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Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools Can. J. School Psychol. (IF 1.37) Pub Date : 2024-02-29 Kayla Kilborn, Janine Newton Montgomery, Johnson Li, Shahin Shooshtari, Rachel Roy, Breanna Cheri, Virginia Tze, Taryn Gaulke
This study examined opportunities and barriers for implementing evidence-based Social and Emotional Learning (SEL) programs in Prairie Canadian Schools. Educators from Manitoba, Saskatchewan and Alberta completed an online survey on SEL feasibility and reported on five feasibility domains: (1) attitudes about SEL, (2) knowledge about SEL, (3) job stress, (4) resources for implementing SEL, and (5)
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Teachers’ Psychological Distress and Work-Related Experiences During the COVID-19 Pandemic in Quebec (Canada) Can. J. School Psychol. (IF 1.37) Pub Date : 2024-02-06 Diana Miconi, Manon Aigoin, Geneviève Audet, Cécile Rousseau
COVID-19 has put additional stress on teachers, whose levels of psychological distress are concerning. However, studies that look at teachers’ work experiences and their association with psychological distress during the pandemic are lacking. This study aims to draw a portrait of psychological distress (i.e., symptoms of depression and anxiety) and work-related experiences (i.e., work engagement, workplace
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Exploring the Ability of Educators to Identify Behaviors Indicative of Emerging Psychopathologies in Elementary School Students: Assessing the Use of a Novel Vignette Measure Can. J. School Psychol. (IF 1.37) Pub Date : 2024-02-06 Damian Page, Todd Cunningham
The present study sought to assess the ability of teachers to identify emerging mental health disorders through a novel vignette measure. Canadian certified primary grade teachers ( N = 101) completed a survey that included a novel vignette measure. Participants rated the severity of fictitious student behaviors depicted in several vignettes and their accuracy was calculated based on how closely their
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Student Engagement—Pre and Post Covid-19 Pandemic Can. J. School Psychol. (IF 1.37) Pub Date : 2024-02-06 John Burger, Kevin Newman, Doug Stevens
This study contributes to applied and theoretical research for schools and districts by exploring data-based evidence of the relationships between the Covid-19 pandemic and student engagement with school. The paper features trend data on student orientation to school assessed via the multi-dimensional Student Orientation to School Questionnaire (SOS-Q). The SOS-Q was initially developed to better understand
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Scope of School Psychological Practice in Germany: Part 1 Can. J. School Psychol. (IF 1.37) Pub Date : 2024-01-30 Alexa von Hagen, Bettina Müller, Natalie Vannini, Nils Rublevskis, Mirijam Schaaf, Stephan Jeck, Marion Müller-Staske, Gerhard Bachmann, Anna Sedlak, Joanna Wegerer, Gerhard Büttner
Many countries rely on statements issued by professional associations to delimit the scope of school psychological practice. It is, however, not always clear to what extent these statements match current practices and school psychologists’ self-perception of their professional role, as empirical data is often unavailable or limited. This study aims to address this gap by collecting empirical data on
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Testing Phase 2 of a Targeted Boredom Intervention Training Program and its Impact on Boredom Misbeliefs Can. J. School Psychol. (IF 1.37) Pub Date : 2024-01-27 Virginia M. C. Tze, Vanessa L. Rilkoff, Lia M. Daniels, Patti C. Parker
Boredom is a commonly experienced emotion that is detrimental to student performance. This study piloted Phase 2 of the Boredom Intervention Training (BIT) program which used cognitive restructuring to alter students’ boredom misbeliefs. The sample consisted of 149 students from a midwestern Canadian University. We identified participants’ boredom misbeliefs at baseline and employed McNemar tests to
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Assessing Executive Function Influences on Reading Comprehension in French Immersion Can. J. School Psychol. (IF 1.37) Pub Date : 2024-01-25 Gina L. Harrison, Lila Boulet
This study examined whether the assessment of executive function (EF) added a unique contribution to second language (L2) reading comprehension in children in French immersion. Participants were 8- to 9-year old children who completed a collection of measures assessing French reading (i.e., word reading, decoding, and reading comprehension ) and EF (working memory, inhibition, and shifting). After
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Parent and Child-Reported Strengths of Children With ADHD Can. J. School Psychol. (IF 1.37) Pub Date : 2024-01-19 Courtney Leigh Miller, Kristina Jelinkova, Emma C. Charabin, Emma A. Climie
A strength-based approach to childhood attention-deficit/hyperactivity disorder (ADHD) research highlights children’s positive attributes that can support their areas of difficulty. However, research on perceptions of a child’s positive attributes is understudied. Specifically, there is little research that examines strength-based perceptions of children with ADHD, and only one known article addresses
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Clinical Assessment in School Psychology: Impervious to Scientific Reform? Can. J. School Psychol. (IF 1.37) Pub Date : 2024-01-08 Stefan C. Dombrowski, Ryan J. McGill
Given the interdisciplinary influences on school psychology along with its requirement to comply with federal and state law in the United States, scientific progress in the area of cognitive assessment and specific learning disabilities (SLD) identification has experienced slow, if not stagnant, progress. Extrapolation of research from one discipline to that of assessment is common in school psychology
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A School Psychology for All: Realizing Evidence-Based Practice Through Social Justice Can. J. School Psychol. (IF 1.37) Pub Date : 2024-01-08 G. Thomas Schanding
Generally, psychology (as well as school psychology) aligns with medicine in establishing and utilizing evidence-based practices (EBP). More recently, strong calls have been made and advanced to ensure that psychology evolves and incorporates social justice principles to safeguard equity, diversity, and inclusion to benefit all. This essay explores some of the issues surrounding EBP and social justice
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Developmental Trajectory of Conduct Problems Among Boys and Girls Receiving Psychoeducational Services at Elementary Schools. Can. J. School Psychol. (IF 1.37) Pub Date : 2023-09-27 Michèle Déry,Caroline E Temcheff,Martine Poirier,Stéphanie Boutin,Mélanie Lapalme,Annie Lemieux
Elementary public schools remain the most common venues for addressing children's severe conduct problems. Nevertheless, very few longitudinal studies have examined association between receiving psychoeducational services for conduct problems in school and subsequent conduct problem severity. This study explored if psychoeducational service reception contributed to reduce conduct problems in a sample
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A Snapshot of Gay-Straight Alliance Clubs and Student Well-Being in Western Canadian High Schools Can. J. School Psychol. (IF 1.37) Pub Date : 2023-05-02 Maria Di Stasio, Lauren Alston, Jason Harley
Gay-Straight Alliance (GSA) clubs promote safer school environments for students. GSAs typically refer to student-led, teacher-supported school clubs that serve youth of diverse gender identities a...
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The supine moving apprehension test—Reliability and validity among healthy individuals and patients with anterior shoulder instability Can. J. School Psychol. (IF 1.37) Pub Date : 2023-04-18 Alon Rabin, Ofir Chechik, Margie K Olds, Timothy L Uhl, Efi Kazum, Adin Deutsch, Eran Citron, Tal Cohen, Oleg Dolkart, Assaf Bibas, Eran Maman
BackgroundPerformance-based tests for patients with anterior shoulder dislocation are lacking. This study determined the reliability and validity of the supine moving apprehension test designed to ...
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Nonconcurrent Multiple-Baseline and Multiple-Probe Designs in Special Education: A Systematic Review of Current Practice and Future Directions Can. J. School Psychol. (IF 1.37) Pub Date : 2023-04-18 Kristi L. Morin, Esther R. Lindström, Thomas R. Kratochwill, Joel R. Levin, Alyssa Blasko, Amanda Weir, Christiana M. Nielsen-Pheiffer, Samantha Kelly, Davit Janunts, Ee Rea Hong
Although quality guidelines for single-case intervention research emphasize the importance of concurrent baselines in multiple-baseline and multiple-probe designs, nonconcurrent variations on these...
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Elite athletes’ and support staffs’ experiences and perceptions of long-haul travel, and the self-management strategies they use Can. J. School Psychol. (IF 1.37) Pub Date : 2023-04-18 Antonia Rossiter, Thomas M. Comyns, Ian Sherwin, Alan M. Nevill, Giles D. Warrington
Elite athletes and their support staff are often required to travel for international competitions all over the globe, however little is known about their experiences of long-haul (LH) travel and i...
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Growth mindset of meaning in Life: Viewing meaning in life as malleable matters Can. J. School Psychol. (IF 1.37) Pub Date : 2023-04-18 Zhen Huang, Yiwen Wu, Yukun Zhao, Kaiping Peng
Meaning in life contributes to psychological well-being. However, few studies have adopted an implicit theory approach to studying people's beliefs about the malleability of meaning in life. We pro...
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Understanding how virtual care has shifted primary care interactions and patient experience: A qualitative analysis Can. J. School Psychol. (IF 1.37) Pub Date : 2023-04-18 Kelly Wu, Marlena Dang Nguyen, Geneviève Rouleau, Rhea Azavedo, Diya Srinivasan, Laura Desveaux
IntroductionThe widespread and rapid implementation of virtual care has introduced evolutionary changes in the context, process, and way primary care is delivered. The objectives of this study were...
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Artificial intelligence assisted telehealth for nursing: A scoping review Can. J. School Psychol. (IF 1.37) Pub Date : 2023-04-18 Jeeyae Choi, Seoyoon Woo, Anastasiya Ferrell
BackgroundDue to the COVID-19 pandemic, telehealth resurfaced as a convenient efficient healthcare delivery method. Researchers indicate that Artificial Intelligence (AI) could further facilitate d...
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Strategic Leaders and Corporate Social Responsibility: A Meta-Analytic Review Can. J. School Psychol. (IF 1.37) Pub Date : 2023-04-18 Gang Wang, Richard A. Devine, Gonzalo Molina-Sieiro, R. Michael Holmes, Jr.
A large body of literature has focused on strategic leaders’ (i.e., CEOs’, TMT members’, and board directors’) influence on corporate social responsibility (CSR). However, inconsistent findings hav...
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Intellectual Profiles of Clinic-Referred Preschoolers Can. J. School Psychol. (IF 1.37) Pub Date : 2023-02-22 Fannie Labelle, Marie-Julie Béliveau, Karine Jauvin, Marc-Antoine Akzam-Ouellette
Intellectual impairments in preschoolers have been widely studied. A regularity that emerges is that children’s intellectual impairments have an important impact on later adjustments in life. Howev...
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Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review Can. J. School Psychol. (IF 1.37) Pub Date : 2023-02-14 Katerina Palova, Amielle Pagtalunan, Louai Rahal, Anusha Kassan
This literature review explores the integration experiences of francophone newcomer students in anglophone provinces in Canada. It outlines scholarly findings regarding factors that impact the inte...
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On Whose Territory Does Our School District Reside? Beginning Steps Toward Relationship Development With Urban First Nations Can. J. School Psychol. (IF 1.37) Pub Date : 2023-02-13 Dana Dmytro, Katherine Marshall, Shauna Loewen-Schmidt, Sandra Gregory, Kishi Anderson Leachman, Daniela Murphy, Juliane Dmyterko, Simon Bazett, Melanie Nelson
Following the 2015 release of Truth and Reconciliation Commission’s Final Report in Canada, disciplines at various levels of federal and provincial infrastructures have begun taking up reconciliati...
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Introduction to the Special Issue–School psychology and Indigenous Peoples: Critical Perspectives and Indigenous-led Approaches Can. J. School Psychol. (IF 1.37) Pub Date : 2023-02-09 Meadow Schroeder, Elisa Lacerda-Vandenborn, Melanie Nelson, Dennis C. Wendt
This issue of the Canadian Journal of School Psychology is the first of two parts of a special issue devoted to the intersection of school psychology and Indigenous Peoples within the Canadian cont...
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Healing, Empowering, Engaging, Learning, and Decolonizing Through Culture: Living Wellness, Resilience, and Resurgence in the Classroom Through Creative Arts Can. J. School Psychol. (IF 1.37) Pub Date : 2023-02-03 Shannon M. Tabor, Marisa Van Bavel, Karlee D. Fellner, Kelly Dean Schwartz, Theron Black, Clarence Black Water, Star Crop Eared Wolf, Perry Day Chief, Deon Krugar, Lauren Monroe, Jr., John Pepion
Art and Indigenous culture are inseparable. From the immaculately decorated lodges and war shirts of thousands of years to contemporary mixed and digital media images, Indigenous arts are expressio...
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Challenging Definitions of Student Success Through Indigenous Involvement: An Opportunity to Inform School Psychology Practice Can. J. School Psychol. (IF 1.37) Pub Date : 2023-02-01 Velma ILLasiak Domoff, Yvonne Poitras Pratt, Michelle A. Drefs, Meghan Wick
To achieve educational equity for Indigenous students, school psychologists need to consider the implications of using solely Westernized and Eurocentric educational standards of success. With curr...
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Canadian School Psychology and Indigenous Peoples: Opportunities and Recommendations Can. J. School Psychol. (IF 1.37) Pub Date : 2023-02-01 Payton Bernett, Sara Spence, Candace Wilson, Erin Gurr, Daysi Zentner, Dennis C. Wendt
School psychologists play important roles in working alongside Indigenous Peoples within Canada; however, a large gap exists between the discipline’s actions and the recommendations set forth by In...
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A Holistic Approach to On-Reserve School Transformation: Pursuing Pedagogy, Leadership, Cultural Knowledge, and Mental Health as Paths of Change Can. J. School Psychol. (IF 1.37) Pub Date : 2023-01-26 J. W. Andrews, A. Murry, P. Istvanffy
The aim of this manuscript is to present and discuss an attempt at transformative change in an on-reserve school in northern Saskatchewan. Myriad studies and government statistics have stated that ...
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Preparing Indigenous School Psychologists: Stories From an Indigenous Specialization Project in School Psychology Can. J. School Psychol. (IF 1.37) Pub Date : 2023-01-10 Carol Robinson-Zañartu, Bryanna Kinlicheene, Nora Neztsosie
Educational disparities between Indigenous and non-Indigenous youth across Canada, as is true across the United States, pose challenges to education systems to examine and alter professional practi...
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Collectively Dreaming Toward Indigenized School Psychology Education and Training Can. J. School Psychol. (IF 1.37) Pub Date : 2023-01-04 Stephanie J. Day
Indigenous Peoples comprise a significant portion of the population whose mental health needs must be appropriately addressed, and schools are important contexts for this service provision. The aut...
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A Systematic Review of Indigenous Representation in School Psychology Research Can. J. School Psychol. (IF 1.37) Pub Date : 2022-12-21 Megan E. Golson, Kandice J. Benallie, Tyus T. Roanhorse, Cassity R. Haverkamp, Erica Ficklin, Maryellen Brunson McClain, Lisa N. Aguilar
Indigenous youth comprise a significant and diverse collection of populations. School psychologists are uniquely placed to serve Indigenous students and improve their long-term outcomes. However, i...
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Supporting Indigenous Child Suicide Prevention Within Classrooms in Canada: Implications for School Psychologists and Educators Can. J. School Psychol. (IF 1.37) Pub Date : 2022-11-16 Jordan McVittie, Jeffrey Ansloos
Indigenous young people in Canada are disproportionately overrepresented in suicide rates and alarmingly, young children are accounted for in these disparities. Since children spend much of their d...
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Access to Support Services for Newcomer Youth Through the Process of School Integration: A Critical Narrative Literature Review Can. J. School Psychol. (IF 1.37) Pub Date : 2022-10-14 Linnea F. Kalchos, Anusha Kassan, Laurie Ford
While the numbers of newcomer youth continue to grow in Canada, few studies have sought to critically capture experiences of school integration and access to school-based psychosocial support servi...
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School-based Mentoring in Secondary Education: Its Effect on School Climate and Aggression Among Peers Can. J. School Psychol. (IF 1.37) Pub Date : 2022-09-28 Noelia Fernández-Rouco, Andrés A. Fernández-Fuertes, Marta García-Lastra, Celia España-Chico
Background: School-based mentoring provided by teachers contributes to the ultimate goal of education: all-round student development and a good mutual coexistence. Aims: This study investigates sec...
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Small Towns Talk: Clinical Competency Described Among Rural School Psychologists in Saskatchewan Can. J. School Psychol. (IF 1.37) Pub Date : 2022-09-01 Conor Barker, Laurie Carlson Berg
School psychologists serve the learning needs of students through assessment, intervention, and consultation. The school psychologist can often be the only mental health professional who travels in...
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Social and Emotional Variables as Predictors of Students’ Perceived Cognitive Competence and Academic Performance Can. J. School Psychol. (IF 1.37) Pub Date : 2022-09-01 Maryam Hachem, Guher Gorgun, Man-Wai Chu, Okan Bulut
Research extensively highlights the importance of social-emotional skills in learning and development. In this study, we evaluated whether social and emotional variables directly impact students’ p...
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An Exploratory Study of Pre-Service Teachers’ Evidence-Based Practice Related Knowledge, Attitudes, and Practices Can. J. School Psychol. (IF 1.37) Pub Date : 2022-07-25 Amira Noyes, Krista C. Ritchie, Sara King
It is important to understand the readiness of pre-service teachers (PSTs) to use evidence-based practices (EBP) upon entering the field. This study had two objectives: (1) pilot a measure of EBP p...
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Just a Little Healthy Competition: Teacher Perceptions of Competition and Social Comparison in the Classroom Can. J. School Psychol. (IF 1.37) Pub Date : 2022-06-29 Lauren D. Goegan, Lia M. Daniels
The use of competition to motivate students is common but debated. The purpose of the study was: (a) to examine to whom teachers attribute the common emphasis on competition and (b) to explore the ...
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Lessons Learned: Achieving Consensus About Learning Disability Assessment and Diagnosis Can. J. School Psychol. (IF 1.37) Pub Date : 2022-05-24 Tricia Williams, Judith Wiener, Carolyn Lennox, Maria Kokai
The current paper describes the process used for developing the Guidelines for Diagnosis and Assessment of Children, Adolescents, and Adults with Learning Disabilities-Consensus Statement and Suppo...
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Parental Involvement in Education and Academic Achievement in Adolescents With Attention Deficit Hyperactivity Disorder Can. J. School Psychol. (IF 1.37) Pub Date : 2022-04-28 Gladiola Musabelliu, Judith Wiener, Maria Rogers
This study examined the relationship between parental involvement in education (PIE) and adolescent academic achievement in 99 adolescents with and without ADHD. PIE was measured by two parent-repo...
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Evaluation des bénéfices d’un dispositif d’entraînement à l’usage des doigts en mathématiques Can. J. School Psychol. (IF 1.37) Pub Date : 2022-04-08 Nathalie Bonneton-Botté, Fanny Ollivier, Hélène Hili, Florence Bara
Numerous studies have shown a significant positive relationship between the mental representation of hands in young children and their calculation performance. The literature indicates that certain...
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Exploratory Investigation of Gender Differences in School Psychology Publishing Before and During the Initial Phase of COVID-19 Can. J. School Psychol. (IF 1.37) Pub Date : 2022-01-21 Bryn Harris, Amanda L. Sullivan, Paul Embleton, Elizabeth Shaver, Thuy Nguyen, Jiwon Kim, Koryn St. Clair, Shayna Williams
Although many disciplines saw increases in manuscript submissions coinciding with lockdown measures, numerous studies have documented widening gender gaps in academic productivity. Chi-squared anal...
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Achievement Goal Theory Review: An Application to School Psychology Can. J. School Psychol. (IF 1.37) Pub Date : 2021-12-14 Devon J. Chazan, Gabrielle N. Pelletier, Lia M. Daniels
Achievement Goal Theory (AGT) is one of the most popular theoretical frameworks in motivation research. Despite its application to a variety of contexts, including, school, work, and sport, it has ...
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Validation of the Moral Disengagement for Adolescent Dating Violence Prevention Scale With Teacher Trainees Can. J. School Psychol. (IF 1.37) Pub Date : 2021-12-14 Elizabeth Baker, Deinera Exner-Cortens, Isabel Brun, Shelly Russell-Mayhew
Once in the workforce, teachers are often asked to participate in school-based adolescent dating violence prevention efforts. However, our understanding of how willing and able future teachers are ...
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Motivation From a Self-Regulated Learning Perspective: Application to School Psychology Can. J. School Psychol. (IF 1.37) Pub Date : 2021-10-27 Aishah Bakhtiar, Allyson F. Hadwin
Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition
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Mindset Theory and School Psychology Can. J. School Psychol. (IF 1.37) Pub Date : 2021-10-27 Aamena Kapasi, Jacqueline Pei
Mindset theory is an achievement motivation theory that centers on the concept of the malleability of abilities. According to mindset theory, students tend to have either a growth mindset or a fixed mindset about their intelligence; students with a growth mindset tend to believe that intelligence is malleable, whereas students with fixed mindsets tend to believe that intelligence is unchangeable. As
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Control-Value Theory of Achievement Emotions and Its Relevance to School Psychology Can. J. School Psychol. (IF 1.37) Pub Date : 2021-10-27 Virginia Tze, Patti Parker, Alyse Sukovieff
The control-value theory (CVT) of achievement emotions is a well-established theoretical framework which delineates the predictive relationships among distal and proximal antecedents, academic emotions, and student engagement and achievement. Although most research anchored in CVT is conducted by educational psychologists, the theory is arguably applicable to the field of school psychology. In this
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Integrative and Theoretical Reviews of Achievement Motivation for School Psychologists: Introduction to the Special Issue Can. J. School Psychol. (IF 1.37) Pub Date : 2021-10-27 Lia M. Daniels, Bryce S. Dueck
A theoretically grounded understanding of achievement motivation appears to be largely overlooked in both initial education programs and ongoing professional development of school psychologists. This is unfortunate because motivation constructs such as perceived control, value, and self-beliefs predict students’ academic performance in a way that complements the variance explained by intelligence tests
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Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors Can. J. School Psychol. (IF 1.37) Pub Date : 2021-10-27 Frédéric Guay
The self-determination theory (SDT) has been used to understand students’ motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the types of goals and the regulation behind them are also
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The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants Can. J. School Psychol. (IF 1.37) Pub Date : 2021-10-25 Kevin S. McGrew
The Cognitive-Affective-Motivation Model of Learning (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs need to integrate motivation alongside affective and cognitive constructs vis-à-vis an updated trilogy-of-the-mind
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Developing Emotional and Social Competencies in Children: Evaluating the Impact of a Classroom-Based Program Can. J. School Psychol. (IF 1.37) Pub Date : 2021-10-20 Emily Storey-Hurtubise, Jen Forristal, Colin Henning, James D. A. Parker
The relationship between Emotional Intelligence (EI) and numerous positive outcomes has sparked considerable interest from educators and researchers in training and promoting various emotional and social competencies in youth. The present study evaluated the effectiveness of a new school-based program for elementary school students designed to develop various EI-related competencies in children—the
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A Historical Review and Analysis of Impact Factors Across School Psychology Journals from 1977 to 2019 Can. J. School Psychol. (IF 1.37) Pub Date : 2021-09-16 Randy G. Floyd, Emily K. Lewis, Kelsey A. Walker, Patrick J. McNicholas, Kerry L. Jones
School psychology journals yield hundreds of articles each year. As these journals are often evaluated based on the impact factors they produce, the aim of this study was to provide a historically complete record of the five impact factor values for the generalist school psychology journals that yield them. This study identified impact factors beginning in 1977, 20 years earlier than previously reported
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Evaluating the Potential for Correspondence Between Brief Functional Analysis and Interview-Informed Synthesized Contingency Analysis Procedures Can. J. School Psychol. (IF 1.37) Pub Date : 2021-08-24 MacKenzie D. Sidwell, Daniel L. Gadke, Ryan Farmer, Hailey Ripple, Jonathan Tritley
School Psychologists regularly conduct Functional Behavior Assessment (FBA), though, most FBA are completed using indirect procedures, which are inadequate for creating function-based interventions relative to experimental measures, such as functional analysis (FA). However, traditional FA may be considered arduous in the school setting. Alternative procedures like brief functional analysis (BFA) and
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Impact of COVID-19 on School Psychology Practices in Canada Can. J. School Psychol. (IF 1.37) Pub Date : 2021-08-20 Tessa Ritchie, Maria Rogers, Laurie Ford
In March of 2020, COVID-19 forced schools to close across Canada. While school psychologists typically work directly with students, teachers, and families, nearly all services had to be modified to accommodate the new circumstances. The following brief report presents a summary of the survey responses of 214 Canadian school psychology practitioners on their experience of the COVID-19 shutdown. Nearly
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Which Anxiety Symptoms are Associated with Perceived Ethnic Discrimination in Adolescents With an Immigrant Background? Can. J. School Psychol. (IF 1.37) Pub Date : 2021-08-16 Sophie St-Pierre, Kristel Tardif-Grenier, Aude Villatte
This study assesses the specific anxiety symptoms that are present in the context of perceived ethnic discrimination in 696 (M age = 13.3, σ = .77, 57% girls) seventh and eighth-grade students with immigrant backgrounds from four different Canadian high schools. Multiple hierarchical linear regressions were conducted to determine the association between perceived ethnic discrimination and specific
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Student and Teacher Evaluation of a School Re-entry Program Following the Initial Covid19 Lockdown Can. J. School Psychol. (IF 1.37) Pub Date : 2021-08-11 Michele Capurso, Livia Buratta, Chiara Pazzagli, Luciana Pagano Salmi, Simone Casucci, Stefania Finauro, Cristina Potenza, Claudia Mazzeschi
The Covid19 pandemic raised concerns regarding millions of children’s mental health. For schools, the real challenge has been how to manage the situation in terms of education and development. The present investigation was carried out to evaluate a school re-entry program that supported teachers and students with activities aimed at processing emotions and lockdown experiences in their classrooms.
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School Psychology Practice in Nova Scotia: An Update and Implications for Role Diversification Can. J. School Psychol. (IF 1.37) Pub Date : 2021-08-11 Sara King, Mirna Khalil, Melissa McGonnell
A survey of school psychology practice in Nova Scotia was conducted to update and extend previous work. Thirty-one school psychologists completed a survey about their practice across the six areas of competency identified by the Canadian Psychological Association (CPA) and their current versus preferred time in various areas of psychology practice. Results indicated that most participants currently
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The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging Can. J. School Psychol. (IF 1.37) Pub Date : 2021-07-26 Luis Francisco Vargas-Madriz, Chiaki Konishi
Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore
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The Perceived Effectiveness of Full-Day Kindergarten for Children with ADHD Can. J. School Psychol. (IF 1.37) Pub Date : 2021-07-21 Erica P. Miklas, Lindsey S. Jaber, Elizabeth Starr
ADHD is one of the most prevalent neurodevelopmental disorders, and the numbers only continue to rise. Ontario has implemented play-based FDK in the last decade, thus it is imperative that the perceived effectiveness of the program for children with ADHD is studied. In conducting this study, the researchers present and interprets educators’ perceptions of the FDK program and the perceived effectiveness
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Assessment of Social Self-perceptions of Acceptance and Enmity in Children with Attention-Deficit/Hyperactivity Disorder Can. J. School Psychol. (IF 1.37) Pub Date : 2021-07-09 Rosa García-Castellar, Desirée Sánchez-Chiva, Pilar Jara-Jiménez, Cristina Fernández-Ramos
This study analyzes the self-perceptions of social competence in children with attention-deficit/hyperactivity disorder (ADHD). It compares two groups of participants, children with ADHD (N = 20) and children without ADHD (N = 20) ages between 8 and 12 years old. Sociometric questionnaires were completed by two groups of participants and 707 peers, as well as a questionnaire that evaluates children’s
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COVID-19 and Student Well-Being: Stress and Mental Health during Return-to-School Can. J. School Psychol. (IF 1.37) Pub Date : 2021-03-18 Kelly Dean Schwartz, Deinera Exner-Cortens, Carly A. McMorris, Erica Makarenko, Paul Arnold, Marisa Van Bavel, Sarah Williams, Rachel Canfield
Students have been multiply impacted by the COVID-19 pandemic: threats to their own and their family’s health, the closure of schools, and pivoting to online learning in March 2020, a long summer of physical distancing, and then the challenge of returning to school in fall 2020. As damaging as the physical health effects of a global pandemic are, much has been speculated about the “second wave” of