School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association最新文献_第2页

The big two personality traits and adolescents' complete mental health: The mediation role of perceived school stress. 两大人格特质与青少年完全心理健康:学校压力感知的中介作用。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2019-01-01 Epub Date: 2018-05-24 DOI: 10.1037/spq0000257

Lili Tian, Siyi Jiang, E Scott Huebner

{"title":"The big two personality traits and adolescents' complete mental health: The mediation role of perceived school stress.","authors":"Lili Tian, Siyi Jiang, E Scott Huebner","doi":"10.1037/spq0000257","DOIUrl":"https://doi.org/10.1037/spq0000257","url":null,"abstract":"Based on Greenspoon and Saklofske's (2001) dual-factor model of mental health, we defined adolescents' mental health as comprised of two distinguishable factors: positive and negative mental health. We tested the direct relations between the Eysenck's (1967) Big Two personality traits (Extraversion and Neuroticism) and positive and negative mental health, and explored the mediation effects of perceived school stress in accounting for the relations. Direct and indirect relations were estimated by using structural equation modeling with data from 1,009 Chinese adolescents in a 3-wave study. Results indicated that (a) adolescents' levels of neuroticism showed a positive relation to negative mental health and a negative relation to positive mental health, whereas levels of extraversion showed a negative relation to negative mental health and a positive relation to positive mental health; and (b) adolescents' perceived school stress (PSS) mediated the relation between neuroticism and mental health but not the relation between extraversion and mental health. The findings suggest that school professionals should consider adolescents' personality traits and school-based stress when planning and delivering mental health services. The findings of the relations between extraversion and PSS are also discussed in light of the face culture in China. (PsycINFO Database Record (c) 2019 APA, all rights reserved).","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"34 1","pages":"32-42"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36124605","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: 22

Classroom management for ethnic-racial minority students: A meta-analysis of single-case design studies. 少数族裔学生的课堂管理:单个案设计研究的元分析。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2019-01-01 Epub Date: 2018-12-20 DOI: 10.1037/spq0000305

Anna C J Long, Faith G Miller, James J Upright

{"title":"Classroom management for ethnic-racial minority students: A meta-analysis of single-case design studies.","authors":"Anna C J Long, Faith G Miller, James J Upright","doi":"10.1037/spq0000305","DOIUrl":"https://doi.org/10.1037/spq0000305","url":null,"abstract":"Diversification trends of U.S. schools make clear the need for evidence-based practices supporting ethnically-racially diverse students. Yet, there are significant hindrances to readily identifying and summarizing findings generated from diverse classroom contexts. The current meta-analytic review was designed to address this gap in the classroom management literature. This review includes single-case design studies conducted in majority ethnic-racial minority classrooms (≥50%) that included a direct comparison of baseline to treatment for behavior management strategies implemented at the whole class level. A total of 22 studies spanning from 1973 to 2014 met eligibility criteria for this review, including 838 students and 46 K-12 classrooms. Results indicate that classwide management approaches applied in diverse classrooms are heavily behavioral and highly effective in improving student behavior (Mτ = |.92|, MHedges's g = 2.52). Overall, interventions that included an individual or group contingency consistently demonstrated large effects and were the most frequently used strategies. However, other interventions displayed comparably high results but were less frequently studied. Findings further revealed significant gaps in the quality and diversity of research completed to date. Specifically, half of the studies did not include cases that met What Works Clearinghouse design standards for demonstrating methodological rigor. There were also few studies that included minority populations other than African American, and there was limited variation in educational settings and intervention designs. Of some concern was the heightened frequency of response cost procedures included in interventions for diverse classrooms, possibly running counter to recommendations that emphasize reinforcement-based strategies. (PsycINFO Database Record (c) 2019 APA, all rights reserved).","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"34 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36790104","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: 59

The relationship between sense of community in the school and students' aggressive behavior: A multilevel analysis. 学校社区意识与学生攻击行为的关系:一个多层次的分析。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-12-01 Epub Date: 2018-06-18 DOI: 10.1037/spq0000260

Gabriele Prati, Cinzia Albanesi, Elvira Cicognani

引用次数: 8

Cognitive insensitivity and cognitive impulsivity as mediators of bullying continuity: Extending the psychological inertia construct to bullying behavior. 认知不敏感和认知冲动性对欺凌连续性的中介作用:心理惯性结构对欺凌行为的扩展。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-12-01 Epub Date: 2018-06-21 DOI: 10.1037/spq0000240

Glenn D Walters, Dorothy L Espelage

{"title":"Cognitive insensitivity and cognitive impulsivity as mediators of bullying continuity: Extending the psychological inertia construct to bullying behavior.","authors":"Glenn D Walters, Dorothy L Espelage","doi":"10.1037/spq0000240","DOIUrl":"https://doi.org/10.1037/spq0000240","url":null,"abstract":"Psychological inertia, the process by which social-cognitive variables help maintain behavioral patterns over time, has been found to explain crime continuity. The present study sought to determine whether psychological inertia can also be used to explain continuity in bullying behavior. A group of 1,161 youth (567 male) from the Illinois Study of Bullying and Sexual Violence were surveyed 3 times over a period of 1 year in an effort to determine which of two dimensions of precriminal cognition-cognitive insensitivity (callous, self-serving) or cognitive impulsivity (reckless, emotional)-mediated the past bullying-future bullying relationship. Consistent with research on crime continuity, cognitive impulsivity mediated bullying continuity, but cognitive insensitivity did not. Congruent with research on psychological inertia and crime continuity, the main reason why cognitive insensitivity did not mediate bullying continuity was that prior bullying behavior failed to predict subsequent cognitive insensitivity. In addition to providing support for a 2-dimensional (insensitivity, impulsivity) model of bullying development, these results suggest that 1 way bullying behavior can be managed is by challenging and reducing cognitive impulsivity, which in the current study was found to be a major contributor to bullying continuity. (PsycINFO Database Record (c) 2018 APA, all rights reserved).","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 4","pages":"527-536"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36242706","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: 14

Diagnostic accuracy of a universal screening multiple gating procedure: A replication study. 通用筛选多重门控程序的诊断准确性:一项重复研究。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-12-01 Epub Date: 2018-05-24 DOI: 10.1037/spq0000246

Stephen P Kilgus, Nathaniel P von der Embse, Crystal N Taylor, Michael P Van Wie, Wesley A Sims

{"title":"Diagnostic accuracy of a universal screening multiple gating procedure: A replication study.","authors":"Stephen P Kilgus, Nathaniel P von der Embse, Crystal N Taylor, Michael P Van Wie, Wesley A Sims","doi":"10.1037/spq0000246","DOIUrl":"https://doi.org/10.1037/spq0000246","url":null,"abstract":"The purpose of this diagnostic accuracy study was to evaluate the sensitivity and specificity (among other indicators) of three universal screening approaches, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), a SAEBRS-based teacher nomination tool, and a multiple gating procedure (MGP). Each screening approach was compared to the BASC-2 Behavioral and Emotional Screening System (BESS), which served as a criterion indicator of student social-emotional and behavioral risk. All data were collected in a concurrent fashion. Participants included 704 students (47.7% female) from four elementary schools within the Midwestern United States (21.6% were at risk per the BESS). Findings yielded support for the SAEBRS, with sensitivity = .93 (95% confidence interval [.89-.97]), specificity = .91 (.89-.93), and correct classification = .92. Findings further supported the MGP, which yielded sensitivity = .81 (.74-.87), specificity = .93 (.91-.95), and correct classification = .91. In contrast, the teacher nomination tool yielded questionable levels of diagnostic accuracy (sensitivity = .86 [.80-.91], specificity = .74 [.70-.78], and correct classification = .76). Overall, findings were particularly supportive of SAEBRS diagnostic accuracy, suggesting the MGP might also serve as an acceptable approach to universal screening. Other implications for practice and directions for future research are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 4","pages":"582-589"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36124607","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: 5

How are treatment integrity data assessed? Reviewing the performance feedback literature. 如何评估治疗完整性数据?回顾绩效反馈文献。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-12-01 Epub Date: 2018-06-21 DOI: 10.1037/spq0000239

Melissa A Collier-Meek, Lindsay M Fallon, Kaitlin Gould

{"title":"How are treatment integrity data assessed? Reviewing the performance feedback literature.","authors":"Melissa A Collier-Meek, Lindsay M Fallon, Kaitlin Gould","doi":"10.1037/spq0000239","DOIUrl":"https://doi.org/10.1037/spq0000239","url":null,"abstract":"Collecting treatment integrity data is critical for (a) strengthening internal validity within a research study, (b) determining the impact of an intervention on student outcomes, and (c) assessing the need for implementation supports. Although researchers have noted the increased inclusion of treatment integrity data in published articles, there has been limited attention to how treatment integrity is assessed. The purpose of this study was to review how treatment integrity is typically assessed in single-case design performance feedback articles. Doctoral students in school psychology coded 58 performance feedback studies to determine how treatment integrity data are assessed in this literature, and common intervention characteristics linked to treatment integrity assessment. Findings indicate that, although data were collected most frequently via direct observation by a researcher targeting intervention adherence, intervention characteristics varied widely across studies. Implications of results are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 4","pages":"517-526"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36244258","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: 19

A comprehensive method of single-case data analysis: Interrupted Time-Series Simulation (ITSSIM). 个案数据分析的综合方法:中断时间序列模拟(ITSSIM)。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-12-01 Epub Date: 2018-10-04 DOI: 10.1037/spq0000273

Kevin R Tarlow, Daniel F Brossart

{"title":"A comprehensive method of single-case data analysis: Interrupted Time-Series Simulation (ITSSIM).","authors":"Kevin R Tarlow, Daniel F Brossart","doi":"10.1037/spq0000273","DOIUrl":"https://doi.org/10.1037/spq0000273","url":null,"abstract":"Single-case experimental methods are used across a range of educational and psychological research. Single-case data are analyzed with a variety of methods, but no statistic has demonstrated clear superiority over other methods. The time-series nature of single-case designs requires special consideration for baseline trend and autocorrelation when estimating intervention effect size. However, standard correction methods are limited because they assume precise statistical estimation of trend and autocorrelation. Unlike standard correction methods, Monte Carlo simulation methods can address the poor precision of single-case effect size indices. This paper presents the rationale for a new simulation method, Interrupted Time-Series Simulation (ITSSIM). A small field test was also conducted, and ITSSIM performed similarly to sophisticated multilevel methods for single-case research. ITSSIM is accessible as a free software application that requires no prior knowledge of statistical computing or syntax. ITSSIM may be used to estimate the effect size of a single interrupted time-series (AB design), and multiple ITSSIM effect size estimates may be combined via meta-analysis. (PsycINFO Database Record (c) 2018 APA, all rights reserved).","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 4","pages":"590-603"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36597130","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: 17

Sluggish cognitive tempo and student-teacher relationship quality: Short-term longitudinal and concurrent associations. 迟缓的认知节奏与师生关系品质:短期纵向与同时的关联。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-12-01 Epub Date: 2018-03-15 DOI: 10.1037/spq0000245

Alex S Holdaway, Stephen P Becker

{"title":"Sluggish cognitive tempo and student-teacher relationship quality: Short-term longitudinal and concurrent associations.","authors":"Alex S Holdaway, Stephen P Becker","doi":"10.1037/spq0000245","DOIUrl":"https://doi.org/10.1037/spq0000245","url":null,"abstract":"Although sluggish cognitive tempo (SCT) is associated with poorer peer functioning, no study has examined SCT in relation to student-teacher relationship quality. The current study examined whether SCT, as rated by both teachers and children, was uniquely associated with poorer student-teacher relationship quality above and beyond child demographics and other mental health symptoms (i.e., attention-deficit/hyperactivity disorder [ADHD], oppositional defiant disorder/conduct disorder [ODD/CD], anxiety/depression). Gender was examined as a possible moderator of the association between SCT and student-teacher relationship quality. Participants were 176 children in 1st-6th grades and their teachers. Teachers rated children's SCT and other mental health symptoms in the fall semester (T1) and the student-teacher relationship (conflict and closeness) 6 months later (T2). Children provided self-ratings of SCT at T2. Above and beyond age, gender, and other mental health symptoms, teacher-rated SCT at T1 was associated with greater student-teacher conflict at T2. This association was qualified by a SCT × Gender interaction, with SCT associated with greater conflict for girls but not boys. Further, child-rated SCT was also associated with greater teacher-rated conflict, above and beyond covariates. In addition, teacher-rated SCT at T1 was the only mental health dimension to be significantly associated with less student-teacher closeness at T2. Findings extend the social difficulties associated with SCT to the student-teacher relationship, an important relationship associated with children's academic and socioemotional outcomes. (PsycINFO Database Record (c) 2018 APA, all rights reserved).","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 4","pages":"537-546"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6139091/pdf/nihms938999.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35916818","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: 13

Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base. 教师正念干预:新证据基础的元分析。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-12-01 DOI: 10.1037/spq0000291

David A Klingbeil, Tyler L Renshaw

{"title":"Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base.","authors":"David A Klingbeil, Tyler L Renshaw","doi":"10.1037/spq0000291","DOIUrl":"https://doi.org/10.1037/spq0000291","url":null,"abstract":"Teachers report high levels of occupational stress, which is associated with teacher turnover and potential negative consequences for students. Mindfulness-based interventions (MBIs) may improve the protective factors that buffer educators against occupational stress. Although previous meta-analytic reviews synthesized the effects of MBIs for healthy and clinical samples of adults, this study was the first to synthesize the effects of MBIs for teachers (grades pre-K through 12). A total of 347 effect sizes from 29 studies (N = 1,493) were synthesized using metaregression with robust variance estimation. Overall, MBIs had a medium treatment effect on teacher outcomes (g = .601, SE = .089). Visual and statistical evidence of publication bias suggested this estimate may be positively biased. Three potential study-level moderators for overall effects were also examined, but none were statistically significant. MBIs were associated with small-to-medium positive effects on therapeutic processes and therapeutic outcomes. MBIs had the smallest effects on measures of classroom climate and instructional practices. Overall, findings were similar to other meta-analytic reviews of MBIs for nonclinical adult populations and working professionals. The literature on MBIs for teachers appears to have similar gaps as research on MBIs for adults (e.g., Davidson & Kaszniak, 2015), including the primary use of self-report measures, the lack of active treatment comparisons, and rare reporting of treatment fidelity data. Directions for future research and implications are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 4","pages":"501-511"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36745242","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: 104

Assessing development across cultures: Invariance of the Bayley-III Scales Across Seven International MAL-ED sites. 跨文化发展评估:贝利- iii量表在七个国际MAL-ED遗址中的不变性。

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2018-12-01 DOI: 10.1037/spq0000264

Laura L Pendergast, Barbara A Schaefer, Laura E Murray-Kolb, Erling Svensen, Rita Shrestha, Muneera A Rasheed, Rebecca J Scharf, Margaret Kosek, Angel Orbe Vasquez, Angelina Maphula, Hilda Costa, Zeba A Rasmussen, Aisha Yousafzai, Fahmida Tofail, Jessica C Seidman

{"title":"Assessing development across cultures: Invariance of the Bayley-III Scales Across Seven International MAL-ED sites.","authors":"Laura L Pendergast, Barbara A Schaefer, Laura E Murray-Kolb, Erling Svensen, Rita Shrestha, Muneera A Rasheed, Rebecca J Scharf, Margaret Kosek, Angel Orbe Vasquez, Angelina Maphula, Hilda Costa, Zeba A Rasmussen, Aisha Yousafzai, Fahmida Tofail, Jessica C Seidman","doi":"10.1037/spq0000264","DOIUrl":"https://doi.org/10.1037/spq0000264","url":null,"abstract":"The Bayley's Scales of Infant and Toddler Development-Third Edition (Bayley-III) were used to measure the development of 24-month-old children (N = 1,452) in the Interactions of Malnutrition and Enteric Infections: Consequences for Child Health and Development (MAL-ED) study (an international, multisite study on many aspects of child development). This study examined the factor structure and measurement equivalence/invariance of Bayley-III scores across 7 international research sites located in Bangladesh, Brazil, India, Nepal, Pakistan, Peru, and South Africa. Exploratory and confirmatory factor analyses were used to identify the factor structure of Bayley-III scores. Subsequently, reliability analyses and item response theory analyses were applied, and invariance was examined using multiple-indicator, multiple-cause modeling. The findings supported the validity, but not invariance, of Bayley-III language scores at all seven sites and of the cognitive and motor scores at six sites. These findings provide support for the use of scores for research purposes, but mean comparison between sites is not recommended. (PsycINFO Database Record (c) 2018 APA, all rights reserved).","PeriodicalId":88124,"journal":{"name":"School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association","volume":"33 4","pages":"604-614"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36745243","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: 17