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

{"title":"The role of other-gender peer relationships in promoting classroom supportiveness: A randomized controlled trial of an elementary school intervention program.","authors":"Cindy Faith Miller, Lorey A Wheeler, Richard A Fabes, Laura D Hanish, Carol Lynn Martin","doi":"10.1037/spq0000724","DOIUrl":"10.1037/spq0000724","url":null,"abstract":"<p><p>Given the important role of school climate in social, emotional, and academic functioning, reform efforts have increasingly focused on implementing strategies to increase students' sense of safety, engagement, and belonging. The present study offers a unique approach toward this goal by simultaneously testing the efficacy of two interventions, (a) Meet Up and (b) Buddy Up (MUBU), designed to promote positive classroom relationships among diverse groups of peers (e.g., other-gender relationships). Using a randomized-controlled trial, MUBU was evaluated with 346 4th graders (53.5% girls; 54.9% White) by comparing students in the intervention classrooms with students in the control classrooms on measures of peer supportiveness and other-gender acceptance, familiarity, and prosociality. Consistent with hypotheses, students who participated in MUBU showed improved perceptions of other-gender peers (i.e., other-gender acceptance and prosociality) and heightened classroom supportiveness toward the end of the school year when controlling for baseline levels. Results also revealed that other-gender acceptance and prosociality mediated the intervention effects on classroom supportiveness. MUBU represents a promising strategy for improving peer dynamics in the classroom by specifically highlighting the benefits of fostering positive other-gender relationships. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"282-292"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679818","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":"Teacher-student relationships and adolescent social-emotional competence: A multicenter longitudinal study.","authors":"Zhengyi Ma, Hangna Qiu, Juntong Jing, Yongkang Fu, Dongrun Liu, Mengdan Han, Naze Xie, Jie Liu, Chaoran Chen","doi":"10.1037/spq0000731","DOIUrl":"10.1037/spq0000731","url":null,"abstract":"<p><p>Social-emotional competence plays a pivotal role in adolescent development. Currently, teacher-student relationships are widely recognized as a critical determinant of adolescents' social-emotional competence, yet the underlying mechanisms remain insufficiently explored. This study employed a multicenter longitudinal design to examine the associations and pathways linking teacher-student relationships and adolescents' social-emotional competence, with particular attention to the mediating roles of school climate and interpersonal trust. Using a multicenter, stratified cluster sampling strategy, a longitudinal survey was conducted between June and December 2024 with 793 high school students. The survey instruments assessed demographic characteristics, teacher-student relationships, social-emotional competence, school climate, and interpersonal trust, and the relationships among variables were analyzed through structural equation modeling. Findings indicated that adolescents' social-emotional competence was at a moderate level. Teacher-student relationships positively predicted social-emotional competence, with school climate serving as a mediator between teacher-student relationships and social-emotional competence, while interpersonal trust mediated the link between teacher-student relationships and school climate. Thus, teacher-student relationships were directly related to adolescents' social-emotional competence and also indirectly influenced it through a sequential mediation pathway involving interpersonal trust and school climate. These results underscore the importance of fostering positive teacher-student relationships, strengthening interpersonal trust, and cultivating a supportive school climate to promote adolescents' social-emotional competence. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"329-339"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145992203","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":"Diversity representation of editorial boards from seven school psychology journals.","authors":"Sequoya A Fitzpatrick, Randy G Floyd, Patrick McNicholas, Jordan Moreno","doi":"10.1037/spq0000716","DOIUrl":"10.1037/spq0000716","url":null,"abstract":"<p><p>There have been numerous calls within school psychology and related fields to evaluate the demographic representation of their institutions and initiatives. Currently, little is known about the demographic composition of the editorial boards supporting school psychology journals. Three studies were completed during 2023 and 2024 to address demographic representation across seven school psychology journals. Study 1 analyzed the names of 636 editorial board members to estimate the representation of scholars of color, women, and gender-diverse scholars. Study 2 surveyed board members to estimate representation of scholars of color, women, gender-diverse scholars, sexual minority scholars, scholars with disabilities, and multilingual scholars. Study 3 surveyed journal editors about the composition of their editorial boards. Across studies and journals, results revealed that women composed 56%-61%, scholars of color composed 24%-29%, scholars with disabilities composed 23%, multilingual scholars composed 16%, sexual minority scholars composed 11%, and gender-diverse scholars composed 0.2%-0.4% of editorial board members. One third of board members had two or more intersecting marginalized identities, including 14%-17% who were women of color. Variation in marginalized scholars' representation underscores the need to continue to prioritize and support marginalized board members through advocacy and integration of feedback from its members. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"260-269"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145410975","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":"How are school psychologists using artificial intelligence in 2024? A descriptive study.","authors":"Ryan L Farmer, Adam B Lockwood, Randy G Floyd, Alec D Sisco","doi":"10.1037/spq0000713","DOIUrl":"10.1037/spq0000713","url":null,"abstract":"<p><p>Artificial intelligence (AI) is becoming increasingly integrated into professional settings, yet little is known about its use in school psychology. As AI technologies continue to evolve, understanding how school psychologists are incorporating them into their practice is essential for guiding ethical and effective implementation. This study surveyed 199 school psychologists across the United States during 2024 to examine their current use of AI, attitudes toward its application, and perceived ethical and practical concerns. Results indicate that while some practitioners have adopted AI for tasks such as report writing, data analysis, and communication, many remain hesitant about its use due to concerns about privacy, bias, and the need for clear professional guidelines. Despite growing interest in AI's potential to enhance efficiency and streamline workflows, formal training and institutional policies on AI use remain limited. Findings highlight the need for clearer guidance, professional development opportunities, and ethical considerations to ensure AI's responsible integration into school psychology. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"137-149"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193810","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":"School psychology practicum and internship: Exploring Asian and Asian American students' experience.","authors":"Jiayi Wang, Julieta Marquez, Cixin Wang, Wenxi Yang, Yi Ding","doi":"10.1037/spq0000708","DOIUrl":"10.1037/spq0000708","url":null,"abstract":"<p><p>The underrepresentation and unique challenges of Asian and Asian American graduate students in school psychology remain an underexplored area in the literature. This study explores the practicum and internship experiences of Asian and Asian American graduate students in school psychology, focusing on their unique challenges, protective factors, and recommendations for improvement. Using qualitative methods guided by AsianCrit theory, interviews with 15 participants revealed pervasive racialized experiences, including microaggressions, stereotypes, and discrimination, which negatively impacted their confidence, well-being, and performance. Participants highlighted barriers such as cultural differences, limited integration into practicum sites. Protective factors included cultural humility, bilingual skills, and support from supervisors, peers, and faculty. Participants emphasized the importance of fostering inclusive practicum environments, addressing racial inequities, and enhancing culturally responsive training in school psychology programs. Discussion and practical implications were provided to better support Asian and Asian American students in their practicum and internship training. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"185-195"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144981860","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":"Correction to \"Assessing teachers' intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment\" by Sanetti et al. (2024).","authors":"","doi":"10.1037/spq0000700","DOIUrl":"https://doi.org/10.1037/spq0000700","url":null,"abstract":"<p><p>Reports an error in \"Assessing teachers' intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment\" by Lisa M. H. Sanetti, Nedim Yel, Anna C. J. Long, Melissa A. Collier-Meek, Thomas R. Kratochwill and Sabina Rak Neugebauer (<i>School Psychology</i>, 2025[May], Vol 40[3], 323-334; see record 2024-72007-001). In the article (https://doi.org/10.1037/spq0000624), Sabina Rak Neugebauer was incorrectly omitted as a coauthor due to an administrative error. The order of authors has been adjusted. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2024-72007-001.) Individual-level determinants are hypothesized to enable or prevent successful implementation of evidence-based practices, yet there are limited options for measuring theory-informed, individual-level determinants that influence teachers' and other implementers' delivery of school-based interventions. The goal of this study was to develop a self-report scale that measures variables that have been associated with initial and sustained behavior change related to school-based intervention implementation according to the health action process approach (HAPA). Participants were a nationally representative sample of kindergarten through Grade 12 public school teachers, stratified by grade level and geographical region. Item generation was based on a systematic review of the literature on outcome expectations and self-efficacy, the core constructs related to initiating and sustaining behavior change from the HAPA and in consultation with the theory developer. The sample was randomly split; half of the sample was used for exploratory factor analysis (EFA), and the other half was used for confirmatory factor analysis (CFA). The EFA resulted in a final factor structure of three dimensions of the Implementation Beliefs Assessment (IBA): (a) implementation self-efficacy, (b) positive outcome expectations, and (c) negative outcome expectations. This structure was supported in the other half of the sample using CFA. Additional analyses supported the reliability of IBA data. The IBA represents a step forward toward psychometrically sound measurement of factors associated with initial and sustained behavior change. Implications for future research are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":"41 2","pages":"245"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147328358","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":"A social-contextual analysis of African American adolescents' coping self-efficacy.","authors":"Caleb E Flack, Christopher R Whipple, W LaVome Robinson","doi":"10.1037/spq0000709","DOIUrl":"10.1037/spq0000709","url":null,"abstract":"<p><p>Coping self-efficacy is linked to adaptive coping skills and improved psychological well-being, yet few studies have examined coping self-efficacy in African American adolescents. This study examined change over time in African American adolescents' coping self-efficacy and the extent to which social-contextual factors (maternal warmth and community violence exposure) and gender are associated with coping self-efficacy. Participants were 160 African American adolescents who resided in a large Midwestern city. Ninth-grade adolescents were followed through 10th grade and reported on coping self-efficacy, maternal warmth, and community violence exposure at four 6-month time intervals. Latent growth modeling was used to examine change over time in coping self-efficacy, along with the effects of social-contextual factors and gender on coping self-efficacy. Latent growth modeling results suggest that, on average, coping self-efficacy linearly declined over the course of ninth and 10th grade. Maternal warmth was associated with higher coping self-efficacy over time, whereas community violence exposure was not associated with coping self-efficacy. Girls reported a lower initial level of coping self-efficacy than boys at the start of ninth grade, but there was no difference in the slope (rate of change) of coping self-efficacy between girls and boys. Implications of study results for research and school based, culturally and contextually relevant coping skills intervention for African American adolescents are discussed. Study limitations and future directions are also described. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"150-160"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12435913/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144981878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Feel Your Best Self mini-lessons during morning meetings on kindergarten classwide behaviors.","authors":"Sandra M Chafouleas, Michael A Weiner, Jessica B Koslouski","doi":"10.1037/spq0000707","DOIUrl":"10.1037/spq0000707","url":null,"abstract":"<p><p>In this study, we examined the effects of Feel Your Best Self (FYBS) on classwide behavior. FYBS offers a flexible toolkit for teaching emotion regulation strategies that can be integrated into existing elementary classroom routines. Using an alternating treatment single case design, we investigated the effects of FYBS mini-lessons delivered during morning meeting compared to business-as-usual morning meeting on classwide behaviors in a kindergarten classroom. Results of systematic direct observation by external observers supported higher academic engagement and positive affect, and somewhat lower disruptive behavior, in the instructional period following morning meeting with FYBS mini-lessons. Results from direct behavior ratings completed by the classroom teacher were not as clear, with no differences noted for classwide frustration tolerance or flexibility. FYBS mini-lessons were delivered as intended and perceived as highly usable by the teacher. This study provides initial evidence that FYBS can be used to promote desirable classroom behavior and be integrated into existing classroom routines such as morning meetings. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"173-184"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823307","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":"Differential item functioning of teacher-rated universal mental health screening in elementary schools.","authors":"Joni Williams Splett, Nicholas A Gage, Erin A Chaparro, Aaron R Lyon, Melanie A Sonsteng-Person, Zoë Z Alfonso, Colleen A Halliday","doi":"10.1037/spq0000712","DOIUrl":"10.1037/spq0000712","url":null,"abstract":"<p><p>Recommendations, resources, and policy for schools to implement a continuum or multitiered system of prevention and intervention supports (MTSS) for academic, behavioral, and mental health functioning continue to increase. Accurate and meaningful data, including universal screening, are a central component of MTSS and must perform consistently across racially and ethnically diverse student groups. The present study examined scores from the Behavior Intervention Monitoring Assessment System-Second Edition, a universal mental health screening tool used widely in large, racially diverse school districts, as a function of student race to identify any differential functioning in the assessment. Participants included 1,168 students (68% Black and 32% White) rated by their 4^th- or 5^th-grade teacher across nine elementary schools in a partnering school district in the Southeastern United States. Results from an item response theory approach using differential item functioning revealed several items with differential item functioning by student race on subscales included in the measure's Behavioral Concerns Scale and Adaptive Scale. In addition, differential item functioning items were found to impact students' risk status in these domains, specifically the Negative Affect and Social subscales, as well as all items on Academic Functioning performing differently between groups. These findings are problematic for using the Behavior Intervention Monitoring Assessment System-Second Edition as a universal mental health screening assessment in the MTSS of a racially diverse school or district. Future research should explore other facets of the Behavior Intervention Monitoring Assessment System-Second Edition and similar screening instruments that may be driving differential ratings including improvements to the instrument and efforts to mitigate misidentification. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"208-218"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193789","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":"Human versus machine: A comparative analysis of qualitative coding by humans and ChatGPT-4.","authors":"Adam Lockwood, Daniel S Newman, Kandace W Mossing, Amy Glubzinski, Elaina Cohen","doi":"10.1037/spq0000715","DOIUrl":"10.1037/spq0000715","url":null,"abstract":"<p><p>Generative artificial intelligence (AI) applications are becoming increasingly influential in psychology training, practice, and research. In this study, the procedures (e.g., coding process) and products (e.g., codes, categories, themes, core story) of a qualitative content analysis (QCA) conducted by Chat Generative Pre-trained Transformer (ChatGPT)-4 and novice human researchers were compared, and advantages and disadvantages of each approach were considered. Data included open-ended survey responses from trainers (<i>N</i> = 60) in school psychology programs regarding assessment practices during the COVID-19 pandemic. Findings indicated that ChatGPT-4 conducted QCA with products that were similar, overall, to human coders and in significantly less time. However, ChatGPT-4's process was not transparent, and some codes and themes were unclear. Meanwhile, human coding allowed for the selection and implementation of a purposeful, coherent methodological approach and an auditable and systematic process resulting in defensible themes. Considerations for the use of AI in qualitative research are considered and discussed, and future research directions are provided. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"161-172"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145330778","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}