Lisa M H Sanetti, Nedim Yel, Anna C J Long, Melissa A. Collier‐Meek, T. Kratochwill
Individual-level determinants are hypothesized to enable or prevent successful implementation of evidence-based practices, yet there are limited options for measuring theory-informed, individual-level determinants that influence teachers' and other implementers' delivery of school-based interventions. The goal of this study was to develop a self-report scale that measures variables that have been associated with initial and sustained behavior change related to school-based intervention implementation according to the health action process approach (HAPA). Participants were a nationally representative sample of kindergarten through Grade 12 public school teachers, stratified by grade level and geographical region. Item generation was based on a systematic review of the literature on outcome expectations and self-efficacy, the core constructs related to initiating and sustaining behavior change from the HAPA and in consultation with the theory developer. The sample was randomly split; half of the sample was used for exploratory factor analysis (EFA), and the other half was used for confirmatory factor analysis (CFA). The EFA resulted in a final factor structure of three dimensions of the Implementation Beliefs Assessment (IBA): (a) implementation self-efficacy, (b) positive outcome expectations, and (c) negative outcome expectations. This structure was supported in the other half of the sample using CFA. Additional analyses supported the reliability of IBA data. The IBA represents a step forward toward psychometrically sound measurement of factors associated with initial and sustained behavior change. Implications for future research are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
据推测，个人层面的决定因素会促进或阻碍循证实践的成功实施，然而，对影响教师和其他实施者实施校本干预的、有理论依据的个人层面决定因素进行测量的方法却很有限。本研究的目的是根据健康行动过程方法（HAPA）开发一种自我报告量表，用于测量与校本干预实施的初始和持续行为改变相关的变量。参与者是具有全国代表性的幼儿园至 12 年级公立学校教师样本，按年级和地理区域进行分层。项目的生成基于对有关结果预期和自我效能的文献的系统回顾，这些文献是与健康行动方案中启动和维持行为改变相关的核心建构，同时还咨询了理论开发人员。样本被随机拆分；一半样本用于探索性因子分析（EFA），另一半样本用于确认性因子分析（CFA）。EFA 最终得出了实施信念评估（IBA）三个维度的因子结构：（a）实施自我效能，（b）积极结果预期，（c）消极结果预期。通过 CFA 分析，该结构在另一半样本中得到了支持。其他分析也证明了 IBA 数据的可靠性。IBA 代表着对与初始和持续行为改变相关的因素进行心理测量的一个进步。本文讨论了未来研究的意义。(PsycInfo Database Record (c) 2024 APA，保留所有权利）。
{"title":"Assessing teachers' intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment.","authors":"Lisa M H Sanetti, Nedim Yel, Anna C J Long, Melissa A. Collier‐Meek, T. Kratochwill","doi":"10.1037/spq0000624","DOIUrl":"https://doi.org/10.1037/spq0000624","url":null,"abstract":"Individual-level determinants are hypothesized to enable or prevent successful implementation of evidence-based practices, yet there are limited options for measuring theory-informed, individual-level determinants that influence teachers' and other implementers' delivery of school-based interventions. The goal of this study was to develop a self-report scale that measures variables that have been associated with initial and sustained behavior change related to school-based intervention implementation according to the health action process approach (HAPA). Participants were a nationally representative sample of kindergarten through Grade 12 public school teachers, stratified by grade level and geographical region. Item generation was based on a systematic review of the literature on outcome expectations and self-efficacy, the core constructs related to initiating and sustaining behavior change from the HAPA and in consultation with the theory developer. The sample was randomly split; half of the sample was used for exploratory factor analysis (EFA), and the other half was used for confirmatory factor analysis (CFA). The EFA resulted in a final factor structure of three dimensions of the Implementation Beliefs Assessment (IBA): (a) implementation self-efficacy, (b) positive outcome expectations, and (c) negative outcome expectations. This structure was supported in the other half of the sample using CFA. Additional analyses supported the reliability of IBA data. The IBA represents a step forward toward psychometrically sound measurement of factors associated with initial and sustained behavior change. Implications for future research are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140715288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To make transparent individuals' responses to intervention over time in the systematic review of single-case experimental designs, we developed a method of estimating and graphing fine-grained effect sizes. Fine-grained effect sizes are both case- and time-specific and thus provide more nuanced information than effect size estimates that average effects across time, across cases, or both. We demonstrate the method for estimating fine-grained effect sizes under three different baseline stability assumptions: outcome stability, level stability, and trend stability. We then use the method to graph individual effect trajectories from three single-case experimental design studies that examined the impact of self-management interventions on students identified with autism. We conclude by discussing limitations associated with estimating and graphing fine-grained effect sizes and directions for further development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
在对单病例实验设计进行系统回顾时，为了使个人对干预措施的反应随时间推移而变得透明，我们开发了一种估算细粒度效应大小并绘制其图表的方法。细粒度效应大小既针对特定病例，也针对特定时间，因此与跨时间、跨病例或两者平均效应的效应大小估算相比，能提供更细致入微的信息。我们演示了在三种不同的基线稳定性假设下估算细粒度效应大小的方法：结果稳定性、水平稳定性和趋势稳定性。然后，我们使用该方法绘制了三项单一案例实验设计研究的个体效应轨迹图，这些研究考察了自我管理干预措施对自闭症学生的影响。最后，我们讨论了与估计和绘制精细效应大小相关的局限性以及进一步发展的方向。(PsycInfo Database Record (c) 2024 APA, 版权所有）。
{"title":"Fine-grained effect sizes.","authors":"John M Ferron, Megan S Kirby, Lodi Lipien","doi":"10.1037/spq0000634","DOIUrl":"https://doi.org/10.1037/spq0000634","url":null,"abstract":"To make transparent individuals' responses to intervention over time in the systematic review of single-case experimental designs, we developed a method of estimating and graphing fine-grained effect sizes. Fine-grained effect sizes are both case- and time-specific and thus provide more nuanced information than effect size estimates that average effects across time, across cases, or both. We demonstrate the method for estimating fine-grained effect sizes under three different baseline stability assumptions: outcome stability, level stability, and trend stability. We then use the method to graph individual effect trajectories from three single-case experimental design studies that examined the impact of self-management interventions on students identified with autism. We conclude by discussing limitations associated with estimating and graphing fine-grained effect sizes and directions for further development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140715128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emily N Srisarajivakul, Lauren E Fennimore, Kailey B Thornton, Jasmine Blake, Kenneth G Rice, Kris Varjas
Teacher-student relationship quality (TSRQ) predicts academic motivation (Wentzel, 1997), school engagement, and academic achievement (Hughes, 2011). However, TSRQ appears to differ across demographics. For example, boys and racially/ethnically minoritized students consistently have poorer relationships with their teachers than girls and White students (Koomen & Jellesma, 2015; Murray et al., 2008). Ensuring that TSRQ is consistently conceptualized across individuals will allow demographic differences on TSRQ to be compared. The present study aims to further validate a survey instrument used to measure TSRQ, called the Inventory of Teacher-Student Relationships (IT-SR; Murray & Zvoch, 2011). Participants included 3,541 middle and high school students in a large school district in the Southeastern United States. The results of the study confirmed the hypothesized three-factor structure of the instrument. The instrument demonstrated configural, metric, and scalar invariance across race/ethnicity (Black/African American, White, Hispanic/Latinx, and multiracial) and partial metric and scalar invariance across gender (boys and girls) and school level (middle school and high school). Significant latent mean differences were found, where boys, Black/African American students, Hispanic/Latinx students, and high school students reported lower scores on various factors on the IT-SR compared to girls, White students, multiracial students, and middle school students, respectively. Results support future research and applied use of the IT-SR with middle and high school students. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Measurement invariance of the inventory of teacher-student relationships among middle and high school students.","authors":"Emily N Srisarajivakul, Lauren E Fennimore, Kailey B Thornton, Jasmine Blake, Kenneth G Rice, Kris Varjas","doi":"10.1037/spq0000627","DOIUrl":"https://doi.org/10.1037/spq0000627","url":null,"abstract":"Teacher-student relationship quality (TSRQ) predicts academic motivation (Wentzel, 1997), school engagement, and academic achievement (Hughes, 2011). However, TSRQ appears to differ across demographics. For example, boys and racially/ethnically minoritized students consistently have poorer relationships with their teachers than girls and White students (Koomen & Jellesma, 2015; Murray et al., 2008). Ensuring that TSRQ is consistently conceptualized across individuals will allow demographic differences on TSRQ to be compared. The present study aims to further validate a survey instrument used to measure TSRQ, called the Inventory of Teacher-Student Relationships (IT-SR; Murray & Zvoch, 2011). Participants included 3,541 middle and high school students in a large school district in the Southeastern United States. The results of the study confirmed the hypothesized three-factor structure of the instrument. The instrument demonstrated configural, metric, and scalar invariance across race/ethnicity (Black/African American, White, Hispanic/Latinx, and multiracial) and partial metric and scalar invariance across gender (boys and girls) and school level (middle school and high school). Significant latent mean differences were found, where boys, Black/African American students, Hispanic/Latinx students, and high school students reported lower scores on various factors on the IT-SR compared to girls, White students, multiracial students, and middle school students, respectively. Results support future research and applied use of the IT-SR with middle and high school students. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140744773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Measurement Invariance of the Inventory of Teacher–Student Relationships Among Middle and High School Students","authors":"","doi":"10.1037/spq0000627.supp","DOIUrl":"https://doi.org/10.1037/spq0000627.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140743494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Training and Coaching Early Childhood Teachers to Foster Social, Emotional, and Behavioral Competence of Children in Turkey","authors":"","doi":"10.1037/spq0000625.supp","DOIUrl":"https://doi.org/10.1037/spq0000625.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140744369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The visual analysis of data presented in time-series graphs are common in single-case design (SCD) research and applied practice in school psychology. A growing body of research suggests that visual analysts' ratings are often influenced by construct-irrelevant features including Y-axis truncation and compression of the number of data points per X- to Y-axis ratio. We developed and tested two brief interventions, based on the research in cognitive and visual science, to reduce visual analysts' inconsistency when viewing unstandardized graphs. Two hundred practicing school psychologists visually analyzed data presented on standardized graphs and the same data again on unstandardized graphs. Across all conditions, participants were more willing to identify meaningful effects on unstandardized graphs and rated the data as showing significantly larger effects than on the corresponding standardized graphs. However, participants who answered additional (task-relevant) questions about the level or trend of graphed data showed greater rating consistency across the types of graphs in comparison to participants who answered task-irrelevant but challenging questions or control participants. Our results replicated prior research demonstrating the impact of SCD graph construction on practicing school psychologists' interpretations and provide initial support for an intervention to minimize the impact of construct-irrelevant factors. Limitations and future directions for research are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
在学校心理学的单案例设计（SCD）研究和应用实践中，对时间序列图中的数据进行可视化分析十分常见。越来越多的研究表明，视觉分析师的评分往往会受到与建构无关的特征的影响，包括Y轴截断和压缩X轴与Y轴的数据点数比。我们以认知科学和视觉科学的研究为基础，开发并测试了两种简短的干预措施，以减少视觉分析师在查看未标准化图表时的不一致性。两百名执业学校心理学家对标准化图表上的数据和未标准化图表上的相同数据进行了视觉分析。在所有条件下，参与者都更愿意在非标准化图表上识别有意义的效果，并认为数据显示的效果明显大于相应的标准化图表。然而，与回答了与任务无关但具有挑战性的问题的参与者或对照组参与者相比，回答了有关图表数据水平或趋势的附加（任务相关）问题的参与者在不同类型的图表上表现出了更大的评分一致性。我们的研究结果重复了之前的研究，证明了 SCD 图表构建对学校心理学家解释的影响，并为干预措施提供了初步支持，以最大限度地减少与建构无关的因素的影响。本文还讨论了研究的局限性和未来研究方向。(PsycInfo Database Record (c) 2024 APA，保留所有权利）。
{"title":"Effects of portable interventions on school psychologists' graph-rating inconsistency.","authors":"Alexander D Latham, David A. Klingbeil","doi":"10.1037/spq0000629","DOIUrl":"https://doi.org/10.1037/spq0000629","url":null,"abstract":"The visual analysis of data presented in time-series graphs are common in single-case design (SCD) research and applied practice in school psychology. A growing body of research suggests that visual analysts' ratings are often influenced by construct-irrelevant features including Y-axis truncation and compression of the number of data points per X- to Y-axis ratio. We developed and tested two brief interventions, based on the research in cognitive and visual science, to reduce visual analysts' inconsistency when viewing unstandardized graphs. Two hundred practicing school psychologists visually analyzed data presented on standardized graphs and the same data again on unstandardized graphs. Across all conditions, participants were more willing to identify meaningful effects on unstandardized graphs and rated the data as showing significantly larger effects than on the corresponding standardized graphs. However, participants who answered additional (task-relevant) questions about the level or trend of graphed data showed greater rating consistency across the types of graphs in comparison to participants who answered task-irrelevant but challenging questions or control participants. Our results replicated prior research demonstrating the impact of SCD graph construction on practicing school psychologists' interpretations and provide initial support for an intervention to minimize the impact of construct-irrelevant factors. Limitations and future directions for research are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140744779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Effects of Portable Interventions on School Psychologists’ Graph-Rating Inconsistency","authors":"","doi":"10.1037/spq0000629.supp","DOIUrl":"https://doi.org/10.1037/spq0000629.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140785760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Teacher Stress and Ideal Solutions: A Qualitative Comparison Across Elementary and Middle School Teachers","authors":"","doi":"10.1037/spq0000626.supp","DOIUrl":"https://doi.org/10.1037/spq0000626.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140429718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Trajectories and Latent Classes of School Enjoyment in Adolescence: Associations With Peer Victimization and Mental Health","authors":"","doi":"10.1037/spq0000619.supp","DOIUrl":"https://doi.org/10.1037/spq0000619.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139863053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Putting Ourselves Together: School Belonging, Parental Socialization, and Teacher Support of Latinx Youth","authors":"","doi":"10.1037/spq0000613.supp","DOIUrl":"https://doi.org/10.1037/spq0000613.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139865805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：