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Lessons Learned: Achieving Consensus About Learning Disability Assessment and Diagnosis 经验教训:达成关于学习障碍评估和诊断的共识
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-05-24 DOI: 10.1177/08295735221089457
Tricia S. Williams, J. Wiener, C. 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 Supporting Documents, and the rationale for some of the decisions. The guidelines were developed by a cross-sectoral working group of psychologists who achieved a consensus on the criteria for diagnosis and the assessment process. We outline key features of the guidelines, describe topics where the group achieved consensus quickly and topics for which there was considerable debate (e.g., intelligence testing, ability/achievement discrepancy, and processing deficits). The group members shared information with each other about topics such as the advantages of early assessment, the importance of formally assessing effort and motivation, and assessment of culturally and linguistically diverse individuals. We conclude with the lessons learned and professional challenges regarding contextual influences on LD assessment and diagnosis and dissemination of research to practitioners.
目前的论文描述了用于制定《儿童、青少年和成人学习障碍诊断和评估指南共识声明和支持文件》的过程,以及一些决定的理由。该指南是由一个跨部门心理学家工作组制定的,该工作组就诊断标准和评估过程达成了共识。我们概述了指导方针的主要特点,描述了小组迅速达成共识的主题以及存在大量争论的主题(例如,智力测试、能力/成就差异和处理缺陷)。小组成员相互分享了关于早期评估的优势、正式评估努力和动机的重要性以及对文化和语言多样性个体的评估等主题的信息。最后,我们总结了对LD评估和诊断的情境影响以及向从业者传播研究的经验教训和专业挑战。
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引用次数: 0
Evaluation des bénéfices d’un dispositif d’entraînement à l’usage des doigts en mathématiques 评估手指训练设备在数学中的益处
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-04-08 DOI: 10.1177/08295735221081960
Nathalie Bonneton-Botté, Fanny Ollivier, Hélène Hili, F. 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 components of manual motor skills may be critical to the quality of this relationship. The main objective of this study is to measure the benefit of an explicit training and teaching device for finger use in mathematics by measuring the initial motor imitation abilities of young children. A protocol of pretest, training, and post-test type was proposed to 101 children with an average age of 5 years and 3 months. Measurements focused on manual motor skills and arithmetical skills. The 12-week classroom-based device was designed to develop manual motor skills and explicitly teach finger use in mathematics. The results indicate that significant progress was made in arithmetic for the students who benefited from the training. Interestingly this progress is modulated by the children’s initial motor imitation skills. This contribution opens up new research and application perspectives on the relationships between mental motor imagery, fine motor skills, and arithmetic ability.
大量研究表明,幼儿手的心理表征与其计算能力之间存在显著的正相关关系。文献表明,手动作技能的某些组成部分可能对这种关系的质量至关重要。本研究的主要目的是通过测量幼儿的初始动作模仿能力来衡量手指在数学中使用的显式训练和教学设备的效益。对101名平均年龄5岁零3个月的儿童提出了测试前、训练和测试后类型的方案。测试侧重于体力运动技能和算术技能。这个为期12周的课堂设备旨在培养手部运动技能,并明确教授手指在数学中的使用。结果表明,受益于训练的学生在算术方面取得了显著进步。有趣的是,这种进步是由儿童最初的动作模仿技能调节的。这一贡献为心理运动意象、精细运动技能和算术能力之间的关系开辟了新的研究和应用前景。
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引用次数: 0
Exploratory Investigation of Gender Differences in School Psychology Publishing Before and During the Initial Phase of COVID-19 新冠肺炎前期和初期学校心理出版性别差异的探索性调查
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-01-21 DOI: 10.1177/08295735221074473
Bryn Harris, Amanda L. Sullivan, Paul Embleton, E. 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 analyses of gendered trends in first author manuscript submission in three school psychology journals during the initial phase of COVID-19 compared to the same time frame in the preceding 3 years did not reveal any significant associations. There was a significant increase over time in the gender gap, with a trend of more female authors than male authors. Women school psychology researchers may not have experienced similar detriments to productivity as in other disciplines, or such detriments were not reflected in submission patterns during this time frame. Limitations of the study and implications for school psychology are provided.
尽管许多学科的论文提交量在封锁措施期间有所增加,但许多研究表明,学术生产力方面的性别差距正在扩大。在COVID-19初期阶段,与前3年的同一时间框架相比,对三家学校心理学期刊上第一作者稿件提交的性别趋势进行了卡方分析,未发现任何显著关联。随着时间的推移,性别差距显著增加,女性作家多于男性作家。女校心理学研究人员可能没有像其他学科那样经历过对生产力的类似损害,或者这种损害没有反映在这段时间内的提交模式中。本研究的局限性及对学校心理学的启示。
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引用次数: 3
Validation of the Moral Disengagement for Adolescent Dating Violence Prevention Scale With Teacher Trainees 青少年约会暴力预防量表中道德脱离的实证研究
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-12-14 DOI: 10.1177/08295735211063990
Elizabeth Baker, D. Exner‐Cortens, Isabel Brun, S. 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 to engage in dating violence prevention is limited. This may be due, in part, to the lack of available measurement tools. Understanding willingness before teachers are in the classroom is key to exploring how to help future teachers be more ready and able to engage in prevention efforts once they are in the classroom. Thus, the purpose of the current study was to develop and test a measure that assesses one aspect of teacher trainees’ willingness to engage in dating violence prevention efforts: moral disengagement. Using two independent samples of teacher trainees (N = 400; 64.5% White, 75.0% female, 84.5% heterosexual), we explored the factor structure of the Moral Disengagement for Adolescent Dating Violence Prevention (MD-ADVP) scale. We conducted exploratory factor analysis (Sample 1, n = 222) and confirmatory factor analysis (Sample 2, n = 178), and also examined the factor structure across sub-groups and assessed internal consistency reliability and construct validity evidence. Analyses suggest the MD-ADVP is unidimensional, and that this factor structure holds across sub-groups. We found strong evidence of both reliability and construct (convergent and divergent) validity. As hypothesized, scores on the MD-ADVP demonstrated significant negative bivariate associations with scores on three measures of adolescent dating violence prevention-related beliefs, and no association with scores on a measure of weight bias. The MD-ADVP will advance research investigating teacher preparation for adolescent dating violence prevention efforts. For example, use of the MD-ADVP can illuminate whether teacher trainees’ moral disengagement is an indicator of future implementation success. Further testing of this measure in racially and gender diverse samples is needed.
一旦进入工作岗位,教师经常被要求参与以学校为基础的青少年约会暴力预防工作。然而,我们对未来教师参与预防约会暴力的意愿和能力的理解是有限的。这可能部分是由于缺乏可用的测量工具。在教师进入课堂之前了解他们的意愿,是探索如何帮助未来的教师在进入课堂后更好地做好准备并能够参与预防工作的关键。因此,本研究的目的是开发和测试一种衡量受训者是否愿意参与预防约会暴力的措施:道德脱离。采用两个独立的培训教师样本(N = 400;64.5%白人,75.0%女性,84.5%异性恋),我们探讨了青少年约会暴力预防道德脱离(MD-ADVP)量表的因素结构。我们进行了探索性因子分析(样本1,n = 222)和验证性因子分析(样本2,n = 178),并检验了亚组间的因子结构,评估了内部一致性、信度和构建效度证据。分析表明,MD-ADVP是单向度的,这种因子结构在各个子群体中都适用。我们发现了可靠度和结构(收敛和发散)效度的有力证据。正如假设的那样,MD-ADVP的得分与青少年约会暴力预防相关信念的三项措施的得分表现出显著的负双变量关联,而与体重偏差的测量得分没有关联。MD-ADVP将推进调查教师为青少年约会暴力预防工作所做准备的研究。例如,MD-ADVP的使用可以阐明受培训教师的道德脱离是否是未来实施成功的一个指标。需要在不同种族和性别的样本中进一步测试这一措施。
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引用次数: 0
Achievement Goal Theory Review: An Application to School Psychology 成就目标理论综述:在学校心理学中的应用
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-12-14 DOI: 10.1177/08295735211058319
D. Chazan, Gabrielle N. Pelletier, L. 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 not yet been referenced in the field of school psychology. First, we review the theoretical underpinnings as told through the theory’s evolving models, explore its impacts on cognition, emotion, and behavior, and introduce a multiple goals perspective. Second, we outline the leading research supporting AGT, both in terms of structural and individual intervention studies. Third, we apply the principles of AGT to the primary tasks of school psychology professionals, including assessment, intervention, and consultation practices. The students we support can greatly benefit from gearing our approaches toward ones that foster self-improvement and interest.
成就目标理论是动机研究中最受欢迎的理论框架之一。尽管它适用于各种背景,包括学校、工作和体育,但它尚未在学校心理学领域被引用。首先,我们回顾了通过该理论的发展模型所讲述的理论基础,探讨了它对认知、情绪和行为的影响,并引入了多目标视角。其次,我们概述了在结构和个人干预研究方面支持AGT的领先研究。第三,我们将AGT原则应用于学校心理学专业人员的主要任务,包括评估、干预和咨询实践。我们支持的学生可以从我们的方法转向培养自我完善和兴趣的方法中受益匪浅。
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引用次数: 9
The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging. 社会支持与学生学业投入的关系:学校归属感的中介作用。
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-12-01 Epub Date: 2021-07-26 DOI: 10.1177/08295735211034713
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, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants (N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

与经合组织的其他成员国相比,加拿大的高中毕业率仍然很低。先前的研究发现,学业投入与毕业的积极轨迹有关,社会支持促进了学生的投入,而学校归属感可以调解这种关系。然而,人们对这种调解的具体情况知之甚少,尤其是在quamezbec。因此,本研究考察了归属在社会支持与学业投入关系中的中介作用。参与者(N = 238)为来自大蒙区的高中生。所有变量均通过学校气候问卷进行测量。分层多元回归结果表明,家长支持与学业投入有直接关系,同伴和教师支持在学校归属感与学业投入的中介关系中起中介作用。结果强调了学校归属感在促进与社会支持相关的学术参与方面的关键作用。
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引用次数: 14
Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors 自我决定理论在教育中的应用:规则类型、心理需求与自主支持行为
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-10-27 DOI: 10.1177/08295735211055355
F. 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 important to predict school outcomes; (3) when the psychological needs for competence, autonomy and relatedness are satisfied this leads to autonomous motivation or autonomous goals endorsement; (4) autonomy supportive practices by parents and teachers are important catalyzers of needs’ fulfillment; (5) intervention programs designed for teachers or parents focusing on these psychological needs usually lead to greater autonomous extrinsic motivation and intrinsic motivation and better adjustment outcomes. The implication of this theory for school psychologists is underscored as well as its implications for the practice of teaching.
自决理论(SDT)已被用于理解学生在学校的动机,在一般情况下以及在各种学校科目中。这篇对许多SDT研究进行的文献综述表明:(1)自主类型的外在动机和内在动机对学生产生积极影响;(2) 目标的类型及其背后的规则对预测学校成绩也很重要;(3) 当能力、自主性和关联性的心理需求得到满足时,就会产生自主动机或自主目标背书;(4) 家长和教师的自主支持实践是需求实现的重要催化剂;(5) 为教师或家长设计的针对这些心理需求的干预计划通常会带来更大的自主外在动机和内在动机,并带来更好的适应结果。强调了这一理论对学校心理学家的启示以及对教学实践的启示。
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引用次数: 41
Control-Value Theory of Achievement Emotions and Its Relevance to School Psychology 成就情绪的控制价值理论及其与学校心理学的关联
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-10-27 DOI: 10.1177/08295735211053962
Virginia Tze, Patti C. 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 article, we first provide a brief overview of the theory, with a specific focus on the proximal antecedents (i.e., cognitive appraisals), as well as academic emotions and performance. Given that school psychologists are often consulted with strategies regarding students’ emotional challenges exhibited in the classroom, we then discuss empirical evidence of control- and value-based interventions (e.g., attributional retraining, utility-value), both of which can be posited to address the cognitive appraisals of achievement emotions. Lastly, we discuss the implications of CVT and control- and value-based interventions to school psychologists’ work.
成就情绪的控制价值理论(CVT)是一个完善的理论框架,它描述了远端和近端前因、学业情绪、学生投入和成就之间的预测关系。虽然大多数以CVT为基础的研究都是由教育心理学家进行的,但这一理论也可以应用于学校心理学领域。在这篇文章中,我们首先简要概述了这一理论,特别关注近端前因由(即认知评价),以及学术情绪和表现。鉴于学校心理学家经常就学生在课堂上表现出的情绪挑战咨询策略,我们然后讨论了基于控制和价值的干预(例如,归因再训练,效用价值)的经验证据,这两种干预都可以被假定为解决成就情绪的认知评估。最后,我们讨论了CVT和基于控制和价值的干预对学校心理学家工作的影响。
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引用次数: 10
Integrative and Theoretical Reviews of Achievement Motivation for School Psychologists: Introduction to the Special Issue 学校心理学家成就动机的综合与理论综述:特刊导论
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-10-27 DOI: 10.1177/08295735211055333
L. 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. This empirical evidence is rooted in long-standing theorizing that motivation constructs hold an important role alongside cognitive constructs in understanding student learning. Moreover, because motivation constructs are viewed as malleable, they provide an untapped source of intervention for school psychologists in supporting students. For these reasons, this special issue presents five review articles that integrate discrete theories of achievement motivation to the practice of school psychology. Largely representing Canadian expertise, the articles describe the potential for the control-value theory of emotions, achievement goal theory, mindset theory, self-determination theory, and self-regulated learning in the work of school psychologists. The final commentary article explicates a whole-child framework to highlight the role motivation can hold alongside cognition and guide school psychologists to partner these constructs for the betterment of children.
在最初的教育计划和学校心理学家正在进行的职业发展中,对成就动机的理论基础理解似乎在很大程度上被忽视了。这是不幸的,因为动机结构,如感知控制、价值观和自我信念,以一种补充智力测试解释的差异的方式预测学生的学习成绩。这一经验证据植根于长期以来的理论,即动机结构与认知结构在理解学生学习中发挥着重要作用。此外,由于动机结构被认为是可塑的,它们为学校心理学家支持学生提供了一个尚未开发的干预来源。出于这些原因,本期特刊提供了五篇综述文章,将成就动机的离散理论与学校心理学的实践相结合。这些文章主要代表了加拿大的专业知识,描述了情绪控制价值理论、成就目标理论、心态理论、自决理论和自我调节学习在学校心理学家工作中的潜力。最后的评论文章阐述了一个完整的儿童框架,以强调动机在认知中的作用,并指导学校心理学家将这些结构结合起来,以改善儿童的生活。
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引用次数: 2
Mindset Theory and School Psychology 心态理论与学校心理学
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-10-27 DOI: 10.1177/08295735211053961
A. Kapasi, J. 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 described in many empirical and theoretical papers, the mindset a student holds can influence important psychological and behavioral factors, including reaction to failure, persistence and level of effort, and expectations of success, which ultimately impact academic achievement. Importantly, mindsets can be changed, and interventions have been developed to promote a more growth mindset. A growth mindset allows students to view challenges as an opportunity for improvement, is linked to enjoyment of learning, and increases motivation in school. School psychologists are often working with students with learning differences and/or mental health concerns who are particularly at-risk for poor academic achievement, and researchers have demonstrated the important impact a growth mindset can have for these vulnerable students. School psychologists are well-positioned to incorporate mindset theory into the school environment in order to best support the students they serve. In this paper we provide a theoretical overview of mindset theory and mindset interventions, and specifically review the literature on mindset theory for individuals with learning disabilities and mental health challenges. We discuss how school psychologists can incorporate mindset theory into their practice to support the shift from a fixed to a growth mindset for all students.
心态理论是一种成就动机理论,其核心是能力的可塑性。根据心态理论,学生对自己的智力倾向于要么有成长型心态,要么有固定型心态;成长心态的学生倾向于认为智力是可塑的,而固定心态的学生则倾向于认为智力是不可改变的。正如许多实证和理论论文所描述的那样,学生的心态会影响重要的心理和行为因素,包括对失败的反应、坚持不懈和努力程度,以及对成功的期望,这些因素最终会影响学业成绩。重要的是,心态是可以改变的,并且已经制定了干预措施来促进更成长性的心态。成长型心态让学生将挑战视为进步的机会,与学习的乐趣联系在一起,并增加在学校的动力。学校心理学家经常与有学习差异和/或心理健康问题的学生一起工作,这些学生特别容易出现学习成绩不佳的风险,研究人员已经证明了成长型心态对这些弱势学生的重要影响。学校心理学家有能力将心态理论融入到学校环境中,以最好地支持他们所服务的学生。本文对心态理论和心态干预进行了理论综述,并对心态理论在学习障碍和心理健康挑战个体中的研究进展进行了综述。我们讨论了学校心理学家如何将心态理论融入到他们的实践中,以支持所有学生从固定心态到成长心态的转变。
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引用次数: 8
期刊
Canadian Journal of School Psychology
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