Pub Date : 2022-01-27DOI: 10.1177/01430343211066016
Sherrie L. Proctor
This article reflects on key ideas in Graves (2009) that are relevant to recruitment, retention, and inclusion of Black people in school psychology. The article begins with a critique of the field's lack of engagement with the ideas Albert Beckham introduced in the 20th century. Then, the article discusses issues that Black school psychologists are engaging today through their research and practice to illustrate the critical need for inclusion of Black thought and Black people in school psychology. Next, the article offers a brief review of extant research related to the recruitment and retention of Black people in school psychology. The article concludes with implications for the recruitment, retention, and inclusion of Black people in school psychology.
{"title":"From Beckham until now: Recruiting, retaining, and including Black people and Black thought in school psychology","authors":"Sherrie L. Proctor","doi":"10.1177/01430343211066016","DOIUrl":"https://doi.org/10.1177/01430343211066016","url":null,"abstract":"This article reflects on key ideas in Graves (2009) that are relevant to recruitment, retention, and inclusion of Black people in school psychology. The article begins with a critique of the field's lack of engagement with the ideas Albert Beckham introduced in the 20th century. Then, the article discusses issues that Black school psychologists are engaging today through their research and practice to illustrate the critical need for inclusion of Black thought and Black people in school psychology. Next, the article offers a brief review of extant research related to the recruitment and retention of Black people in school psychology. The article concludes with implications for the recruitment, retention, and inclusion of Black people in school psychology.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43907728","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 : 2022-01-27DOI: 10.1177/01430343221074708
Kamontá Heidelburg, Chavez Phelps, Tai A. Collins
Ensuring a psychologically and physically safe learning environment for students and staff is necessary for students to learn and grow and for teachers to teach. However, for Black students and other marginalized students, the school environment is often physically and emotionally unsafe and they are targeted by anti-Black policies and practices, ultimately producing inequitable outcomes. As such, school safety must be reexamined and reconceptualized to promote a safe, secure, and welcoming environment for Black students. In this article, we will discuss the school-based experiences of Black students in American schools with a particular focus on Black students’ physical and emotional safety. Furthermore, implications and recommendations for establishing safe, affirming, and culturally relevant educational spaces for Black students are provided.
{"title":"Reconceptualizing school safety for Black students","authors":"Kamontá Heidelburg, Chavez Phelps, Tai A. Collins","doi":"10.1177/01430343221074708","DOIUrl":"https://doi.org/10.1177/01430343221074708","url":null,"abstract":"Ensuring a psychologically and physically safe learning environment for students and staff is necessary for students to learn and grow and for teachers to teach. However, for Black students and other marginalized students, the school environment is often physically and emotionally unsafe and they are targeted by anti-Black policies and practices, ultimately producing inequitable outcomes. As such, school safety must be reexamined and reconceptualized to promote a safe, secure, and welcoming environment for Black students. In this article, we will discuss the school-based experiences of Black students in American schools with a particular focus on Black students’ physical and emotional safety. Furthermore, implications and recommendations for establishing safe, affirming, and culturally relevant educational spaces for Black students are provided.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47800605","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 : 2022-01-24DOI: 10.1177/01430343221074614
Mohammad Sajedifard, Zahra Sajedifard
This qualitative study aimed to investigate the influences on 32 rural Iranian high school students’ adoption of achievement goals. To this end, the high school students took part in individual semi-structured interviews. The outcomes indicated the high school students’ goal orientation adoption was impacted by a host of significant individuals in four contexts: (1) school (e.g. teachers, classmates), (2) family (e.g. parents, relatives), (3) rural community (e.g. neighbors and rural university graduates) and (4) media (e.g. counselors on TV). Likewise, various factors (i.e. social, psychological, economic, educational, rural, biological and religious) also appeared to influence their achievement goal adoption. Results may have implications for various stakeholders such as educational authorities, policy makers, researchers and significant others (e.g. teachers, counselors, parents, among many others).
{"title":"Rural students’ achievement goal orientation choices: A qualitative analysis of the influential individuals and factors","authors":"Mohammad Sajedifard, Zahra Sajedifard","doi":"10.1177/01430343221074614","DOIUrl":"https://doi.org/10.1177/01430343221074614","url":null,"abstract":"This qualitative study aimed to investigate the influences on 32 rural Iranian high school students’ adoption of achievement goals. To this end, the high school students took part in individual semi-structured interviews. The outcomes indicated the high school students’ goal orientation adoption was impacted by a host of significant individuals in four contexts: (1) school (e.g. teachers, classmates), (2) family (e.g. parents, relatives), (3) rural community (e.g. neighbors and rural university graduates) and (4) media (e.g. counselors on TV). Likewise, various factors (i.e. social, psychological, economic, educational, rural, biological and religious) also appeared to influence their achievement goal adoption. Results may have implications for various stakeholders such as educational authorities, policy makers, researchers and significant others (e.g. teachers, counselors, parents, among many others).","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45427921","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 : 2022-01-19DOI: 10.1177/01430343211070165
Lindsay M. Fallon, Sally L. Grapin, Daniel S. Newman, Amity Noltemeyer
The purpose of this document is to provide manuscript reviewers with recommendations and self-reflection questions for monitoring biases and promoting equity and social justice in the peer review process. Bias may impact how manuscripts are evaluated from the pre-review (e.g., decision to accept a review invitation) through the recommendation stages of the peer review process and can ultimately impact which authors and voices, topics, methodologies, and methods are represented in scholarly literature. We hope that the recommendations and self-reflection questions in the document will assist reviewers in facilitating a more equitable review process. The tips and questions are focused specifically on issues of equity and social justice; they are not intended to represent a comprehensive set of all critical self-reflection questions a reviewer might consider. Although a team of leaders from School Psychology International and the Journal of Educational and Psychological Consultation developed these tips, we hope they are relevant to reviewers across journals in school and educational psychology as well as in other related fields. The tips are derived from various sources (e.g., APA, 2021; Buchanan et al., 2020; SAGE Publishing, 2021). We recognize that these tips, considerations, and self-reflection questions are not exhaustive or complete, but hope they highlight important considerations for reflection and action.
{"title":"Promoting equity and social justice in the peer review process: Tips for reviewers","authors":"Lindsay M. Fallon, Sally L. Grapin, Daniel S. Newman, Amity Noltemeyer","doi":"10.1177/01430343211070165","DOIUrl":"https://doi.org/10.1177/01430343211070165","url":null,"abstract":"The purpose of this document is to provide manuscript reviewers with recommendations and self-reflection questions for monitoring biases and promoting equity and social justice in the peer review process. Bias may impact how manuscripts are evaluated from the pre-review (e.g., decision to accept a review invitation) through the recommendation stages of the peer review process and can ultimately impact which authors and voices, topics, methodologies, and methods are represented in scholarly literature. We hope that the recommendations and self-reflection questions in the document will assist reviewers in facilitating a more equitable review process. The tips and questions are focused specifically on issues of equity and social justice; they are not intended to represent a comprehensive set of all critical self-reflection questions a reviewer might consider. Although a team of leaders from School Psychology International and the Journal of Educational and Psychological Consultation developed these tips, we hope they are relevant to reviewers across journals in school and educational psychology as well as in other related fields. The tips are derived from various sources (e.g., APA, 2021; Buchanan et al., 2020; SAGE Publishing, 2021). We recognize that these tips, considerations, and self-reflection questions are not exhaustive or complete, but hope they highlight important considerations for reflection and action.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47978888","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 : 2022-01-11DOI: 10.1177/01430343211070162
Amity Noltemeyer, Sally L. Grapin
As described in Noltemeyer and Grapin (2020) and Newman et al. (2020), one year ago the Editors and Editorial teams of School Psychology International (SPI) and the Journal of Educational and Psychological Consultation (JEPC) partnered to prioritize anti-racism, social justice, and equity in our journals’ practices and publications. At that time, we committed to eight action items over the subsequent year. In this brief editorial, we report on our ongoing work through the year, reflect on progress for each of the action items, and highlight additional priorities for the future. Although we worked collaboratively with the JEPC leadership team on this initiative, we focus here primarily on SPI processes and outcomes (see Newman et al., in press, for JEPC outcomes).
{"title":"Working together towards social justice, anti-racism, and equity: One-year reflections on the joint commitment from school psychology international and journal of educational and psychological consultation","authors":"Amity Noltemeyer, Sally L. Grapin","doi":"10.1177/01430343211070162","DOIUrl":"https://doi.org/10.1177/01430343211070162","url":null,"abstract":"As described in Noltemeyer and Grapin (2020) and Newman et al. (2020), one year ago the Editors and Editorial teams of <i>School Psychology International</i> (<i>SPI</i>) and the <i>Journal of Educational and Psychological Consultation</i> (<i>JEPC</i>) partnered to prioritize anti-racism, social justice, and equity in our journals’ practices and publications. At that time, we committed to eight action items over the subsequent year. In this brief editorial, we report on our ongoing work through the year, reflect on progress for each of the action items, and highlight additional priorities for the future. Although we worked collaboratively with the <i>JEPC</i> leadership team on this initiative, we focus here primarily on <i>SPI</i> processes and outcomes (see Newman et al., in press, for <i>JEPC</i> outcomes).","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514419","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 : 2021-12-31DOI: 10.1177/01430343211066461
José Concepción Gaxiola Romero, Antonio Pineda Domínguez, Eunice Gaxiola Villa, Sandybell González Lugo
The COVID-19 pandemic has altered the family dynamics of most people worldwide as well as the mode in which students take classes. The impact of such changes on students’ well-being, academic engagement, and general distress remains unknown. Therefore, this study aims to test the structural relations among positive family environment (a measure of Positive Home-Based Parent Involvement [HBI]), subjective well-being (SWB), general distress, and academic engagement, focusing on Mexican high school students. A longitudinal study was conducted covering two time points: before (T1) and during (T2) the COVID-19 outbreak. A sample of 502 students answered questionnaires in T1 whereas 111 did so in T2. Analyses were conducted using Mplus software. Principal results showed that the positive and significant association between positive family environment and SWB did not substantially change from T1 to T2, whereas the relation between positive family environment and academic engagement became stronger. Data revealed that a positive family environment can play an important role in promoting academic engagement among adolescent students despite the risks brought about by sanitary lockdowns and the increase of family interactions. Results are discussed highlighting the importance of positive family environments and HBI on academic outcomes for Mexican high school students.
{"title":"Positive Family Environment, General Distress, Subjective Well-Being, and Academic Engagement among High School Students Before and During the COVID-19 Outbreak","authors":"José Concepción Gaxiola Romero, Antonio Pineda Domínguez, Eunice Gaxiola Villa, Sandybell González Lugo","doi":"10.1177/01430343211066461","DOIUrl":"https://doi.org/10.1177/01430343211066461","url":null,"abstract":"The COVID-19 pandemic has altered the family dynamics of most people worldwide as well as the mode in which students take classes. The impact of such changes on students’ well-being, academic engagement, and general distress remains unknown. Therefore, this study aims to test the structural relations among positive family environment (a measure of Positive Home-Based Parent Involvement [HBI]), subjective well-being (SWB), general distress, and academic engagement, focusing on Mexican high school students. A longitudinal study was conducted covering two time points: before (T1) and during (T2) the COVID-19 outbreak. A sample of 502 students answered questionnaires in T1 whereas 111 did so in T2. Analyses were conducted using Mplus software. Principal results showed that the positive and significant association between positive family environment and SWB did not substantially change from T1 to T2, whereas the relation between positive family environment and academic engagement became stronger. Data revealed that a positive family environment can play an important role in promoting academic engagement among adolescent students despite the risks brought about by sanitary lockdowns and the increase of family interactions. Results are discussed highlighting the importance of positive family environments and HBI on academic outcomes for Mexican high school students.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43684675","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 : 2021-12-22DOI: 10.1177/01430343221149697
Amal Shehadeh-Sheeny, Hadass Goldblatt, O. Baron-Epel
The use of medication for attention deficit hyperactivity disorder (ADHD) differs globally. Stimulant prescriptions for ADHD among Israeli Jewish children are four times higher than among Arab children. This qualitative study aimed to identify mothers and teachers’ attitudes regarding ADHD and what affects mothers’ decisions on whether to medicate their child diagnosed with ADHD. In-depth interviews were conducted with 23 Arab and Jewish mothers of children diagnosed with ADHD and 12 elementary school teachers. Data were analyzed using thematic analysis. Four themes were revealed, describing different perceptions of ADHD in the two ethnic groups: (1) medicalization of ADHD; (2) between guilt and sympathy: Mothers’ feelings toward ADHD; (3) social pressure and social norms; (4) stigmatization: Jewish mothers and teachers tended to perceive ADHD as a medical problem, whereas Arab mothers and teachers perceived it more as a childhood social behavior. Arab mothers reported guilt feelings relating to ADHD, whereas Jewish mothers felt sympathy toward their child. The social environment influenced Arab mothers more than Jewish mothers. Stigmatization was reported only by Arab mothers. Ethnic differences in ADHD perception may explain the differences in diagnosis and treatment. Educators and school psychologists should consider cultural factors when advising parents and planning educational programs for children with ADHD.
{"title":"Arab and Jewish mothers’ decisions regarding treatment of their children with attention-deficit/hyperactivity disorder: A qualitative study","authors":"Amal Shehadeh-Sheeny, Hadass Goldblatt, O. Baron-Epel","doi":"10.1177/01430343221149697","DOIUrl":"https://doi.org/10.1177/01430343221149697","url":null,"abstract":"The use of medication for attention deficit hyperactivity disorder (ADHD) differs globally. Stimulant prescriptions for ADHD among Israeli Jewish children are four times higher than among Arab children. This qualitative study aimed to identify mothers and teachers’ attitudes regarding ADHD and what affects mothers’ decisions on whether to medicate their child diagnosed with ADHD. In-depth interviews were conducted with 23 Arab and Jewish mothers of children diagnosed with ADHD and 12 elementary school teachers. Data were analyzed using thematic analysis. Four themes were revealed, describing different perceptions of ADHD in the two ethnic groups: (1) medicalization of ADHD; (2) between guilt and sympathy: Mothers’ feelings toward ADHD; (3) social pressure and social norms; (4) stigmatization: Jewish mothers and teachers tended to perceive ADHD as a medical problem, whereas Arab mothers and teachers perceived it more as a childhood social behavior. Arab mothers reported guilt feelings relating to ADHD, whereas Jewish mothers felt sympathy toward their child. The social environment influenced Arab mothers more than Jewish mothers. Stigmatization was reported only by Arab mothers. Ethnic differences in ADHD perception may explain the differences in diagnosis and treatment. Educators and school psychologists should consider cultural factors when advising parents and planning educational programs for children with ADHD.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41896806","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 : 2021-12-16DOI: 10.1177/01430343211063211
Zhu Zhu, E. Tanaka, E. Tomisaki, Taeko Watanabe, Yuko Sawada, Xiang Li, Dandan Jiao, Ammara Ajmal, Munenori Matsumoto, Yantong Zhu, T. Anme
Self-care ability and social skills are potential areas of difficulty for preschool children. However, values about young children's self-care ability are different worldwide. This longitudinal study examined the influence of early self-care ability on social skills at the end of the preschool years. Participants were 509 children recruited from kindergartens and child care centers across Japan, whose self-care ability and social skills were assessed at baseline year and three years later (Age of children in 2015 at baseline: M = 35 months, SD = 6.1 months). The study found that gender was significantly associated with social skills, while preschool facility entrance age was only associated with assertion skills. After controlling gender and entrance age, early self-care ability was still positively related to later assertion and cooperation (Assertion: OR = 2.55, 95% CI = 1.00–6.51; Cooperation: OR = 3.15, 95% CI = 1.23–8.07). Implications of the findings are discussed in the context of cultural diversity, highlighting the importance of cultivating children's age-appropriate self-care ability based on daily observations and evaluations.
自我照顾能力和社交技能是学龄前儿童潜在的困难领域。然而，世界各国对幼儿自我照顾能力的重视程度不同。这项纵向研究考察了早期自理能力对学龄前儿童社会技能的影响。参与者是从日本各地的幼儿园和儿童保育中心招募的509名儿童，他们的自我照顾能力和社交技能在基线年和三年后进行评估(2015年基线儿童年龄:M = 35个月，SD = 6.1个月)。研究发现，性别与社交技能显著相关，而幼儿园入学年龄仅与断言技能相关。在控制性别和入学年龄后，早期自我照顾能力仍与后期的断言和合作呈正相关(断言:OR = 2.55, 95% CI = 1.00-6.51;合作:OR = 3.15, 95% CI = 1.23-8.07)。在文化多样性的背景下讨论了研究结果的意义，强调了在日常观察和评估的基础上培养儿童适龄自我照顾能力的重要性。
{"title":"Do it yourself: The role of early self-care ability in social skills in Japanese preschool settings","authors":"Zhu Zhu, E. Tanaka, E. Tomisaki, Taeko Watanabe, Yuko Sawada, Xiang Li, Dandan Jiao, Ammara Ajmal, Munenori Matsumoto, Yantong Zhu, T. Anme","doi":"10.1177/01430343211063211","DOIUrl":"https://doi.org/10.1177/01430343211063211","url":null,"abstract":"Self-care ability and social skills are potential areas of difficulty for preschool children. However, values about young children's self-care ability are different worldwide. This longitudinal study examined the influence of early self-care ability on social skills at the end of the preschool years. Participants were 509 children recruited from kindergartens and child care centers across Japan, whose self-care ability and social skills were assessed at baseline year and three years later (Age of children in 2015 at baseline: M = 35 months, SD = 6.1 months). The study found that gender was significantly associated with social skills, while preschool facility entrance age was only associated with assertion skills. After controlling gender and entrance age, early self-care ability was still positively related to later assertion and cooperation (Assertion: OR = 2.55, 95% CI = 1.00–6.51; Cooperation: OR = 3.15, 95% CI = 1.23–8.07). Implications of the findings are discussed in the context of cultural diversity, highlighting the importance of cultivating children's age-appropriate self-care ability based on daily observations and evaluations.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44424659","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 : 2021-12-13DOI: 10.1177/01430343211063546
H. Bengtsson, Å. Arvidsson, B. Nyström
Prior research indicates that high negative emotionality in combination with low peer status is conducive of clinically identified problems in childhood. This three-wave longitudinal study examined how negative emotionality and peer status are linked over time in middle and late childhood. Participants were recruited from second grade (n = 90, mean age = 8.85) and fourth grade (n = 119, mean age = 10.81) and were followed across a period of 2 years. Cross-lagged structural models examining concurrent and longitudinal associations between teacher-reported negative emotionality and peer ratings of likability were analyzed separately for externalizing emotion (anger) and internalizing emotion (sadness and fear). Both analyses provided support for a conceptual model in which high negative emotionality lowers peer status, and low peer status, in turn, through a feedback loop, increases negative emotionality over time. Bidirectional influences are interpreted as reflecting a transactional process involving the effects of negative emotionality on social behavior. The findings highlight the need for active efforts to help children with high negative emotionality gain acceptance from classmates.
{"title":"Negative emotionality and peer status: Evidence for bidirectional longitudinal influences during the elementary school years","authors":"H. Bengtsson, Å. Arvidsson, B. Nyström","doi":"10.1177/01430343211063546","DOIUrl":"https://doi.org/10.1177/01430343211063546","url":null,"abstract":"Prior research indicates that high negative emotionality in combination with low peer status is conducive of clinically identified problems in childhood. This three-wave longitudinal study examined how negative emotionality and peer status are linked over time in middle and late childhood. Participants were recruited from second grade (n = 90, mean age = 8.85) and fourth grade (n = 119, mean age = 10.81) and were followed across a period of 2 years. Cross-lagged structural models examining concurrent and longitudinal associations between teacher-reported negative emotionality and peer ratings of likability were analyzed separately for externalizing emotion (anger) and internalizing emotion (sadness and fear). Both analyses provided support for a conceptual model in which high negative emotionality lowers peer status, and low peer status, in turn, through a feedback loop, increases negative emotionality over time. Bidirectional influences are interpreted as reflecting a transactional process involving the effects of negative emotionality on social behavior. The findings highlight the need for active efforts to help children with high negative emotionality gain acceptance from classmates.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48253055","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 : 2021-11-25DOI: 10.1177/01430343211057228
Tahli L. Elsner, K. Krysińska, K. Andriessen
Experiencing bereavement due to the death of a close person is rife in the lives of young people. This review aimed to investigate how bereavement affects educational outcomes of students at various educational levels and what factors may be involved in moderating these outcomes. The systemic review was conducted according to the PRISMA guidelines with searches of peer-reviewed literature in Embase, Emcare, Medline, PsycINFO and Scopus. Twenty-two studies (17 quantitative and 5 qualitative) were included. In general, bereavement can constitute a barrier to educational achievement in young people compromising academic performance, and educational engagement and attainment. Several factors can place young people at greater risk of experiencing this disadvantage and further research into these mechanisms and interventions to mitigate short- and long-term consequences, especially among high-risk groups, is warranted.
{"title":"Bereavement and educational outcomes in children and young people: A systematic review","authors":"Tahli L. Elsner, K. Krysińska, K. Andriessen","doi":"10.1177/01430343211057228","DOIUrl":"https://doi.org/10.1177/01430343211057228","url":null,"abstract":"Experiencing bereavement due to the death of a close person is rife in the lives of young people. This review aimed to investigate how bereavement affects educational outcomes of students at various educational levels and what factors may be involved in moderating these outcomes. The systemic review was conducted according to the PRISMA guidelines with searches of peer-reviewed literature in Embase, Emcare, Medline, PsycINFO and Scopus. Twenty-two studies (17 quantitative and 5 qualitative) were included. In general, bereavement can constitute a barrier to educational achievement in young people compromising academic performance, and educational engagement and attainment. Several factors can place young people at greater risk of experiencing this disadvantage and further research into these mechanisms and interventions to mitigate short- and long-term consequences, especially among high-risk groups, is warranted.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44871801","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}
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