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Friendship Functions in Adolescence: Hungarian Version of the McGill Friendship Questionnaire 青春期的友谊功能:匈牙利版麦吉尔友谊问卷
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2024-03-28 DOI: 10.1177/08295735241242591
László Kasik, Szilvia Jámbori, Zita Gál, Edit Tóth
The aim of the study was to explore same-sex and opposite-sex friendship functions among 12 to 13- and 16 to 17-year-old Hungarian adolescents ( n = 304). To explore perceptions of friendship functions, the McGill Friendship Questionnaire (MFQ, 30 items, 6 factors: stimulating companionship, help, intimacy, reliable alliance, self-validation, emotional security) was used. The confirmatory factor analysis did not support the theoretical structure of MFQ. Based on the exploratory factor analysis, the 26-item Hungarian version of MFQ can be used to measure adolescents (the original 6 factors were retained). The internal reliability indices of the MFQ versions (same and opposite sex) were adequate (Cronbach’s α: .69–.88). The results only partially confirmed the age and gender hypotheses. Based on the results, the older students are more likely to acknowledge the achievements and positives of a friend for both same-sex and opposite-sex friends, as well as intimacy for opposite-sex friends. Also among older students, we identified several significant gender differences: for girls, all features of friendship were more important, except self-validation in same-sex friendship. In the opposite-sex relationship, only stimulating companionship and reliable alliance are more important for girls. The results raise the possibility that friendship functions build on and reinforce each other with age.
本研究旨在探讨 12 至 13 岁和 16 至 17 岁匈牙利青少年(n = 304)的同性和异性友谊功能。为了探讨对友谊功能的看法,研究采用了麦吉尔友谊问卷(MFQ,30 个项目,6 个因子:激励性陪伴、帮助、亲密关系、可靠联盟、自我肯定、情感安全)。确认性因素分析不支持 MFQ 的理论结构。根据探索性因素分析,26 个项目的匈牙利语版 MFQ 可用于测量青少年(保留了原有的 6 个因素)。MFQ(同性和异性)版本的内部信度指数是适当的(Cronbach's α:.69-.88)。结果仅部分证实了年龄和性别假设。根据结果,高年级学生更倾向于承认同性和异性朋友的成就和优点,以及异性朋友的亲密关系。在高年级学生中,我们还发现了一些显著的性别差异:对女生而言,除了同性友谊中的自我肯定外,所有友谊特征都更为重要。在异性关系中,只有激励性陪伴和可靠的联盟对女生更重要。这些结果提出了一种可能性,即随着年龄的增长,友谊的功能会不断加强。
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引用次数: 0
Changes in Anxiety Symptoms and Their Correlates in Adolescents Participating in a School-Based Anxiety Prevention Program During the COVID-19 Pandemic 在 COVID-19 大流行期间参加校本焦虑症预防计划的青少年焦虑症状的变化及其相关因素
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2024-03-24 DOI: 10.1177/08295735241240672
Audrey Dupuis, Danyka Therriault, Julie Lane, Jonathan Smith, Patrick Gosselin, Martin Drapeau, Eliane Saint-Pierre Mousset, Pascale Morin, Isabelle Thibault, Magali Dufour, Chantal Viscogliosi, Félix Berrigan
Anxiety disorders have been on the rise among adolescents over the past decade. The COVID-19 pandemic appears to have contributed to this increase, putting further pressure on often already overburdened health systems. Universal prevention programs may offer a potential solution, but few have been evaluated in the context of a pandemic. The objective of this article is to measure the impact of a universal prevention program—the HORS-PISTE program—on several anxiety-related variables in the context of a pandemic. The HORS-PISTE program consists of 10 workshops spread over the two first years of high school, secondary 1 and 2 (grade 7 and 8 equivalent). Workshops are held in a classroom setting and focus on the development of psychosocial skills. The study was conducted in Quebec with 1,202 secondary 1 and 2 students (48.7% girls, 51.3% boys) with an average age of 12.58 years ( SD = 0.75). They completed an assessment protocol before and after participating in the HORS-PISTE program in the autumn of 2020. Their answers were subjected to descriptive analysis and multivariate analysis of variance. Results indicate a significant decrease in symptoms for several of the measured variables between the two measurement times, such as those associated with panic disorder, generalized anxiety disorder, and test anxiety. The results also show a decrease in some variables related to the interference of anxiety symptoms and the cognitive and behavioral vulnerabilities targeted by the program. The discussion highlights possible explanations for the results, as well as how universal prevention programs may contribute to the prevention of anxiety during adolescence, especially in a pandemic context.
在过去十年中,青少年焦虑症呈上升趋势。COVID-19大流行似乎是导致这一增长的原因之一,给本已不堪重负的医疗系统带来了更大的压力。普遍预防计划可能是一个潜在的解决方案,但很少有计划在大流行的背景下进行过评估。本文的目的是衡量一项全民预防计划--HORS-PISTE 计划--在大流行病背景下对几个焦虑相关变量的影响。HORS-PISTE 计划由 10 个讲习班组成,分布在中学一年级和二年级(相当于 7 年级和 8 年级)。讲习班在教室内举行,重点是培养学生的社会心理技能。这项研究在魁北克进行,共有 1202 名中学一、二年级学生参加(女生占 48.7%,男生占 51.3%),平均年龄为 12.58 岁(标准差 = 0.75)。他们在 2020 年秋季参加 HORS-PISTE 计划前后完成了一份评估协议。对他们的回答进行了描述性分析和多变量方差分析。结果表明,在两次测量时间之间,一些测量变量的症状明显减少,如与恐慌症、广泛性焦虑症和考试焦虑相关的症状。结果还显示,与焦虑症状的干扰以及该计划所针对的认知和行为弱点有关的一些变量也有所减少。讨论强调了对结果的可能解释,以及普遍预防计划如何有助于预防青少年焦虑症,尤其是在大流行病的背景下。
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引用次数: 0
Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools 在加拿大草原地区学校开展以证据为基础的社会和情感学习的可行性
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2024-02-29 DOI: 10.1177/08295735241234782
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) SEL practices. Results indicated that positive attitudes toward SEL significantly predicted increased perceived feasibility for evidence-based SEL implementation. Additionally, both knowledge and access to resources predicted increased SEL practice by Prairie Canadian educators. Analyses for open-ended responses paralleled quantitative results. Specifically, Canadian educators had positive views about SEL programing, but like previous research conducted in other countries, indicated that they require better access to SEL training, and resources (e.g., more time to plan and teach SEL, funding and program materials). A unique Canadian context-related finding from this study was that some Prairie Canadian educators indicated a paucity of French materials for SEL programs, which impeded implementation. In order to effectively implement evidence-based SEL in Prairie Canadian schools, policy makers must address the indicated barriers for Canadian educators, such as increased SEL training and resources, and easy access to appropriate French materials.
本研究探讨了在加拿大草原地区学校实施循证社会与情感学习(SEL)计划的机遇和障碍。来自马尼托巴省、萨斯喀彻温省和阿尔伯塔省的教育工作者完成了一项关于 SEL 可行性的在线调查,并报告了五个可行性领域:(1) 对 SEL 的态度,(2) 有关 SEL 的知识,(3) 工作压力,(4) 实施 SEL 的资源,以及 (5) SEL 实践。结果表明,对 SEL 的积极态度能显著预测循证 SEL 实施可行性的提高。此外,知识和资源的获取也预示着加拿大草原省教育工作者的 SEL 实践会增加。对开放式回答的分析与定量结果一致。具体来说,加拿大教育工作者对 SEL 计划持积极态度,但与之前在其他国家进行的研究一样,他们表示需要更好地获得 SEL 培训和资源(例如,更多的时间来计划和教授 SEL、资金和计划材料)。本研究在加拿大有一个独特的发现,那就是一些普拉瑞加拿大教育工作者表示,他们缺乏用于 SEL 计划的法语材料,这阻碍了计划的实施。为了在加拿大大草原地区的学校有效实施以证据为基础的 SEL,政策制定者必须解决加拿大教育工作者所指出的障碍,如增加 SEL 培训和资源,以及容易获得适当的法语材料。
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引用次数: 0
Exploring the Ability of Educators to Identify Behaviors Indicative of Emerging Psychopathologies in Elementary School Students: Assessing the Use of a Novel Vignette Measure 探索教育工作者识别小学生新兴精神病态行为的能力:评估新颖小故事测量法的使用情况
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2024-02-05 DOI: 10.1177/08295735241228069
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 ratings matched the severity of symptoms depicted. Accuracy estimates derived through this measure differed considerably from previous vignette measure paradigms, producing much lower estimates of identification accuracy. A binomial logistics regression indicated that neither the gender nor pathology depicted in the vignettes significantly influenced rating accuracy. This novel vignette measure may represent a quick and effective means of assessing the accuracy of teachers in identifying emerging mental health disorders in their students.
本研究旨在通过一种新颖的小故事测量方法,评估教师识别新出现的心理健康障碍的能力。加拿大认证小学教师(N = 101)完成了一项调查,其中包括一项新颖的小插图测量法。参与者对几个小故事中虚构的学生行为的严重程度进行评分,并根据他们的评分与所描述的症状严重程度的吻合程度来计算他们的准确性。通过这种测量方法得出的准确度估计值与以往的小插图测量范式有很大不同,得出的识别准确度估计值要低得多。二项式物流回归结果表明,小插图中描述的性别和病理特征都不会对评分准确性产生显著影响。这种新颖的小插图测量方法可以快速有效地评估教师识别学生新出现的心理健康障碍的准确性。
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引用次数: 0
Student Engagement—Pre and Post Covid-19 Pandemic 学生参与--科威德-19 大流行前后
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2024-02-05 DOI: 10.1177/08295735241228392
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 the reasons for school dropout and has expanded to explicate a wider range of student-school engagement dynamics. This study demonstrates how student orientation to school may be effected by major extraneous factors and demonstrates the value of integrating valuable non-cognitive or affective measures within comprehensive student information and assessment systems augmenting both individual and cohort psychological supports.
本研究以数据为基础,探讨了 Covid-19 大流行与学生参与学校活动之间的关系,为学校和地区的应用和理论研究做出了贡献。本文通过多维度的 "学生就学方向问卷"(SOS-Q)评估学生就学方向的趋势数据。SOS-Q 最初是为了更好地了解辍学原因而开发的,现在已扩展到更广泛的学生-学校参与动态。这项研究表明,学生的就学取向可能会受到主要外在因素的影响,并证明了将有价值的非认知或情感测量方法整合到全面的学生信息和评估系统中,以增强个人和群体心理支持的价值。
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引用次数: 0
Teachers’ Psychological Distress and Work-Related Experiences During the COVID-19 Pandemic in Quebec (Canada) 加拿大魁北克 COVID-19 大流行期间教师的心理压力和与工作相关的经历
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2024-02-05 DOI: 10.1177/08295735241227596
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 discrimination, interpersonal conflicts at work and quality of relationships among school staff) in a sample of preschool, primary and secondary school teachers in Quebec during the pandemic across socio-demographic characteristics (age, gender, years of teaching experience, school level, region, immigrant status). In addition, we investigated whether work-related experiences were associated with psychological distress. A total of 818 teachers ( Mage = 44.5; SD = 9.04; 82.8% women) responded to an online questionnaire. Linear and logistic regression analyses were implemented. Results showed concerning levels of both anxiety and depressive symptoms in our sample. Gender, immigrant status and school level differences in the perception of the work environment emerged. Higher reported work engagement, fewer interpersonal conflicts at work and a better quality of relationships among school staff were all independently and statistically significantly associated with lower psychological distress. Promoting a cohesive school climate among school personnel can protect teachers from psychological distress in times of adversity. A socio-ecological approach to research and intervention that considers work experiences in terms of both engagement and quality of relationships is warranted to improve teachers’ well-being and contribute to a positive learning environment in schools for adults and students alike.
COVID-19 给教师带来了额外的压力,他们的心理压力水平令人担忧。然而,对教师的工作经历及其与大流行病期间心理困扰的关系的研究还很缺乏。本研究旨在通过社会人口特征(年龄、性别、教龄、学校级别、地区、移民身份),对大流行期间魁北克学前、小学和中学教师的心理困扰(即抑郁和焦虑症状)和工作相关经历(即工作投入度、工作场所歧视、工作中的人际冲突和学校员工之间的关系质量)进行抽样调查。此外,我们还调查了与工作相关的经历是否与心理困扰有关。共有 818 名教师(年龄 = 44.5;标准差 = 9.04;82.8% 为女性)回答了在线问卷。对问卷进行了线性和逻辑回归分析。结果显示,我们的样本中焦虑和抑郁症状的水平都很高。性别、移民身份和学校级别在工作环境感知方面存在差异。据报告,较高的工作参与度、较少的工作中的人际冲突以及较好的学校教职员工之间的关系质量,都与较低的心理困扰有独立的显著相关性。促进学校员工之间的和谐氛围可以保护教师在逆境中免受心理困扰。因此,有必要采用社会生态学的研究和干预方法,从参与度和人际关系质量两方面考虑工作经历,以改善教师的福祉,为学校的成人和学生营造积极的学习环境。
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引用次数: 0
Teachers’ Psychological Distress and Work-Related Experiences During the COVID-19 Pandemic in Quebec (Canada) 加拿大魁北克 COVID-19 大流行期间教师的心理压力和与工作相关的经历
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2024-02-05 DOI: 10.1177/08295735241227596
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 discrimination, interpersonal conflicts at work and quality of relationships among school staff) in a sample of preschool, primary and secondary school teachers in Quebec during the pandemic across socio-demographic characteristics (age, gender, years of teaching experience, school level, region, immigrant status). In addition, we investigated whether work-related experiences were associated with psychological distress. A total of 818 teachers ( Mage = 44.5; SD = 9.04; 82.8% women) responded to an online questionnaire. Linear and logistic regression analyses were implemented. Results showed concerning levels of both anxiety and depressive symptoms in our sample. Gender, immigrant status and school level differences in the perception of the work environment emerged. Higher reported work engagement, fewer interpersonal conflicts at work and a better quality of relationships among school staff were all independently and statistically significantly associated with lower psychological distress. Promoting a cohesive school climate among school personnel can protect teachers from psychological distress in times of adversity. A socio-ecological approach to research and intervention that considers work experiences in terms of both engagement and quality of relationships is warranted to improve teachers’ well-being and contribute to a positive learning environment in schools for adults and students alike.
COVID-19 给教师带来了额外的压力,他们的心理压力水平令人担忧。然而,对教师的工作经历及其与大流行病期间心理困扰的关系的研究还很缺乏。本研究旨在通过社会人口特征(年龄、性别、教龄、学校级别、地区、移民身份),对大流行期间魁北克学前、小学和中学教师的心理困扰(即抑郁和焦虑症状)和工作相关经历(即工作投入度、工作场所歧视、工作中的人际冲突和学校员工之间的关系质量)进行抽样调查。此外,我们还调查了与工作相关的经历是否与心理困扰有关。共有 818 名教师(年龄 = 44.5;标准差 = 9.04;82.8% 为女性)回答了在线问卷。对问卷进行了线性和逻辑回归分析。结果显示,我们的样本中焦虑和抑郁症状的水平都很高。性别、移民身份和学校级别在工作环境感知方面存在差异。据报告,较高的工作参与度、较少的工作中的人际冲突以及较好的学校教职员工之间的关系质量,都与较低的心理困扰有独立的显著相关性。促进学校员工之间的和谐氛围可以保护教师在逆境中免受心理困扰。因此,有必要采用社会生态学的研究和干预方法,从参与度和人际关系质量两方面考虑工作经历,以改善教师的福祉,为学校的成人和学生营造积极的学习环境。
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引用次数: 0
Exploring the Ability of Educators to Identify Behaviors Indicative of Emerging Psychopathologies in Elementary School Students: Assessing the Use of a Novel Vignette Measure 探索教育工作者识别小学生新兴精神病态行为的能力:评估新颖小故事测量法的使用情况
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2024-02-05 DOI: 10.1177/08295735241228069
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 ratings matched the severity of symptoms depicted. Accuracy estimates derived through this measure differed considerably from previous vignette measure paradigms, producing much lower estimates of identification accuracy. A binomial logistics regression indicated that neither the gender nor pathology depicted in the vignettes significantly influenced rating accuracy. This novel vignette measure may represent a quick and effective means of assessing the accuracy of teachers in identifying emerging mental health disorders in their students.
本研究旨在通过一种新颖的小故事测量方法,评估教师识别新出现的心理健康障碍的能力。加拿大认证小学教师(N = 101)完成了一项调查,其中包括一项新颖的小插图测量法。参与者对几个小故事中虚构的学生行为的严重程度进行评分,并根据他们的评分与所描述的症状严重程度的吻合程度来计算他们的准确性。通过这种测量方法得出的准确度估计值与以往的小插图测量范式有很大不同,得出的识别准确度估计值要低得多。二项式物流回归结果表明,小插图中描述的性别和病理特征都不会对评分准确性产生显著影响。这种新颖的小插图测量方法可以快速有效地评估教师识别学生新出现的心理健康障碍的准确性。
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引用次数: 0
Student Engagement—Pre and Post Covid-19 Pandemic 学生参与--科威德-19 大流行前后
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2024-02-05 DOI: 10.1177/08295735241228392
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 the reasons for school dropout and has expanded to explicate a wider range of student-school engagement dynamics. This study demonstrates how student orientation to school may be effected by major extraneous factors and demonstrates the value of integrating valuable non-cognitive or affective measures within comprehensive student information and assessment systems augmenting both individual and cohort psychological supports.
本研究以数据为基础,探讨了 Covid-19 大流行与学生参与学校活动之间的关系,为学校和地区的应用和理论研究做出了贡献。本文通过多维度的 "学生就学方向问卷"(SOS-Q)评估学生就学方向的趋势数据。SOS-Q 最初是为了更好地了解辍学原因而开发的,现在已扩展到更广泛的学生-学校参与动态。这项研究表明,学生的就学取向可能会受到主要外在因素的影响,并证明了将有价值的非认知或情感测量方法整合到全面的学生信息和评估系统中,以增强个人和群体心理支持的价值。
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引用次数: 0
Scope of School Psychological Practice in Germany: Part 1 德国学校心理实践的范围:第一部分
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2024-01-30 DOI: 10.1177/08295735231226195
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 the scope of school psychological practice in Germany. In a mixed method study, we first applied the Delphi technique to develop a questionnaire in collaboration with school psychological experts from different federal states of Germany. Second, we collected information on federal policies through semi-structured interviews with regional experts. Third, we invited a representative sample of school psychologists to complete the questionnaire developed through the Delphi technique. In this first report, we focus on the Delphi procedure and overall results of the survey describing the scope of school psychological practice in Germany at a country-wide level. These findings provide a detailed characterization of the broad and heterogeneous scope providing an evidence-base for future research and political decision-making.
许多国家依靠专业协会发布的声明来划定学校心理学实践的范围。然而,这些声明在多大程度上符合当前的实践以及学校心理学家对其专业角色的自我认知,这一点并不总是很清楚,因为实证数据往往缺乏或有限。本研究旨在通过收集有关德国学校心理实践范围的实证数据来填补这一空白。在一项混合方法研究中,我们首先应用德尔菲技术,与来自德国不同联邦州的学校心理专家合作开发了一份调查问卷。其次,我们通过与地区专家进行半结构化访谈,收集有关联邦政策的信息。第三,我们邀请具有代表性的学校心理学家样本完成通过德尔菲技术制定的调查问卷。在这第一份报告中,我们重点介绍了德尔菲程序以及在全国范围内描述德国学校心理学实践范围的总体调查结果。这些结果详细描述了广泛而多样的范围,为今后的研究和政治决策提供了证据基础。
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引用次数: 0
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Canadian Journal of School Psychology
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