Pub Date : 2024-09-10DOI: 10.1177/01430343241268417
Jeongmin Lee
Socially and emotionally competent children thrive in school and life. Crucial to this success is integrating social and emotional learning (SEL) across their developmental ecology, from homes, schools, and communities to society. This case study draws on interviews with 21 parents, 42 teachers, and 12 professionals from diverse educational institutions in Malawi. It illuminates coordination strategies and enabling factors for system-wide support for SEL in and around Malawi's schools. Teachers deliver a compulsory SEL-infused curriculum, sometimes co-instructed with parents, and emphasize daily discipline and behavior modeling. Governmental and nongovernmental organizations collaborate with grassroots initiatives, such as Mothers’ Groups, to provide technical support, teacher training, financial aid, and community-wide discussions to acquaint parents with SEL. These efforts align through multiparty dialogues, aimed at bridging home–school disparities. The findings offer insights for establishing a coherent, system-wide support structure for SEL in Malawi and potentially other countries.
具有社交和情感能力的儿童在学校和生活中茁壮成长。这一成功的关键在于将社会和情感学习（SEL）贯穿于从家庭、学校、社区到社会的整个发展生态中。本案例研究对马拉维不同教育机构的 21 名家长、42 名教师和 12 名专业人员进行了访谈。它揭示了马拉维学校内外全系统支持 SEL 的协调策略和有利因素。教师们讲授融合了 SEL 的必修课程，有时还与家长共同授课，并强调日常纪律和行为示范。政府和非政府组织与母亲团体等基层倡议合作，提供技术支持、教师培训、财政援助和社区讨论，让家长了解 SEL。这些努力通过多方对话进行协调，旨在缩小家庭与学校之间的差距。研究结果为在马拉维以及可能的其他国家建立一个协调一致的、全系统的支持结构来促进 SEL 提供了启示。
{"title":"“It takes a village”: An ecological analysis of social and emotional learning environments in Malawi","authors":"Jeongmin Lee","doi":"10.1177/01430343241268417","DOIUrl":"https://doi.org/10.1177/01430343241268417","url":null,"abstract":"Socially and emotionally competent children thrive in school and life. Crucial to this success is integrating social and emotional learning (SEL) across their developmental ecology, from homes, schools, and communities to society. This case study draws on interviews with 21 parents, 42 teachers, and 12 professionals from diverse educational institutions in Malawi. It illuminates coordination strategies and enabling factors for system-wide support for SEL in and around Malawi's schools. Teachers deliver a compulsory SEL-infused curriculum, sometimes co-instructed with parents, and emphasize daily discipline and behavior modeling. Governmental and nongovernmental organizations collaborate with grassroots initiatives, such as Mothers’ Groups, to provide technical support, teacher training, financial aid, and community-wide discussions to acquaint parents with SEL. These efforts align through multiparty dialogues, aimed at bridging home–school disparities. The findings offer insights for establishing a coherent, system-wide support structure for SEL in Malawi and potentially other countries.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142202131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-24DOI: 10.1177/01430343241248759
Christen Knowles, Christopher Murray, Jeff Gau
A rapidly growing body of research indicates that the quality of children's relationships with teachers can affect students’ emotional, behavioral, and school related adjustment. The vast majority of this research has relied on measures that assess teacher—rather than student—perceptions of these relationships. In this study, we administered a student self-report measure of teacher-student relationships (TSR) to 185 children, all of whom had emotional and behavioral problems. Children's special education teachers (N = 76) also completed a validated measure of TSR. Results of a confirmatory factor analysis of child ratings confirmed a model that included three TSR factors: Communication, Trust, and Alienation. Analyses of similarities between student and teacher views of their relationship with one another suggested limited concordance, however, student perceptions of TSR were robust predictors of their emotional, behavioral, and school adjustment even after controlling for teacher perceptions of TSR. These findings provide preliminary support for the importance assessing student perceptions of TSR and initial evidence for the construct validity, reliability and criterion-related validity of a child report measure of teacher-student relationships among students with emotional and behavioral problems.
越来越多的研究表明，儿童与教师关系的好坏会影响到学生的情绪、行为和与学 校相关的适应。这些研究中的绝大多数都依赖于评估教师而非学生对师生关系看法的测量方法。在本研究中，我们对 185 名儿童进行了师生关系（TSR）的学生自我报告测量，这些儿童都有情绪和行为问题。儿童的特殊教育教师（76 人）也填写了一份经过验证的师生关系测量表。儿童评分的确认性因素分析结果证实了一个包含三个 TSR 因素的模型：沟通、信任和疏远。对学生和教师对彼此关系看法的相似性进行的分析表明，两者之间的一致性有限，但是，即使在控制了教师对 TSR 的看法后，学生对 TSR 的看法仍能有力地预测他们的情绪、行为和学校适应情况。这些研究结果为评估学生对师生关系的看法的重要性提供了初步支持，也为有情绪和行为问题的学生中师生关系的儿童报告测量的建构有效性、可靠性和标准相关有效性提供了初步证据。
{"title":"Measuring teacher-student relationships among children with emotional and behavioral problems","authors":"Christen Knowles, Christopher Murray, Jeff Gau","doi":"10.1177/01430343241248759","DOIUrl":"https://doi.org/10.1177/01430343241248759","url":null,"abstract":"A rapidly growing body of research indicates that the quality of children's relationships with teachers can affect students’ emotional, behavioral, and school related adjustment. The vast majority of this research has relied on measures that assess teacher—rather than student—perceptions of these relationships. In this study, we administered a student self-report measure of teacher-student relationships (TSR) to 185 children, all of whom had emotional and behavioral problems. Children's special education teachers (N = 76) also completed a validated measure of TSR. Results of a confirmatory factor analysis of child ratings confirmed a model that included three TSR factors: Communication, Trust, and Alienation. Analyses of similarities between student and teacher views of their relationship with one another suggested limited concordance, however, student perceptions of TSR were robust predictors of their emotional, behavioral, and school adjustment even after controlling for teacher perceptions of TSR. These findings provide preliminary support for the importance assessing student perceptions of TSR and initial evidence for the construct validity, reliability and criterion-related validity of a child report measure of teacher-student relationships among students with emotional and behavioral problems.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140664824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.1177/01430343241247226
Elliott Nkoma, Moses Kufakunesu
The study employed a qualitative research approach using a phenomenological research design since the lived experiences of educational psychologists in Masvingo Province were scrutinized with the intention of establishing the extent to which educational psychologists matched the laid down specifications pertaining to their professional operations during a high inflationary environment. Three males and two females were purposely selected and in-depth interviews were utilized. Four themes emerged from the study: (a) vital roles, successful, and unsuccessful experiences, (b) diverse views on major policy documents, (c) barriers in rendering support services, and (d) perceived solutions. Results indicated that policy documents are outdated and need revision. Human and material resources were viewed a barriers to performance and perceived solutions included multidisciplinary team work, decentralization and increasing the number of psychologists, training of psychologists and reduced continuous professional development points. Educational psychologists focused more on diagnostic and behavioral consultations in urban schools. They distributed schools in urban areas depending on psychologists’ place of residences. Rural schools were minimally assessed with little provision of intervention, prevention, and health promotion services. The results provide important implications for resource provision and policy formulation.
{"title":"Provision of educational psychological services under a high inflationary environment in Masvingo Province, Zimbabwe","authors":"Elliott Nkoma, Moses Kufakunesu","doi":"10.1177/01430343241247226","DOIUrl":"https://doi.org/10.1177/01430343241247226","url":null,"abstract":"The study employed a qualitative research approach using a phenomenological research design since the lived experiences of educational psychologists in Masvingo Province were scrutinized with the intention of establishing the extent to which educational psychologists matched the laid down specifications pertaining to their professional operations during a high inflationary environment. Three males and two females were purposely selected and in-depth interviews were utilized. Four themes emerged from the study: (a) vital roles, successful, and unsuccessful experiences, (b) diverse views on major policy documents, (c) barriers in rendering support services, and (d) perceived solutions. Results indicated that policy documents are outdated and need revision. Human and material resources were viewed a barriers to performance and perceived solutions included multidisciplinary team work, decentralization and increasing the number of psychologists, training of psychologists and reduced continuous professional development points. Educational psychologists focused more on diagnostic and behavioral consultations in urban schools. They distributed schools in urban areas depending on psychologists’ place of residences. Rural schools were minimally assessed with little provision of intervention, prevention, and health promotion services. The results provide important implications for resource provision and policy formulation.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1177/01430343241247221
Jeongmin Lee
Social and emotional learning (SEL) enhances children's academic and life achievements when implemented well. While previous studies explored factors influencing teachers’ implementation of SEL, limited attention has been given to the role of their social and emotional competence (SEC). To address this gap, this study analyzed surveys from 434 primary school teachers in Malawi using hierarchical linear modeling. The findings reveal a positive relationship between teachers’ SEC, specifically in emotion regulation and relationship management, and their integration of SEL in daily classroom instruction. Notably, teachers serve as behavioral role models through socialization, communication, and emotional conduct. Strengthening teachers’ SEC, in conjunction with SEL pedagogy training, could help foster SEL-rich school environments for learners in Malawi and similar contexts.
社会和情感学习（SEL）如果实施得当，可以提高儿童的学业和生活成就。以往的研究探讨了影响教师实施社会和情感学习的因素，但对教师的社会和情感能力（SEC）的作用关注有限。为了弥补这一不足，本研究使用层次线性模型分析了马拉维 434 名小学教师的调查。研究结果表明，教师的社会和情感能力（特别是在情绪调节和关系管理方面）与他们将社会和情感教育融入日常课堂教学之间存在正相关关系。值得注意的是，教师通过社会化、沟通和情感行为起到了行为榜样的作用。加强教师的 SEC，并结合 SEL 教学法培训，有助于为马拉维和类似环境中的学习者营造丰富的 SEL 学校环境。
{"title":"The role of teachers’ social and emotional competence in implementing social and emotional learning (SEL) curriculum in Malawi","authors":"Jeongmin Lee","doi":"10.1177/01430343241247221","DOIUrl":"https://doi.org/10.1177/01430343241247221","url":null,"abstract":"Social and emotional learning (SEL) enhances children's academic and life achievements when implemented well. While previous studies explored factors influencing teachers’ implementation of SEL, limited attention has been given to the role of their social and emotional competence (SEC). To address this gap, this study analyzed surveys from 434 primary school teachers in Malawi using hierarchical linear modeling. The findings reveal a positive relationship between teachers’ SEC, specifically in emotion regulation and relationship management, and their integration of SEL in daily classroom instruction. Notably, teachers serve as behavioral role models through socialization, communication, and emotional conduct. Strengthening teachers’ SEC, in conjunction with SEL pedagogy training, could help foster SEL-rich school environments for learners in Malawi and similar contexts.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140567826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1177/01430343241247233
Lin Wang, Shan Jiang, Shilin Tan, Yangyang Wan, Wanyan Fei
Ostracism and school engagement have important implications for adolescents’ academic perseverance and success. However, limited previous studies have investigated the mediating effects of school engagement on the association between ostracism and academic achievement in the Chinese cultural context. The present study fills in this research gap by examining the mediating effects of emotional engagement, cognitive engagement, and behavioral engagement on the association between ostracism and adolescents’ academic achievement. Clustered random sampling was employed, and a total of 728 adolescents (52.6% female) were recruited as participants. The results showed that ostracism was negatively associated with academic achievement. Ostracism was negatively associated with emotional engagement and cognitive engagement, which in turn were related to worse academic achievement. Notably, within the Chinese cultural context, behavioral engagement did not exhibit a mediating effect between ostracism and academic achievement. The findings of the present research have theoretical and practical implications for curtailing ostracism and improving adolescents’ academic achievement.
{"title":"Ostracism, school engagement, and academic achievement: Examining a mediation model among senior high school students","authors":"Lin Wang, Shan Jiang, Shilin Tan, Yangyang Wan, Wanyan Fei","doi":"10.1177/01430343241247233","DOIUrl":"https://doi.org/10.1177/01430343241247233","url":null,"abstract":"Ostracism and school engagement have important implications for adolescents’ academic perseverance and success. However, limited previous studies have investigated the mediating effects of school engagement on the association between ostracism and academic achievement in the Chinese cultural context. The present study fills in this research gap by examining the mediating effects of emotional engagement, cognitive engagement, and behavioral engagement on the association between ostracism and adolescents’ academic achievement. Clustered random sampling was employed, and a total of 728 adolescents (52.6% female) were recruited as participants. The results showed that ostracism was negatively associated with academic achievement. Ostracism was negatively associated with emotional engagement and cognitive engagement, which in turn were related to worse academic achievement. Notably, within the Chinese cultural context, behavioral engagement did not exhibit a mediating effect between ostracism and academic achievement. The findings of the present research have theoretical and practical implications for curtailing ostracism and improving adolescents’ academic achievement.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140708014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1177/01430343241247228
Zhuojun Yao
The importance of prosocial behavior in helping migrant youths overcome challenges associated with relocating to urban settings has been emphasized. However, the trajectory of prosocial behavior in this population and the factors influencing it remain unclear. This study aimed to investigate the influence of cumulative family risk on the growth trajectory of prosocial behavior among Chinese rural-to-urban migrant adolescents from 7th grade to 8th grade. Additionally, it delved into the moderating role of school belonging in the relationship between cumulative family risk and prosocial development. The participants in this study included rural-to-urban migrant adolescents (Mean age = 13.52, SD = 1.23, N = 844) and their parents. Outcomes from latent growth curve modeling revealed that migrant adolescents displayed intra-individual increases in prosocial behavior during the transition from 7th grade to 8th grade, while cumulative family risk had a negative influence on these changes. Nevertheless, the adverse impact of cumulative family risk on prosocial development was alleviated for adolescents who reported a heightened sense of belonging within the school environment. These findings underscore the protective role of school belonging in the prosocial development of migrant adolescents, especially for those facing elevated cumulative family risk.
{"title":"Cumulative family risk and rural-to-urban migrant adolescent prosocial behavior: The moderating role of school belonging","authors":"Zhuojun Yao","doi":"10.1177/01430343241247228","DOIUrl":"https://doi.org/10.1177/01430343241247228","url":null,"abstract":"The importance of prosocial behavior in helping migrant youths overcome challenges associated with relocating to urban settings has been emphasized. However, the trajectory of prosocial behavior in this population and the factors influencing it remain unclear. This study aimed to investigate the influence of cumulative family risk on the growth trajectory of prosocial behavior among Chinese rural-to-urban migrant adolescents from 7th grade to 8th grade. Additionally, it delved into the moderating role of school belonging in the relationship between cumulative family risk and prosocial development. The participants in this study included rural-to-urban migrant adolescents (Mean age = 13.52, SD = 1.23, N = 844) and their parents. Outcomes from latent growth curve modeling revealed that migrant adolescents displayed intra-individual increases in prosocial behavior during the transition from 7th grade to 8th grade, while cumulative family risk had a negative influence on these changes. Nevertheless, the adverse impact of cumulative family risk on prosocial development was alleviated for adolescents who reported a heightened sense of belonging within the school environment. These findings underscore the protective role of school belonging in the prosocial development of migrant adolescents, especially for those facing elevated cumulative family risk.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140708216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-12DOI: 10.1177/01430343241244748
Maximus Monaheng Sefotho, Moeketsi Letseka
The concept of Botho/ Ubuntu emerges as a balancing paradigm poised to drive cognitive justice in psychological discourses. A paradigm is a universally recognized scientific model that represents a worldview of the nature of the world. There are enduring concerns about the privileging of Western European paradigms, ontologies, epistemologies, and axiologies over their African counterparts. In this article, we present the Botho/ Ubuntu paradigm as a strong contender for the promotion, and humanization of epistemologies in psychology. The 59th annual conference of the Comparative and International Education Society (CIES) in Washington, DC in 2015, whose theme was “ Ubuntu! Imagining a Humanist Education Globally,” as well as the World Council of Comparative Education Societies’ (WCCES) recent book, Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu, are examples through which Ubuntu began to emerge as a paradigm poised to deliver cognitive and epistemic justice in the area such as psychology. We use Critical African Psychology as a lens through which we interrogate cognitive injustice. We conclude by demonstrating that Botho/Ubuntu paradigm might serve as a driver of cognitive justice in psychology and makes inroads into major discourses driven by African scholars.
{"title":"Botho/Ubuntu paradigm as cognitive justice in psychology","authors":"Maximus Monaheng Sefotho, Moeketsi Letseka","doi":"10.1177/01430343241244748","DOIUrl":"https://doi.org/10.1177/01430343241244748","url":null,"abstract":"The concept of Botho/ Ubuntu emerges as a balancing paradigm poised to drive cognitive justice in psychological discourses. A paradigm is a universally recognized scientific model that represents a worldview of the nature of the world. There are enduring concerns about the privileging of Western European paradigms, ontologies, epistemologies, and axiologies over their African counterparts. In this article, we present the Botho/ Ubuntu paradigm as a strong contender for the promotion, and humanization of epistemologies in psychology. The 59th annual conference of the Comparative and International Education Society (CIES) in Washington, DC in 2015, whose theme was “ Ubuntu! Imagining a Humanist Education Globally,” as well as the World Council of Comparative Education Societies’ (WCCES) recent book, Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu, are examples through which Ubuntu began to emerge as a paradigm poised to deliver cognitive and epistemic justice in the area such as psychology. We use Critical African Psychology as a lens through which we interrogate cognitive injustice. We conclude by demonstrating that Botho/Ubuntu paradigm might serve as a driver of cognitive justice in psychology and makes inroads into major discourses driven by African scholars.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.1177/01430343241236487
Marisa Carvalho, Rosário Serrão, Heleza Azevedo, Joana Cruz, Diana Alves, Cristina Martins, Elisabete Marques, Marisa Fonseca, Nuna Tormenta, Teresa de Jesus, Sofia Ramalho
School psychologists can support schools in implementing inclusive practices. In Portugal, the Decree-Law 54/2018 has set the country on the path to inclusive education based on whole-school approaches. This policy shift demands a change in school psychologists’ practices to be agents for systems change versus traditional roles (such as assessing and counseling students). An e-learning training course was developed and implemented by nine psychologists through a partnership between the Ministry of Education and the Portuguese Psychology Association, focused on the Multi-tiered Systems of Support framework for constructing inclusive schools. The main aim was to empower school psychologists to support adequate, inclusive, and multi-tiered intervention responses in their schools, resourcing a collaborative and supervised approach. From all Portuguese regions, 327 psychologists participated in the training from October 2020 to April 2021. This article focuses on the trainers’ experiences of training, collected through a focus group, reflecting on the challenges, opportunities, and necessary improvements for future training in school psychologists in Portugal on this topic. Trainers have identified organizational and pedagogical aspects as critical to the training delivery and quality that should be addressed in future training courses for school psychologists.
{"title":"School psychologists’ training to support inclusive education in Portugal: Trainers’ perspectives of opportunities, challenges, and improvements","authors":"Marisa Carvalho, Rosário Serrão, Heleza Azevedo, Joana Cruz, Diana Alves, Cristina Martins, Elisabete Marques, Marisa Fonseca, Nuna Tormenta, Teresa de Jesus, Sofia Ramalho","doi":"10.1177/01430343241236487","DOIUrl":"https://doi.org/10.1177/01430343241236487","url":null,"abstract":"School psychologists can support schools in implementing inclusive practices. In Portugal, the Decree-Law 54/2018 has set the country on the path to inclusive education based on whole-school approaches. This policy shift demands a change in school psychologists’ practices to be agents for systems change versus traditional roles (such as assessing and counseling students). An e-learning training course was developed and implemented by nine psychologists through a partnership between the Ministry of Education and the Portuguese Psychology Association, focused on the Multi-tiered Systems of Support framework for constructing inclusive schools. The main aim was to empower school psychologists to support adequate, inclusive, and multi-tiered intervention responses in their schools, resourcing a collaborative and supervised approach. From all Portuguese regions, 327 psychologists participated in the training from October 2020 to April 2021. This article focuses on the trainers’ experiences of training, collected through a focus group, reflecting on the challenges, opportunities, and necessary improvements for future training in school psychologists in Portugal on this topic. Trainers have identified organizational and pedagogical aspects as critical to the training delivery and quality that should be addressed in future training courses for school psychologists.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140155651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-07DOI: 10.1177/01430343241236491
Leishan Shi, Yuping Wu, Yanfang Zhou
Based on Bass' leadership theory and Bandura's social cognitive theory, we tested the direct relationship between head teacher transformational leadership behavior, head teacher transactional leadership behavior, and junior high school students’ school adjustment as well as explored the role of class collective efficacy in mediating this relationship. Surveying 5,083 junior high school students in 168 classes and controlling for grade, head teacher gender, and class size, the hypothesized relationships were tested through a 2-2-1 mediation model using multilevel structural equation modeling. The results indicated that there was not only a direct relationship between head teacher transformational leadership behavior and school adjustment ( b = .326, 95% confidence interval [CI] [.218, .434]), but also an indirect relationship through class collective efficacy (.047, 95% CI [.007, .087]), although the direct link was stronger. Moreover, there was only an indirect relationship between head teacher transactional leadership behavior and school adjustment through class collective efficacy (.051, 95% CI [.007, .096]), and the link between head teacher transformational leadership behavior and school adjustment was stronger than the link between head teacher transactional leadership behavior and school adjustment (diff = .351, 95% CI [.126, .577]). This study extended Bass' leadership theory to a class organization, and the relationship between head teacher leadership behavior and school adjustment was explored at the class level in a junior high school.
基于巴斯的领导理论和班杜拉的社会认知理论，我们检验了班主任变革型领导行为、班主任交易型领导行为与初中生学校适应之间的直接关系，并探讨了班级集体效能在这一关系中的中介作用。我们对 168 个班级的 5083 名初中生进行了调查，并控制了年级、班主任性别和班级规模，通过多层次结构方程模型的 2-2-1 中介模型检验了假设的关系。结果表明，班主任变革型领导行为与学校适应之间不仅存在直接关系（b = .326，95% 置信区间 [CI][.218，.434]），而且还通过班级集体效能感（.047，95% CI [.007，.087]）存在间接关系，但直接关系更强。此外，班主任交易型领导行为与学校适应性之间仅存在通过班级集体效能感的间接关系（.051，95% CI [.007，.096]），班主任变革型领导行为与学校适应性之间的联系强于班主任交易型领导行为与学校适应性之间的联系（diff = .351，95% CI [.126，.577]）。本研究将巴斯的领导理论延伸至班级组织，在初中班级层面探讨了班主任领导行为与学校适应性之间的关系。
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