,"abstract":"<p><p>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).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"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}

{"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":"10.1037/spq0000697","url":null,"abstract":"<p><p>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 (<i>M</i>_age = 13.84 years, <i>SD</i> = 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 (<i>M</i>_age = 33.21 years, <i>SD</i> = 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).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"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}

{"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":"<p><p>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 (<i>M</i>_age = 16.32 years, <i>SD</i> = 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).</p>","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}

{"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":"<p><p>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).</p>","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}

{"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":"<p><p>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).</p>","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}

{"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":"<p><p>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 <i>M</i>_age = 12.72, <i>SD</i> = .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).</p>","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}