School psychology (Washington, D.C.)最新文献_第7页

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 : 2026-01-01 Epub 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) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"111-123"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","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

Charting a path forward: Advancing equity, social justice, and rigorous science in today's sociocultural climate. 规划前进的道路：在当今的社会文化环境中推进公平、社会正义和严谨的科学。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-01-01 DOI: 10.1037/spq0000736

Pamela A Fenning

引用次数: 0

Using mixed methods to improve understanding and advancement of mixed methods research in school psychology. 运用混合方法提高对混合方法在学校心理学研究中的认识和进步。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-01-01 Epub Date: 2025-02-17 DOI: 10.1037/spq0000684

Jiayi Wang, Eui Kyung Kim, John C Begeny, Weihong Yuan, Riley Schaner

{"title":"Using mixed methods to improve understanding and advancement of mixed methods research in school psychology.","authors":"Jiayi Wang, Eui Kyung Kim, John C Begeny, Weihong Yuan, Riley Schaner","doi":"10.1037/spq0000684","DOIUrl":"10.1037/spq0000684","url":null,"abstract":"Mixed methods research (MMR) is in the beginning stage in the field of school psychology. More awareness and deeper understanding are needed for the advancement of MMR in school psychology. Using a partially mixed qualitative-dominant convergent mixed methods design, this study collected survey and interview data from researchers with experience conducting and publishing MMR studies in school psychology journals. Findings include participants' sharing of their graduate training of MMR, rationales for conducting MMR, the relationship between MMR training and publication, researchers' perceptions and experiences conducting and publishing MMR, as well as recommendations for different stakeholders (e.g., scholars, graduate students and training programs, journal editors and reviewers) in engaging and developing MMR. The results also revealed diverse training approaches in MMR, such as learning through collaboration with senior mixed methods researchers or engaging in structured professional development. Implications for advancing MMR in school psychology were provided based on the researchers' input in this study and previous scholarships. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"29-40"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442864","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

Measuring bias in manifestation determination reviews. 表现确定评价中的测量偏倚。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-01-01 Epub Date: 2025-09-29 DOI: 10.1037/spq0000710

Kelli R Lahman, Sean A Lauderdale, Justin P Allen, Bradley H Smith

{"title":"Measuring bias in manifestation determination reviews.","authors":"Kelli R Lahman, Sean A Lauderdale, Justin P Allen, Bradley H Smith","doi":"10.1037/spq0000710","DOIUrl":"10.1037/spq0000710","url":null,"abstract":"Manifestation determination reviews (MDRs) are federally mandated as a condition of extended removal for students with disabilities. Despite the potentially significant consequences MDRs hold for students with disabilities, data on the role that biases play in these high-stakes decisions are limited. This investigation sought to elucidate potential biases affecting MDRs across 105 school districts (N = 517) using two newly developed MDR measures assessing MDR knowledge and perceived student intentionality. In an online investigation using experimental and cross-sectional strategies, school personnel made MDR decisions after being randomly assigned to read a vignette about a Black or White student who might have acted out due to an emotional disability. Results revealed that racial and stigmatizing biases covaried with MDR decisions. Higher MDR substantive knowledge (whether the student's misconduct was a manifestation of their disability) was associated with a manifestation decision for the White student only. For both students, greater endorsement of student intentionality was associated with making more nonmanifestation decisions. Black students were held to a higher behavioral standard than White students when school personnel made local educational agency implementation failure decisions. Men school personnel were more likely to make nonmanifestation decisions and believed that the students had behavioral control and consequential awareness. Additionally, teachers endorsed more negative racial stereotypical beliefs about White and Black students than other school personnel. Our findings support the need to develop evidence-based training to help school personnel identify and address biases affecting MDR decisions, including measures that assess team members' knowledge and potential biases before these high-stakes decisions. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"15-28"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193818","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

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 : 2026-01-01 Epub 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) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"124-129"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","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

Quarterly stability of dual-factor mental health profiles among high school students: A latent transition analysis. 高中生双因素心理健康状况的季度稳定性：潜在转变分析。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-01-01 Epub Date: 2025-10-23 DOI: 10.1037/spq0000720

Mei-Ki Chan, Tyler L Renshaw

{"title":"Quarterly stability of dual-factor mental health profiles among high school students: A latent transition analysis.","authors":"Mei-Ki Chan, Tyler L Renshaw","doi":"10.1037/spq0000720","DOIUrl":"10.1037/spq0000720","url":null,"abstract":"This study investigated the stability of dual-factor mental health (DFMH) profiles over an academic quarter (i.e., 3 months) in a sample of 444 high school students residing in suburban areas of the western United States. Utilizing latent transition analysis, three DFMH profiles were identified, complete mental health, troubled, and high internalizing problems. Students categorized within the complete mental health and high internalizing problems profiles exhibited high levels of stability, with 94% to 96% of individuals remaining within the same profile after a 3-month period. Conversely, 27% of students initially classified within the troubled profile displayed improved mental health outcomes, transitioning to the complete mental health category. These findings underscore the prevalence of stable DFMH profiles among most students over a 3-month period. The observed transition patterns inform the timing and frequency of universal school-based mental health screening practices. In addition, the high stability of students within the high internalizing problems profile highlights the importance of closely monitoring this group's symptoms and implementing targeted school-based interventions to address internalizing distress. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"130-135"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145357071","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 adolescent mental health symptom progression in school-based settings: The Substance Use and Risk Factors (SURF) longitudinal survey. 了解以学校为基础的青少年心理健康症状进展：物质使用和风险因素（SURF）纵向调查。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-11-01 Epub Date: 2025-02-10 DOI: 10.1037/spq0000681

Meghan A Costello, Michael Pascale, Kevin Potter, Sarah J Knoll, Alec Bodolay, Jasmeen Kaur, Rosie Du, Lauren Greenspan, Caroline A Gray, Joseph McIntyre, Randi M Schuster

{"title":"Understanding adolescent mental health symptom progression in school-based settings: The Substance Use and Risk Factors (SURF) longitudinal survey.","authors":"Meghan A Costello, Michael Pascale, Kevin Potter, Sarah J Knoll, Alec Bodolay, Jasmeen Kaur, Rosie Du, Lauren Greenspan, Caroline A Gray, Joseph McIntyre, Randi M Schuster","doi":"10.1037/spq0000681","DOIUrl":"10.1037/spq0000681","url":null,"abstract":"The adolescent mental health crisis has prompted a need for an improved understanding of developmental trajectories of psychopathology to promote understanding of risk and protective factors and bolster prevention and intervention efforts. The present study describes the Substance Use and Risk Factors Survey, a universal screener of mental health, substance use, and school and contextual factors administered in public middle and high schools in Massachusetts (N₂₀₂₀ = 3,522, N₂₀₂₁ = 6,484, N₂₀₂₂ = 23,915). Using a seven-question linking code approach, a subset of students were longitudinally linked across administrations (N2020-2022 = 563, 58% female sex, 30.4% minoritized racial/ethnic identity, Mage = 13.2 years; N2021-2022 = 1,545, 51% female sex, 28.9% minoritized racial identity, Mage = 14.3 years). Linking using minimally invasive questions such as the ones presented here may reduce risk, increase privacy, and offer a low-burden opportunity to link observations across time. This work aims to characterize longitudinal trajectories of mental health including substance use in large, community-based samples, as well as the individual-, school-, and community-level risk and protective factors that may modulate the expression of mental health symptoms over time. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"666-679"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12335605/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392726","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}

引用次数: 0

Informant discrepancies in universal behavioral screening at the high school level. 高中生普遍行为筛查中的信息提供者差异。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-11-01 Epub Date: 2024-12-30 DOI: 10.1037/spq0000679

Heather E Ormiston, Brittany N Zakszeski, Daniel Osgood, Tyler L Renshaw, Jack Komer, Elizabeth C McPherson

{"title":"Informant discrepancies in universal behavioral screening at the high school level.","authors":"Heather E Ormiston, Brittany N Zakszeski, Daniel Osgood, Tyler L Renshaw, Jack Komer, Elizabeth C McPherson","doi":"10.1037/spq0000679","DOIUrl":"10.1037/spq0000679","url":null,"abstract":"The use of self-report measures evaluating social, emotional, and behavioral risk can be an important element of universal screening with older children and adolescents. Research has demonstrated discrepancies between teacher ratings and student self-report ratings of social, emotional, and behavioral risk, which commonly result in incongruent risk classifications. The present study explored classification incongruence and informant discrepancies on the teacher- and student self-report versions of the Social, Academic, and Emotional Behavior Risk Screener. Screening data from over 600 high school students and their homeroom teachers were examined. Results showed classification congruence was highest for the Social Behavior subscale and lowest for the Emotional Behavior subscale of the Social, Academic, and Emotional Behavior Risk Screener, with teachers endorsing lower levels of risk compared to students. Analysis of potential sociodemographic predictors of informant discrepancies indicated that grade, sex, free and reduced-price lunch eligibility, 504 plan status, and special education status were significant predictors of classification incongruence on at least one Social, Academic, and Emotional Behavior Risk Screener subscale. Implications for practice and limitations are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"656-665"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139365","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

Academic screening in middle school: Exploring bivariate and intraindividual relations in reading and math performance. 中学学业筛选：探讨阅读和数学成绩的双变量和个体关系。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-11-01 Epub Date: 2025-02-10 DOI: 10.1037/spq0000680

Kelly N Clark, Garret J Hall

{"title":"Academic screening in middle school: Exploring bivariate and intraindividual relations in reading and math performance.","authors":"Kelly N Clark, Garret J Hall","doi":"10.1037/spq0000680","DOIUrl":"10.1037/spq0000680","url":null,"abstract":"Early adolescence is a pivotal time for academic development; however, the vast majority of research on reading and math development within a multitiered system of support has been conducted among elementary students. Using triannual (Fall, Winter, Spring) academic screening data, we examined the transactional development of reading and math skills among sixth and seventh grade students (N = 1,693) using Bayesian longitudinal structural equation modeling (SEM). We find equivocal support for four of the five types of longitudinal SEMs tested (dual-change, linear change, proportional change, latent curve with structured residuals, and random-intercepts cross-lagged models). Stable between-person differences in math and reading (i.e., latent/random intercepts) are strongly correlated regardless of the modeling approach (r = .70-.77), consistent extensive prior research in this area. However, correlated growth processes at the between-person level and within-person transactional relations of math and reading were inconsistent across models. We discuss the practical implications of these findings as well as the methodological issues with detecting within-person instructional response in triannual screening. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"641-655"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392723","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 interplay of stress, burnout, and mindful self-care in school psychologists. 压力，倦怠和自我照顾的相互作用在学校心理学家。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-11-01 Epub Date: 2025-04-07 DOI: 10.1037/spq0000692

Nikita M Pike, Randy G Floyd, Caitlin M Porter

{"title":"The interplay of stress, burnout, and mindful self-care in school psychologists.","authors":"Nikita M Pike, Randy G Floyd, Caitlin M Porter","doi":"10.1037/spq0000692","DOIUrl":"10.1037/spq0000692","url":null,"abstract":"School psychologists take on many tasks and responsibilities in their practice, whether that be in schools, clinics, or private practices. In this role, they risk experiencing ongoing stress that can result in burnout. Although previous literature on this topic has mentioned methods of coping with stress and preventing burnout, there has been little research on the impact of mindful self-care methods on levels of stress and burnout in school psychologists. Using data from a sample of 350 practicing school psychologists, this research examined the interplay of mindful self-care with stress and general and specific features of burnout in school psychologists. School psychologists reported moderate to high levels of stress, general burnout, and emotional exhaustion. They reported engaging in mindful self-care activities 2-3 days per week, on average. Moderation analysis revealed that the interaction of mindful self-care and stress was not a statistically significant predictor of general burnout; however, it was a statistically significant predictor of emotional exhaustion. The interaction terms represented small to medium effect sizes, respectively. Mindful self-care appeared to strengthen the relationship between stress and emotional exhaustion. These findings indicate that, despite experiencing notable work-related stress, school psychologists do not appear to be reaping the potential benefits of mindful self-care in terms of decreased feelings of emotional exhaustion at high levels of stress. Because mindful self-care is not a comprehensive solution to burnout among school psychologists, systemic changes should be made to their work environments and their expectations to address the stress and burnout they experience. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"743-753"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143805040","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