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The experiences of menstruation in schools in high income countries: A systematic review and line‐of‐argument synthesis Psychology in the Schools (IF 1.923) Pub Date : 2024-03-16 Ciara Thomas, G. J. Melendez‐Torres
Menstruation is a global public health issue with negative discourses of shame, embarrassment, and disgust. There is growing anecdotal evidence linking negative menstruation experiences at school to absenteeism. This systematic review and line‐of‐argument synthesis aims to develop a conceptual understanding of menstruation experiences in schools in high‐income countries. MEDLINE (Ovid), PsycINFO (Ovid)
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Time‐lagged effects of student misbehavior on teacher counterproductive work behaviors: The role of negative affect and regulatory focus Psychology in the Schools (IF 1.923) Pub Date : 2024-03-16 Farshad Ghasemi
Student misbehavior is a significant occupational stressor for educators, with numerous emotional consequences threatening their mental well‐being. However, research to date has failed to study the behavioral consequences of student misbehavior among teachers, as such stressors may lead to counterproductive workplace behaviors (CWB) that could decline teachers' performance and school functioning. The
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School psychologists' training and experience in providing grief support Psychology in the Schools (IF 1.923) Pub Date : 2024-03-12 Jacqueline A. Brown, Kara M. Snider, Hannah G. Hall, Jennifer L. Rotzal, Morgan M. Gow
School‐based mental health professionals consistently report that they are either not prepared to support grieving students, or do not have time to integrate crisis intervention support into their hectic schedule. Given that inadequate school mental health services can increase a bereaved student's risk of developing emotional problems, it is critical that school psychologists increase their comfort
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Embedding social emotional learning from the bottom up in multi‐tiered services and supports frameworks Psychology in the Schools (IF 1.923) Pub Date : 2024-03-11 Jessie D. Guest, Robbie A. Ross, Tasha M. Childs, Kate E. Ascetta, Rachelle Curcio, Aidyn Iachini, Lauren Griffiths
Student mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma‐informed (TI) approaches, social and emotional learning (SEL), and others can lead
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Loneliness, gratitude, and entitlement among Israeli and Polish college students: A serial mediation model Psychology in the Schools (IF 1.923) Pub Date : 2024-03-11 Roni Laslo‐Roth, Sivan George‐Levi, Rafał Iwański, Małgorzata Wałejko, Malka Margalit
Loneliness has recently been defined as a public health problem, and college students from various cultures are considered a vulnerable group. As college students must cope with new personal, social, and academic challenges, their perceptions regarding their entitlement from their environment, and their gratefulness for the assistance they receive, may make a unique contribution to their experience
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Check yourself! Exploring current culturally responsive teaching assessment measures Psychology in the Schools (IF 1.923) Pub Date : 2024-03-08 Tamara K. Lawson, Jerica Knox, Emily Romero, Andrea Molina Palacios, Lindsay M. Fallon
Culturally responsive teaching (CRT) was introduced over 30 years ago and remains an educational framework used to guide instruction today. Although research has evidenced its utility and positive impact, little is known about available tools to guide practitioners in assessing and monitoring their implementation of CRT practices. This systematic review aimed to identify and describe available assessment
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Social media addiction mediates the relationship between basic psychological needs satisfaction and academic procrastination Psychology in the Schools (IF 1.923) Pub Date : 2024-03-08 Fatma Kurker, Abdullah Surucu
Academic procrastination is the failure to perform academic tasks on time or not doing at all. It can cause undesirable consequences for students' academic development and mental health. It has a complex structure that includes cognitive and emotional components in addition to its behavioral dimension. This study seeks to answer whether social media addiction mediates the relationship between satisfaction
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The power of the communicative approach: An investigation of classroom practices of English teachers working in vocational high schools Psychology in the Schools (IF 1.923) Pub Date : 2024-03-08 Süleyman Karataş, Barış Aksoy, Orhan Göçer, Emine At, Saliha Çiftçi, Mustafa Caner
This research examines classroom methodologies aligned with the communicative approach, gauging the perspectives of English teachers working within vocational high schools (VHSs). The study, employing a qualitative case study research design, engaged 10 teachers from diverse backgrounds. The participants volunteered for the study and were selected through a maximum diversity sampling technique, a purposeful
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Children's mental health promotion: The need for intersectorial and interprofessional collaboration Psychology in the Schools (IF 1.923) Pub Date : 2024-03-06 Ema Tokolahi, Jess Fenwick, Dean Sutherland, Deirdre Richardson, Sue Bazyk, Dale Sheehan
Every moment counts (EMC) is a multi‐tiered mental health promotion initiative designed to build the capacity of practitioners to address the mental health needs of children and youth in school settings. This study evaluated the impact and cultural relevance of EMC workshops in supporting practitioners to apply a public health approach to children's mental health in Aotearoa New Zealand. A longitudinal
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Effect of preschool teacher's math anxiety on teaching efficacy and classroom engagement in math Psychology in the Schools (IF 1.923) Pub Date : 2024-02-22 Jiniee Park, Gerardo Ramirez, Daeun Park
Increasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current
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Giftedness characteristic identification among Kazakhstani school children Psychology in the Schools (IF 1.923) Pub Date : 2024-02-14 Aliya Mambetalina, Kehinde Lawrence, Assanali Amangossov, Karima Mukhambetkalieva, Shnar Demissenova
The need to identify and recognize school going children with giftedness remains a concern of the Republic of Kazakhstan's government. This concern motivated this study to examine the internal structure of the giftedness characteristic identification scale (GCIS) for use by Kazakhstan's school children. Exploratory quantitative research approach, and its design was grounded within the exploratory type
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Development of the Cyberbullying Awareness Scale for adolescents: Validity and reliability study Psychology in the Schools (IF 1.923) Pub Date : 2024-02-10 Yeşim Yurdakul, Aynur Bütün Ayhan
The present study aims to develop the Cyberbullying Awareness Scale (CAS) for adolescents, which assesses adolescents' awareness about cyberbullying, and to examine the psychometric properties of the scale by conducting validity and reliability studies. In this context, evidence on the validity and reliability of the scale was obtained in two separate studies. In Study 1 (N = 552), scale items were
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Examining the relations between interventionists' use of classroom management and student mathematics gains within a Tier 2 kindergarten mathematics intervention Psychology in the Schools (IF 1.923) Pub Date : 2024-02-10 Jessica Turtura, Marah Sutherland, Derek Kosty, Christian T. Doabler, Cayla Lussier, Benjamin Clarke
Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the relationship between classroom management and student
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Feasibility and acceptability of a brief web-based training on cognitive behavioral tools for educators Psychology in the Schools (IF 1.923) Pub Date : 2024-02-10 Sarah Coe-Odess, John Crocker, Rachel Quist, Marisa Meldonian, Elizabeth Gordon, Sabine Wilhelm, Jennifer L. Greenberg
A youth mental health crisis has been exacerbated significantly by the COVID-19 pandemic. Teachers are often front-line support for students in need. Yet teachers themselves are struggling, making it difficult to help their students. Cognitive behavioral interventions (CBIs) have been shown to reduce mental health symptoms in school settings. Learning and implementing a psychological intervention,
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Behavior management training for teachers in the induction phase Psychology in the Schools (IF 1.923) Pub Date : 2024-02-08 Stacy N. McGuire, Yan Xia, Aleksandra Guzy, Talitha S. Akoto, Hedda Meadan
Teachers in the induction phase (i.e., the first 3 years of teaching) can be underprepared to support students who engage in challenging behavior. This can be due to limited preservice education and ongoing professional development in behavior management. Yet, students who engage in challenging behavior are at an increased risk of being referred to intervention services and/or special education, especially
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Violent behavior in primary education: Evolution from 9 to 12 years old as a function of gender Psychology in the Schools (IF 1.923) Pub Date : 2024-02-08 José J. López-Goñi, Begoña Haro, Alicia Peñalva-Vélez, María Asunción Vega-Osés
The objectives of this study were to establish the frequency of violent behaviors present in primary education (PE), to determine differences based on students' grade and gender, and to assess the evolution of behaviors between the fourth and sixth grades of PE. The research design was a cohort longitudinal ex post facto study with three measures. Data was collected at three different moments across
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Exploring the biases of the perception of inattention, hyperactivity, and impulsivity of students from parents, teachers, self-reports, and a VR measure Psychology in the Schools (IF 1.923) Pub Date : 2024-02-13 Yeon-Ji Cho, Ha Min Son, Tai-Myoung Chung, Jaehyoun Kim
Symptoms of inattention (IA), hyperactivity, and impulsivity present in school-aged children are important indications of developmental problems. The assessment of these symptoms largely relies on questionnaires completed by parents, teachers, and the children themselves. However, inherent perceptual biases may lead to inaccuracies in these evaluations. This study investigates the biases among different
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The role of teacher critical racial consciousness in cultivating student–teacher relationships and school belonging for Black, Indigenous, and youth of color Psychology in the Schools (IF 1.923) Pub Date : 2024-02-06 Ashley Parra López, Tiffany M. Jones, Angie Malorni, Autumn Diaz, Kristin McCowan
Relationships between students and teachers are a critical protective factor for all students, especially for Black, Indigenous, and youth of color (BIYOC). Critical racial consciousness is the ability to recognize and resist racism. This study explores how teacher critical racial consciousness contributes to shaping learning environments, how teachers perceive their interactions with BIYOC, and BIYOC
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Wise feedback and trust in higher education: A quantitative and qualitative exploration of undergraduate students' experiences with critical feedback Psychology in the Schools (IF 1.923) Pub Date : 2024-02-06 Alexandra Troy, Hnubci Moua, Martin Van Boekel
Using quantitative and qualitative methods, we explore students' engagement with critical feedback in an authentic university setting. Findings support the centrality of strong relationships in the feedback process. Study 1 was the first conceptual replication and extension of Yeager et al.'s (2014) wise feedback intervention to test the effectiveness/efficacy in a new setting. Undergraduate students
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Black adolescents' experiences with racial socialization, racial identity, and critical reflection of need for school change of racial inequity Psychology in the Schools (IF 1.923) Pub Date : 2024-02-05 Charity B. Griffin, Josefina Bañales, Elan C. Hope, Kamilah B. Legette
This preliminary investigation explored associations between Black adolescents' experiences with parental racial socialization (racial pride and racial barrier messages), dimensions of racial identity (centrality and private regard), and critical reflection regarding the need for school change of racial inequity. One hundred fifty-one (78 girls; 73 boys) high school students from the southeastern United
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Exploring the readiness of youth education institutions with high-risk students to implement a suicide prevention gatekeeper intervention: A nationwide observational survey study in Denmark Psychology in the Schools (IF 1.923) Pub Date : 2024-02-04 Lena R. Østergaard, Christina P. Larsen, Lotus S. Bast, Erik Christiansen
Danish schools offering “preparatory basic education and training” (FGU schools) have students that are characterized by having different academic, social, or personal problems. In addition, many FGU students are at high risk of suicidal behavior. Many young people with suicide behavior do not seek help and early identification is important for suicide prevention. Teachers are in a position where it
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Longitudinal effect of the parent-child relationship in home quarantine on internalizing and externalizing problems after school reopening for students in boarding high school: A chain mediation model Psychology in the Schools (IF 1.923) Pub Date : 2024-02-02 Xiaoyu Jia, Ping Li, Yitao Xie
The parent-child relationship plays an important role in shaping adolescents' mental health during the COVID-19 pandemic. However, the mechanisms underlying the association between the parent-child relationship and mental health are unclear. Using a 2-wave longitudinal design, this study examined the role of both mother-child and father-child relationships during home quarantine in boarding school
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Academic procrastination and fear of failure: The role of irrational/rational academic beliefs Psychology in the Schools (IF 1.923) Pub Date : 2024-02-02 Murat Balkis, Sibel Duru, Erdinç Duru
Extant research has consistently demonstrated that both irrational and rational beliefs contribute to the occurrence and persistence of procrastination. Most of these studies have focused on the role of general irrational and rational beliefs, without addressing domain-specific beliefs that may influence academic procrastination. This cross-sectional study aims to fill that gap by investigating the
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Enhancing academic resilience through mindfulness-based practices in the schools: A study on vocational high school students Psychology in the Schools (IF 1.923) Pub Date : 2024-02-02 Nihan Erdemir, Ferhat Karanfil, Raziye Şengül
In recent years, the positive correlation between mindfulness and resilience has gained visible importance. For this purpose, this study aims to increase the academic resilience and mindfulness level of vocational high school students with a low socioeconomic background, who often have lower resilience toward learning English as a foreign language (EFL) in Türkiye. The study adopted an experimental
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Psychological safety among K-12 educators: Patterns over time, and associations with staff well-being and organizational context Psychology in the Schools (IF 1.923) Pub Date : 2024-02-01 Christopher M. Fleming, Hannah G. Calvert, Lindsey Turner
Psychological safety is a psychosocial construct that reflects an individual's perception of social risk in the work environment, and is related to employee performance and well-being, including job satisfaction and burnout. Psychological safety remains relatively understudied among educators, including its patterns over time and relationships with other aspects of the school environment. This study
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When we go to ask for help, they don't understand how to help us: Understanding how youth with childhood histories of conduct problems link sexuality and gender to school-based service use Psychology in the Schools (IF 1.923) Pub Date : 2024-02-01 Shayla Chilliak, Alexa Martin-Storey, Michèle Déry, Caroline Elizabeth Temcheff, Mélanie Lapalme
Gender and, to a lesser extent, sexual identity, are relevant factors in understanding variance in the prevalence, consequences, and treatment of conduct problems. The current study uses thematic analysis to explore how youth with early-onset conduct problems and extensive histories of school-based service use perceive gender and sexuality as impacting their service use experiences. Qualitative analysis
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Measuring academic skill development for students with autism spectrum disorder using curriculum-based measurement: A scoping review and call for research Psychology in the Schools (IF 1.923) Pub Date : 2024-01-31 Milena A. Keller-Margulis, Sarah S. Mire, Elías S. Loría Garro, Emily R. Jellinek-Russo, Ivana Lozano, Amanda R. Hut, My-Linh N. Luu, Amy K. Izuno-Garcia, Kristen H. Erps, Lindsey N. Landry Pierce, Samantha X. Tan, Morgan M. McNeel, Scarlett M. Gardner, Brenda J. Duran
School-based service providers must understand how to best measure academic skill development given its key role in improving long-term outcomes for individuals with autism spectrum disorder (ASD). Curriculum-based measurement (CBM), which has applications for foundational academic skill areas of reading, writing, and mathematics, may be one way to determine academic intervention targets and progress
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A longitudinal qualitative exploration of teachers' experiences of stress and well-being during COVID-19 Psychology in the Schools (IF 1.923) Pub Date : 2024-01-31 Madison Blaydes, Cassandra A. Gearhart, Christopher J. McCarthy, Caroline H. Weppner
Teachers, a population already vulnerable to high stress, experienced heightened demands, and reduced resources during the COVID-19 pandemic. This longitudinal study utilized inductive thematic analysis to explore 241 K-12 teachers' qualitative accounts of stressors, supports, and pandemic-specific impacts through their responses to three open-ended questions. Responses were collected across 5 months
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Validating the Turkish adaptation of the Positive and Negative Affect Scale-Children (PANAS-C) for Turkish adolescents Psychology in the Schools (IF 1.923) Pub Date : 2024-01-31 Mehmet Ali Yıldız
The aim of this study was to adapt the Positive and Negative Affect Scale for Children (PANAS-C) developed by Laurent et al. into Turkish and to examine its validity and reliability on high school adolescents. The data of the study were analyzed with four different study groups. The first study group consisted of 414 high school adolescents, 262 girls (63.3%) and 152 boys (36.7%), between the ages
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School psychology: Increasing awareness, enhancing policies, and reducing shortages Psychology in the Schools (IF 1.923) Pub Date : 2024-01-31 Katherine A. Dockweiler, Roberta Kaufman
This exploratory mixed methods study investigates the school psychology workforce shortage phenomenon and underlying contributing factors. The development of an Education Specialist school psychology program in the middle of the COVID-19 pandemic prompted the authors to explore variables impacting awareness of the school psychology profession. State policies were reviewed to identify how many states
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Effects of grade retention in lower secondary education on students' self-concept, self-esteem, goal orientations, and school career Psychology in the Schools (IF 1.923) Pub Date : 2024-01-30 Joana Pipa, João R. Daniel, Francisco Peixoto
Grade retention is one of the most discussed and controversial educational measures, and yet, it is still widely applied in many countries. Research investigating the effects of grade retention on students' psychosocial variables presents mixed findings, partly due to the variables assessed, methodological issues, and the length of the studies. This study aimed to analyse both the short to medium and
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Second grade retention: Beliefs, decision-making styles, and factors involved in the decision process Psychology in the Schools (IF 1.923) Pub Date : 2024-01-31 Natalie Nóbrega Santos, Vera Monteiro
Grade retention decisions are high-risk because this practice can significantly affect students' academic and professional path and their socioaffective development. This study aimed to contribute to a better understanding of second-grade retention decision-making by exploring the factors the professionals consider during the retention decision-making, their beliefs about the effectiveness of grade
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The development of sustained, selective, and divided attention in school-age children Psychology in the Schools (IF 1.923) Pub Date : 2024-01-26 Ilya V. Talalay
This cross-sectional study aimed to investigate developmental changes in the efficiency of sustained, selective, and divided attention in a group of children aged 6−12 years by means of a computerized test battery. Participants included 199 children (51% female, majority White) who had normal or corrected-to-normal vision and no history of either neurological or attention deficit disorders. The study
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Effects of Christian REACH forgiveness intervention to reduce aggressiveness in adolescents with conduct disorder Psychology in the Schools (IF 1.923) Pub Date : 2024-01-22 Sebastian Binyamin Skalski-Bednarz
While there have been significant advances in the treatment of conduct disorder (CD), there is still a need to seek and develop therapeutic solutions that can overcome the poor long-term prognosis. In this evidence-based research, we evaluated the effect of immediate REACH Forgiveness training on the severity of aggressiveness among adolescents with CD. The purposive sample consisted of 32 Catholics
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Student perceptions of ethnic–racial socialization and outcomes across race and gender Psychology in the Schools (IF 1.923) Pub Date : 2024-01-21 Megan L. Gilbertson, Michelle K. Demaray
In an increasingly diverse nation, calls for education that is culturally relevant have become salient, and student perceptions of school-based ethnic–racial socialization (ERS) provide insight toward how cultural messages are being interpreted by students. The current study sought to investigate how a sample of racially diverse middle school students (N = 744) perceptions of ERS are related to social
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Paraprofessional perceptions about and use of behavior strategies in elementary schools Psychology in the Schools (IF 1.923) Pub Date : 2024-01-20 Nicole B. Wiggs, Todd A. Glover, Linda A. Reddy, Briana Bronstein, Christopher Dudek, Alexander Alperin
Paraprofessionals are often tasked with implementing behavior management strategies to support the complex needs of students with disruptive behavior disorders. This study examined reported use and effectiveness of common classroom behavior strategies from 86 paraprofessionals working in 36 elementary schools using a mixed method design. Data were from a larger randomized control trial that examined
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Examining biomarkers of stress over the process of teaching among teachers of English as a foreign language Psychology in the Schools (IF 1.923) Pub Date : 2024-01-20 Ali Mansouri Nejad, Omer Hassan Ali Mahfoodh
This study examines stress biomarkers over the process of teaching and their associations with demographics, emotions, and mental health of 56 English as Foreign Language teachers. Participating teachers were invited to complete a questionnaire packet and provide saliva samples over three-time points (i.e., before, during, and end of teaching). Afterward, the saliva samples were assayed for cortisol
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The effect of peer bullying on academic achievement: A meta-analysis study related to results of TIMSS and PIRLS Psychology in the Schools (IF 1.923) Pub Date : 2024-01-19 Gulnar Ozyildirim, Engin Karadağ
Focusing on the variables that can affect both academic achievement and the well-being of students has been crucial for their development, making schools effective and designing educational policy as well as curriculum. The study has aimed to investigate the effect of peer bullying on academic achievement and to determine moderators in the relationship between these two terms by using TIMSS (The Trends
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“It felt a bit wartime”: Teacher perspectives of social and emotional well-being support in primary schools during Covid-19 Psychology in the Schools (IF 1.923) Pub Date : 2024-01-19 Alison J. Lacey, Robin Banerjee, Kathryn J. Lester
Although primary schools in the UK were required to provide access to remote learning for pupils during Covid-19 mandated school closures, there was less clarity for teachers and school leaders about expectations and priorities relating to the provision of social and emotional well-being support for children at home during this period. Using an existing whole-school approaches (WSA) framework we aimed
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Child anger regulation measure: Psychometric properties, prediction of emotional engagement, and gender differences Psychology in the Schools (IF 1.923) Pub Date : 2024-01-24 Colleen R. O'Neal, Kristin Meyering, Leyla Babaturk, Nicole Gosnell
The objective of this study was to understand the psychometric functioning of the Child Anger Regulation Measure (CARM), its prediction of emotional engagement, and if the prediction of emotional engagement differs for girls and boys. The sample included 251 upper-elementary school students in the United States (10% Black, 62% White, 6% Latinx, 5% Asian, 12% Multiethnic/Other; 58% female; average age = 9
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Ethnic–racial socialization experiences of Mexican American youth Psychology in the Schools (IF 1.923) Pub Date : 2024-01-18 Katherine J. Bingham, Elizabeth A. Cutrer-Párraga, Timothy B. Smith
Research has shown that ethnic–racial socialization (ERS) predicts education and mental health outcomes for adolescents. However, limited research has evaluated the ERS experiences of Latinx students. The current study examined ERS experiences of Mexican American youth in four focus group interviews that were transcribed and analyzed at both the individual and group level using interpretive phenomenological
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Reciprocal longitudinal associations of defender self-efficacy with defending and passive bystanding in peer victimization Psychology in the Schools (IF 1.923) Pub Date : 2024-01-18 Björn Sjögren, Robert Thornberg, Tiziana Pozzoli
Peer victimization in schools most often occurs in the presence of bystanders. When bystanders intervene on behalf of the victims, they are often successful in stopping the victimization. Defender self-efficacy (i.e., the belief in one's ability to successfully defend victims) has consistently been associated with greater defending and less passive bystanding in peer victimization. However, the lack
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Attention to the integration of literacy: A systematic review of early math interventions in informal learning environments Psychology in the Schools (IF 1.923) Pub Date : 2024-01-18 Hannah Carter, Gena Nelson, Peter Boedeker, Claire Werlin Buckmiller, Jessie Eames, Emma Knowles
Links between the development of early literacy and math skills are well documented. This systematic review focuses on how literacy is incorporated into informal math intervention studies for children in preschool to third grade, which has implications for researchers and those training caregivers to support their children at home. We reviewed 51 experimental or quasi-experimental studies published
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Nonsuicidal self-injury in elementary schools: School educators' knowledge and professional development needs Psychology in the Schools (IF 1.923) Pub Date : 2024-01-13 Amanda Simundic, Lisa Van Hove, Imke Baetens, Elana Bloom, Nancy Heath
Previous research suggests that nonsuicidal self-injury (NSSI; the intentional destruction of bodily tissue without suicidal intent) occurs among elementary-aged children. However, it remains unclear to what extent elementary school educators encounter NSSI among students and how they respond. Therefore, this study investigated cross-national differences in Canadian and Belgian elementary school educators'
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A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students Psychology in the Schools (IF 1.923) Pub Date : 2024-01-12 Sedat Turgut, Mahir Uğurlu
This study examined the mediator role of mathematics motivation and the moderator role of mathematics anxiety (MA) in the relationship between metacognition (MC) and mathematical resilience (MR). The participants are 202 gifted students. Data were collected through the “Metacognitive Awareness Scale,” “MR Scale,” “Revised MA Rating Scale,” and “Mathematics Motivation Scale.” Regression analysis based
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Inner strength amidst pandemic: Teachers' self-efficacy patterns and perceived personal accomplishments Psychology in the Schools (IF 1.923) Pub Date : 2024-01-12 Cheyeon Ha, Tim Pressley
The present study explored the teachers' self-efficacy patterns and perceived personal accomplishment in the coronavirus disease 2019 pandemic teaching environment. The current sample included in-service teachers (n = 393) representing 36 states across the United States. We explored whether teacher efficacy variables (i.e., engagement efficacy, instruction efficacy, and classroom management) predict
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Examining student adherence within a cover-copy-compare intervention Psychology in the Schools (IF 1.923) Pub Date : 2024-01-12 Kaytlin A. Nelson, Tanya L. Eckert
Cover-copy-compare is a self-management intervention strategy developed to improve students' academic performance, particularly in spelling. In academic intervention research, it is often assumed that students are completing the intervention as intended, yet this is seldom examined during intervention implementation or subsequent data analysis. The primary aim of this study was to retrospectively examine
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Revalidation of Teachers' Sense of Efficacy Scale using Ghanaian in-service teachers: Multidimensional item response theory with factor analyses Psychology in the Schools (IF 1.923) Pub Date : 2024-01-11 Frank Quansah, Edmond K. Agormedah, Francis Ankomah, Medina Srem-Sai, Regina M. Nugba, John E. Hagan, Thomas Schack
Teachers' Sense of Efficacy Scale (TSES), since its development, has gained much popularity because of its adequate psychometric properties. Yet, scholarly information on the soundness of this instrument in the African context has not been documented. Besides, the previous validation studies on the TSES have yielded mixed results with different factor structures, calling for further studies to test
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Hope, childhood experiences, and achievement motivation in high school students: A mixed methods study Psychology in the Schools (IF 1.923) Pub Date : 2024-01-11 Meyrem Ayça Polat, Ramin Aliyev
The aim of the study is to examine the role of childhood experiences and achievement motivation in high school students' hope levels. The quantitative (N = 686, 43.9% females and 56.1% males, aged between 13 and 19; Mage = 16.02, standard deviation = 1.23) and qualitative data of the study, in which enriched design was used, were collected from high school students studying in the Southeast of Turkey
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A preliminary comparison study of teachers' resilience in Greece and Poland Psychology in the Schools (IF 1.923) Pub Date : 2024-01-11 Magdalena Boczkowska, Athena Daniilidou, Maria Platsidou
This study aimed to assess the applicability of the Teachers' Resilience Scale (TRS) among Greek and Polish teachers and explore whether nationality and sociodemographic factors influence teachers' engagement with resilience protective factors. A total of 1622 teachers participated, providing TRS responses and sociodemographic information. Greek and Polish teachers exhibited similar assessments of
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Student profiles of physical activity, screen time, sleep quality and dietary habits and their association with mental health and school satisfaction: An exploratory study Psychology in the Schools (IF 1.923) Pub Date : 2024-01-12 Collin A. Webster, Diana Mîndrila, Anthony D. Murphy, Ivana Banićević, Dušan Perić, Dragan Stankić, Željko Banićević
The interrelated nature of mental health and indicators of school success in children and adolescents has been under-investigated from a person-centered perspective. In this exploratory study, we examined patterns of health behavior in relation to mental health and school satisfaction. A convenience sample of 315 students (Mage = 11.39; SD = 2.045) from two British schools in Dubai, the United Arab
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Deepening class insight through participatory lesson study: An experience with students specializing in school psychology Psychology in the Schools (IF 1.923) Pub Date : 2024-01-11 Diana Pasmanik, Carolina Jorquera
Class phenomena have primary significance for the diagnosis and intervention at both an individual and a whole-class level for school psychologists. Trying to bring undergraduate psychology students closer to class and teaching, a learning experience based on an adaptation of Lesson Study, a professional development method for teachers, was designed and evaluated with a group of undergraduate psychology
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The effect of career-related parental support on life satisfaction among vocational school students Psychology in the Schools (IF 1.923) Pub Date : 2024-01-09 Qing Zeng, Jinqing Wang, Yingshi He, Feifei Huang, Huijun Luo, Jingwen Wu, Minqiang Zhang
The current study examines hope and career adaptability as two potential mediators, parent–child closeness as a moderator of the relationship between career-related parental support and life satisfaction. A total of 521 vocational high school students responded to this study. The result revealed that hope and career adaptability independently and serially mediated the relationship between parental
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The impact of future self-continuity on college students' online learning engagement: A moderated mediation model Psychology in the Schools (IF 1.923) Pub Date : 2024-01-10 Junxian Shen, Hongfeng Zhang, Jiansong Zheng
Online learning is becoming more and more common, so how to maintain learners' online learning engagement is very important. This study aims to explore the impact of future self-continuity on college students' online learning engagement and its underlying mechanism of action. We utilized the Future Self-Continuity Questionnaire, the Learning Self-regulation Questionnaire, the Implicit Theories of Intelligence
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The relationship between emotional interaction and learning engagement in online collaborative learning: Moderated mediating effect Psychology in the Schools (IF 1.923) Pub Date : 2024-01-09 Wei Wang, Xiaoying Wang, Shanshan Li, Tianshu Ma, M. N. Poni Liu, Hongzhi Sun
The prevalence of collaborative learning in online virtual environments is on the rise. It is vital to investigate the effect of emotional interaction on the learning engagement of students. The university students who participated in 16 h of online collaborative learning responded to an anonymous survey. The instruments included Collaborative Learning Emotional Interaction Scale, Loneliness Scale
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Investigating school counselor–parent relationships, interaction, and involvement Psychology in the Schools (IF 1.923) Pub Date : 2024-01-09 Timothy Brown, Mehmet Akkurt, Dee-Anna Green
Involvement of parents plays a crucial role in the implementation of a comprehensive school counseling program. For this study, 404 parents participated in a national survey conducted in the United States. The purpose of the study was to investigate parents’ perceptions of their involvement with the school counseling program and their relationship with the school counselor. Results suggested concerns
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Comparison of screening methods for computer adaptive tests to predict reading and math performance Psychology in the Schools (IF 1.923) Pub Date : 2024-01-09 Emily R. Forcht, Ethan R. Van Norman
The present study compared the diagnostic accuracy of a single computer adaptive test (CAT), Star Reading or Star Math, and a combination of the two in a gated screening framework to predict end-of-year proficiency in reading and math. Participants included 13,009 students in Grades 3–8 who had at least one fall screening score and end-of-year state test score in reading and math. First, diagnostic
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Effects of classroom-based social problem-solving training on elementary school children: Investigating the moderating role of executive function Psychology in the Schools (IF 1.923) Pub Date : 2024-01-09 Yoshiko Hatakeyama, Haruo Fujino, Tomoka Yamamoto, Atsuko Ishii, Hiroko Okuno
Social problem-solving (SPS) skills represent an individual's ability to effectively solve daily problems. Although previous studies have demonstrated the positive effects of SPS interventions, there is still a lack of evidence on the relevant moderating factors. Therefore, this study investigated the impact of an SPS intervention on a sample of elementary school children, by focusing on the potential
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Do college students with higher attachment anxiety or avoidance tend to have lower subjective social status? Evidence from a cross-sectional and a longitudinal study Psychology in the Schools (IF 1.923) Pub Date : 2024-01-06 Yangqian Wang, Gang Cheng, Xianhong Zhou, Haili Yang, Niuniu Fu, Fangyuan Ding
The present study examined the relationship between adult attachment and subjective social status (SSS) in college students through a cross-sectional survey (Study 1) and a longitudinal study (Study 2). In Study 1, 1300 college students were recruited via research flyers and online campus advertisements. They completed measures of adult attachment and SSS. The results showed that higher attachment