Pub Date : 2023-12-06DOI: 10.1177/01430343231216974
Xiaoyu Jia, Ping Li, Jing Zhao, Yuchi Zhang
Students’ perception of teachers’ mindset beliefs (TMB) is associated with their school engagement (SSE). Based on SSE's contextual-personal interplay, perceived classroom goal structures (CGS) and students’ mindset beliefs (SMB) were considered. Data from 1071 high school students were analyzed. The results show that CGS significantly mediated the negative connection between perceived headteachers’ fixed mindset beliefs and SSE. Students who perceived headteachers to endorse more fixed mindset beliefs aligned with classroom performance goal structure (PGS) rather than mastery goal structure (MGS) environments, predicted fewer engagements. SMB played a moderated role. The effect of MGS on SSE was much stronger for students with low fixed mindset beliefs, whereas the effect of PGS on SSE was significant only for students with high fixed mindset beliefs. These findings corroborate SSE's development-in-sociocultural-context theory, indicating the value of inculcating growth mindset among teachers, and the fitness of classroom-student motivational systems to improve adolescents’ engagement.
{"title":"How adolescents’ perceived teachers’ mindset beliefs influence school engagement in China: Roles of perceived classroom goal structures and adolescents’ mindset beliefs","authors":"Xiaoyu Jia, Ping Li, Jing Zhao, Yuchi Zhang","doi":"10.1177/01430343231216974","DOIUrl":"https://doi.org/10.1177/01430343231216974","url":null,"abstract":"Students’ perception of teachers’ mindset beliefs (TMB) is associated with their school engagement (SSE). Based on SSE's contextual-personal interplay, perceived classroom goal structures (CGS) and students’ mindset beliefs (SMB) were considered. Data from 1071 high school students were analyzed. The results show that CGS significantly mediated the negative connection between perceived headteachers’ fixed mindset beliefs and SSE. Students who perceived headteachers to endorse more fixed mindset beliefs aligned with classroom performance goal structure (PGS) rather than mastery goal structure (MGS) environments, predicted fewer engagements. SMB played a moderated role. The effect of MGS on SSE was much stronger for students with low fixed mindset beliefs, whereas the effect of PGS on SSE was significant only for students with high fixed mindset beliefs. These findings corroborate SSE's development-in-sociocultural-context theory, indicating the value of inculcating growth mindset among teachers, and the fitness of classroom-student motivational systems to improve adolescents’ engagement.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598132","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 : 2023-12-06DOI: 10.1177/01430343231216971
Aoife Clancy, Martin O’Connor, Eddie Murphy, L. Connaughton, Gary O’Reilly
Anxiety and depression are among the most common mental health concerns in youth, with rates of these internalizing problems continuing to rise. Universal school-based interventions have shown promising results in improving poor mental health outcomes; however, more research is needed across different cultural contexts. This study is part of an ongoing evaluation of A Lust for Life Schools Programme, a universal process-based cognitive behavioral therapy intervention for Irish primary school children. This study investigated the efficacy of the program through a cluster randomized controlled trial. Nine schools were randomly allocated to the intervention or control groups. Four hundred and seventy participants completed measures at three timepoints (baseline, post-intervention, and 6-week follow-up) assessing internalizing problems, anxiety, and depressive symptoms (primary outcomes) and avoidance, problem-solving, seeking social support, academic self-efficacy, social self-efficacy, and emotional self-efficacy (secondary outcomes). Although participants reported that they were mostly satisfied with the intervention, results revealed that the intervention did not have a significant effect on the outcome variables compared to the control group. Implications of the findings and recommendations for future research are discussed.
{"title":"Effectiveness of a universal school-based intervention for reducing internalizing problems in irish primary school children: A cluster randomized control trial","authors":"Aoife Clancy, Martin O’Connor, Eddie Murphy, L. Connaughton, Gary O’Reilly","doi":"10.1177/01430343231216971","DOIUrl":"https://doi.org/10.1177/01430343231216971","url":null,"abstract":"Anxiety and depression are among the most common mental health concerns in youth, with rates of these internalizing problems continuing to rise. Universal school-based interventions have shown promising results in improving poor mental health outcomes; however, more research is needed across different cultural contexts. This study is part of an ongoing evaluation of A Lust for Life Schools Programme, a universal process-based cognitive behavioral therapy intervention for Irish primary school children. This study investigated the efficacy of the program through a cluster randomized controlled trial. Nine schools were randomly allocated to the intervention or control groups. Four hundred and seventy participants completed measures at three timepoints (baseline, post-intervention, and 6-week follow-up) assessing internalizing problems, anxiety, and depressive symptoms (primary outcomes) and avoidance, problem-solving, seeking social support, academic self-efficacy, social self-efficacy, and emotional self-efficacy (secondary outcomes). Although participants reported that they were mostly satisfied with the intervention, results revealed that the intervention did not have a significant effect on the outcome variables compared to the control group. Implications of the findings and recommendations for future research are discussed.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597023","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 : 2023-11-28DOI: 10.1177/01430343231215836
Tania Clarke, Ros McLellan
Childhood wellbeing is essential for positive outcomes in adulthood, as is academic attainment. Schools play a pivotal role in laying the foundations for children to live well. However, research investigating the relationship between wellbeing and attainment has relied on conceptualisations of wellbeing that are too broad (i.e. overall and domain-general wellbeing) or samples spanning large age ranges (thereby overlooking developmental differences). Additionally, the role of mindset, a potentially co-occurring psychological state of both wellbeing and attainment, has been neglected. This study therefore investigated the wellbeing-attainment relationship in 942 children aged 9–11 (447 male, Mage = 10.5; 495 female, Mage = 10.6) across 17 schools in England (UK). Structural equation models distinguished between overall wellbeing, life satisfaction, and eudaimonia, examining associations of each with children's attainment on standardised tests, accounting for mindsets, achievement goals, and sociodemographic factors. Results indicated lower life satisfaction was significantly associated with higher attainment on average, and in English and Mathematics, while eudaimonia was not significantly related to attainment. Overall wellbeing was negatively associated with Mathematics attainment only. A growth mindset was positively associated, while a fixed mindset was negatively associated, with wellbeing. In turn, a growth mindset was significantly positively associated, while a fixed mindset was negatively associated, with attainment. Implications for policy and practice are discussed.
{"title":"Associations between children's school wellbeing, mindset and academic attainment in standardised tests of achievement","authors":"Tania Clarke, Ros McLellan","doi":"10.1177/01430343231215836","DOIUrl":"https://doi.org/10.1177/01430343231215836","url":null,"abstract":"Childhood wellbeing is essential for positive outcomes in adulthood, as is academic attainment. Schools play a pivotal role in laying the foundations for children to live well. However, research investigating the relationship between wellbeing and attainment has relied on conceptualisations of wellbeing that are too broad (i.e. overall and domain-general wellbeing) or samples spanning large age ranges (thereby overlooking developmental differences). Additionally, the role of mindset, a potentially co-occurring psychological state of both wellbeing and attainment, has been neglected. This study therefore investigated the wellbeing-attainment relationship in 942 children aged 9–11 (447 male, Mage = 10.5; 495 female, Mage = 10.6) across 17 schools in England (UK). Structural equation models distinguished between overall wellbeing, life satisfaction, and eudaimonia, examining associations of each with children's attainment on standardised tests, accounting for mindsets, achievement goals, and sociodemographic factors. Results indicated lower life satisfaction was significantly associated with higher attainment on average, and in English and Mathematics, while eudaimonia was not significantly related to attainment. Overall wellbeing was negatively associated with Mathematics attainment only. A growth mindset was positively associated, while a fixed mindset was negatively associated, with wellbeing. In turn, a growth mindset was significantly positively associated, while a fixed mindset was negatively associated, with attainment. Implications for policy and practice are discussed.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219671","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 : 2023-11-27DOI: 10.1177/01430343231216978
Elizabeth Benninger, Shereen C. Naser, Sinéad M. O'Neill
Dominant knowledge systems rely on a Western perspective of creating and disseminating new information. These systems marginalize traditional ways of knowing including co-creating knowledge, personal narratives and lived experiences, as well as inherited cultural knowledge. Additionally, Western knowledge systems have centered the White adult male as the primary knowledge creator both through what has been valued in contemporary scientific traditions and culturally in the image of who is considered capable of creating knowledge. Those who do not fit this image have historically been marginalized and exploited in the pursuit of knowledge making including youth and particularly youth with diverse racial/ethnic identities. It is these narrow epistemological systems that have informed school psychology research and practice since its inception. Recent calls for social justice as central to school psychology work have challenged the status quo and emphasized the amplification of marginalized voices in research and practice. Therefore, this article outlines methodologies that subvert more traditional knowledge-making strategies foundational to school psychology work and critiques these to provide guidelines for methodologies that can truly incorporate youth as co-researchers, particularly Black, Indigenous and youth of color within a US context. A case study illustrating the implementation of these guidelines is included.
{"title":"Youth as coresearchers: Social justice means youth as knowledge makers too","authors":"Elizabeth Benninger, Shereen C. Naser, Sinéad M. O'Neill","doi":"10.1177/01430343231216978","DOIUrl":"https://doi.org/10.1177/01430343231216978","url":null,"abstract":"Dominant knowledge systems rely on a Western perspective of creating and disseminating new information. These systems marginalize traditional ways of knowing including co-creating knowledge, personal narratives and lived experiences, as well as inherited cultural knowledge. Additionally, Western knowledge systems have centered the White adult male as the primary knowledge creator both through what has been valued in contemporary scientific traditions and culturally in the image of who is considered capable of creating knowledge. Those who do not fit this image have historically been marginalized and exploited in the pursuit of knowledge making including youth and particularly youth with diverse racial/ethnic identities. It is these narrow epistemological systems that have informed school psychology research and practice since its inception. Recent calls for social justice as central to school psychology work have challenged the status quo and emphasized the amplification of marginalized voices in research and practice. Therefore, this article outlines methodologies that subvert more traditional knowledge-making strategies foundational to school psychology work and critiques these to provide guidelines for methodologies that can truly incorporate youth as co-researchers, particularly Black, Indigenous and youth of color within a US context. A case study illustrating the implementation of these guidelines is included.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139232079","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 : 2023-11-27DOI: 10.1177/01430343231216973
Sanghyun Park
In a competition-driven meritocratic learning environment, academic achievement can have a direct effect on self-esteem and self-concept. As such, academic achievement can act as an antecedent to grit and self-esteem. This study examined the longitudinal reciprocal relationships of academic achievement, consistency of interest (CI), perseverance of effort (PE), and self-esteem among fourth-grade and fifth-grade primary school students in South Korea, who were under heavy pressure in a performance-oriented learning environment. Data pertaining to 2,240 students were extracted from the 2018 Korean Children and Youth Panel Survey conducted by the National Youth Policy Institute, and cross-lagged structural equation modeling was conducted to examine the longitudinal relationship between three variables. The results revealed that academic achievement had a statistically significant positive relationship with CI, PE, and self-esteem; CI had a statistically significant positive relationship with PE; and PE had a statistically significant positive relationship with self-esteem through the mediation of academic achievement. In addition, self-esteem demonstrated the highest level of stability, and although CI and PE demonstrated similar levels of stability, CI displayed slightly greater stability compared to PE. Findings from this study suggest the need to support grit and self-esteem among Korean students under pressure in performance-oriented academic environments.
在竞争驱动的精英学习环境中，学业成绩会对自尊和自我概念产生直接影响。因此，学业成绩可以作为勇气和自尊的前因。本研究考察了韩国小学四年级和五年级学生的学业成绩、兴趣一致性（CI）、努力毅力（PE）和自尊之间的纵向相互关系。研究人员从国家青年政策研究所开展的 2018 年韩国儿童和青少年小组调查中提取了 2240 名学生的相关数据，并采用交叉滞后结构方程模型研究了三个变量之间的纵向关系。结果显示，学业成绩与CI、体育和自尊在统计上有显著的正相关关系；CI与体育在统计上有显著的正相关关系；体育通过学业成绩的中介作用与自尊在统计上有显著的正相关关系。此外，自尊表现出最高的稳定性，虽然 CI 和 PE 表现出相似的稳定性，但 CI 的稳定性略高于 PE。本研究的结果表明，在以成绩为导向的学术环境中，有必要为面临压力的韩国学生提供勇气和自尊方面的支持。
{"title":"Longitudinal relationships between grit, self-esteem, and academic achievement among Korean primary school students","authors":"Sanghyun Park","doi":"10.1177/01430343231216973","DOIUrl":"https://doi.org/10.1177/01430343231216973","url":null,"abstract":"In a competition-driven meritocratic learning environment, academic achievement can have a direct effect on self-esteem and self-concept. As such, academic achievement can act as an antecedent to grit and self-esteem. This study examined the longitudinal reciprocal relationships of academic achievement, consistency of interest (CI), perseverance of effort (PE), and self-esteem among fourth-grade and fifth-grade primary school students in South Korea, who were under heavy pressure in a performance-oriented learning environment. Data pertaining to 2,240 students were extracted from the 2018 Korean Children and Youth Panel Survey conducted by the National Youth Policy Institute, and cross-lagged structural equation modeling was conducted to examine the longitudinal relationship between three variables. The results revealed that academic achievement had a statistically significant positive relationship with CI, PE, and self-esteem; CI had a statistically significant positive relationship with PE; and PE had a statistically significant positive relationship with self-esteem through the mediation of academic achievement. In addition, self-esteem demonstrated the highest level of stability, and although CI and PE demonstrated similar levels of stability, CI displayed slightly greater stability compared to PE. Findings from this study suggest the need to support grit and self-esteem among Korean students under pressure in performance-oriented academic environments.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139231322","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 : 2023-10-23DOI: 10.1177/01430343231207134
Gum-Ryeong Park, Jinho Kim
This study examines the relationship between parental involvement and academic achievement among adolescents and potential mechanisms underlying this relationship. Using data from six waves of the Korean Children and Youth Panel Survey, this study estimated fixed effects models to account for individual-level heterogeneity. Sobel mediation tests were employed to examine the mediating roles of four aspects of school adjustment, namely: (a) academic engagement, (b) compliance with school rules, (c) positive peer relationships, and (d) positive teacher–student relationships. Results revealed that parental involvement is positively associated with adolescents’ academic achievement ( b = 0.172). Proposed mechanism variables explain approximately 68.6% of the association, with academic engagement being the most salient pathway. The findings highlight the importance of parental involvement in helping adolescents adjust to school environments and improve their academic performance.
{"title":"Parental involvement and academic achievement of adolescents: The mediating roles of school adjustment","authors":"Gum-Ryeong Park, Jinho Kim","doi":"10.1177/01430343231207134","DOIUrl":"https://doi.org/10.1177/01430343231207134","url":null,"abstract":"This study examines the relationship between parental involvement and academic achievement among adolescents and potential mechanisms underlying this relationship. Using data from six waves of the Korean Children and Youth Panel Survey, this study estimated fixed effects models to account for individual-level heterogeneity. Sobel mediation tests were employed to examine the mediating roles of four aspects of school adjustment, namely: (a) academic engagement, (b) compliance with school rules, (c) positive peer relationships, and (d) positive teacher–student relationships. Results revealed that parental involvement is positively associated with adolescents’ academic achievement ( b = 0.172). Proposed mechanism variables explain approximately 68.6% of the association, with academic engagement being the most salient pathway. The findings highlight the importance of parental involvement in helping adolescents adjust to school environments and improve their academic performance.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412892","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 : 2023-10-05DOI: 10.1177/01430343231201858
Laura Anne Winter, Maureen Wood, David Shriberg
For applied psychologists, the goal is to promote positive outcomes among the individuals and groups they serve. Psychological practice takes place within a real-world context, including societal conditions that both harm and support children. Within school and counseling psychology, growing recognition of the impact of society on children has led to efforts to identify social justice as a key framework and set of strategies. Despite the obvious impact of public policy on the lives of children, there is very limited research on pathways and experiences of counseling and school psychologists who are involved in public policy efforts in their capacity as psychologists. This study addresses this gap, interviewing eighteen individuals across the United Kingdom and United States. Key findings include the importance of cultural responsiveness, professional development opportunities, and building and sustaining relationships. Several implications for future research and practice are provided, highlighting the need for multidisciplinary collaboration among those engaged in public policy and social justice efforts.
{"title":"Social justice and public policy: Learning from school and counseling psychologists","authors":"Laura Anne Winter, Maureen Wood, David Shriberg","doi":"10.1177/01430343231201858","DOIUrl":"https://doi.org/10.1177/01430343231201858","url":null,"abstract":"For applied psychologists, the goal is to promote positive outcomes among the individuals and groups they serve. Psychological practice takes place within a real-world context, including societal conditions that both harm and support children. Within school and counseling psychology, growing recognition of the impact of society on children has led to efforts to identify social justice as a key framework and set of strategies. Despite the obvious impact of public policy on the lives of children, there is very limited research on pathways and experiences of counseling and school psychologists who are involved in public policy efforts in their capacity as psychologists. This study addresses this gap, interviewing eighteen individuals across the United Kingdom and United States. Key findings include the importance of cultural responsiveness, professional development opportunities, and building and sustaining relationships. Several implications for future research and practice are provided, highlighting the need for multidisciplinary collaboration among those engaged in public policy and social justice efforts.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134974842","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 : 2023-09-25DOI: 10.1177/01430343231202753
Stephanie D’Costa, Stephanie Grant, Tara Kulkarni, Adrianna Crossing, Miranda Zahn, Marie L. Tanaka
School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that ‘presumed neutral’ quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe.
{"title":"A call for QuantCrit methodologies: Unpacking the need for a critical lens in school psychology research","authors":"Stephanie D’Costa, Stephanie Grant, Tara Kulkarni, Adrianna Crossing, Miranda Zahn, Marie L. Tanaka","doi":"10.1177/01430343231202753","DOIUrl":"https://doi.org/10.1177/01430343231202753","url":null,"abstract":"School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that ‘presumed neutral’ quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135817657","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 : 2023-09-20DOI: 10.1177/01430343231201859
Devadrita Talapatra, Laurel A. Snider, Kayla McCreadie, Eileen Cullen
People with intellectual disabilities (IDs) have experienced involuntary and inhumane research practices. Consequently, researchers have shifted towards excluding those with IDs; caregivers, teachers, or peers compose study samples, dominating a space they indirectly experience. Researcher bias regarding intellectual capacity has resulted in a unique research gap that overlooks insights from the population the research is intended to benefit. People with ID are interested in research participation and have a right to be included in decision-making that impacts them. Emancipatory inquiry allows school psychology scholars to center student voices while also promoting social justice. Emancipatory inquiry empowers the “subjects” of social inquiry by producing knowledge that directly benefits disenfranchised populations. Emancipatory inquiry aligns with the social justice frame of DisCrit, which compels us to privilege the voices of marginalized populations and recognize that many of the gains for disabled populations have largely occurred because of the benefits they afford White, able-bodied, middle-class citizens. Using Emancipatory inquiry, school psychology scholars can prepare trainees and future researchers to conduct ethically sound research, prioritize first-person voices of those with ID, provide socially valid services to students and their families, and move school psychology closer to partnership with the disabled community.
{"title":"Elevating disabled voices: Decentering power in school psychology scholarship","authors":"Devadrita Talapatra, Laurel A. Snider, Kayla McCreadie, Eileen Cullen","doi":"10.1177/01430343231201859","DOIUrl":"https://doi.org/10.1177/01430343231201859","url":null,"abstract":"People with intellectual disabilities (IDs) have experienced involuntary and inhumane research practices. Consequently, researchers have shifted towards excluding those with IDs; caregivers, teachers, or peers compose study samples, dominating a space they indirectly experience. Researcher bias regarding intellectual capacity has resulted in a unique research gap that overlooks insights from the population the research is intended to benefit. People with ID are interested in research participation and have a right to be included in decision-making that impacts them. Emancipatory inquiry allows school psychology scholars to center student voices while also promoting social justice. Emancipatory inquiry empowers the “subjects” of social inquiry by producing knowledge that directly benefits disenfranchised populations. Emancipatory inquiry aligns with the social justice frame of DisCrit, which compels us to privilege the voices of marginalized populations and recognize that many of the gains for disabled populations have largely occurred because of the benefits they afford White, able-bodied, middle-class citizens. Using Emancipatory inquiry, school psychology scholars can prepare trainees and future researchers to conduct ethically sound research, prioritize first-person voices of those with ID, provide socially valid services to students and their families, and move school psychology closer to partnership with the disabled community.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263169","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 : 2023-09-20DOI: 10.1177/01430343231202923
Cahit Erdem, Metin Kaya
This study reports two independent meta-analyses on the relationship between (a) classroom climate and academic achievement; and (b) school climate and academic achievement. The analyses were based on extant correlational research studies at the K-12 level that were published between 2000 and 2020. The relationships were analyzed in terms of various moderator variables. The first dataset included 53 research studies focusing on classroom climate and academic achievement, and the second dataset included 37 research studies on school climate and academic achievement. The meta-analyses were carried out with a random effects model. Fisher's effect size was calculated for each study. Publication bias was tested with Egger's linear regression method and Duval and Tweedie's trim and fill method. We used the Q-test for moderation analyses and I 2 test for heterogeneity analyses. The results revealed that the mean effect size for the relationship between classroom climate and academic achievement was small, while it was medium for the relationship between school climate and academic achievement. The effect sizes regarding classroom climate differed significantly only in terms of the academic area moderator variable, and the effect sizes regarding school climate differed in terms of school area, report type, and unit of analysis. This meta-analysis study confirmed that school climate and classroom climate are significant correlates of academic achievement, and the dataset in this study revealed a greater magnitude of relationship in favor of school climate (although a comparison is not meant in this study). This study suggests that policymakers and practitioners should invest their efforts in promoting sound school climates while maintaining an emphasis on classroom climate components, as the two types of climates are intertwined.
本研究报告了两个独立的元分析(a)课堂气氛与学业成绩之间的关系;(b)学校氛围和学业成绩。这些分析是基于2000年至2020年间发表的K-12水平的现有相关研究。根据各种调节变量分析了两者之间的关系。第一个数据集包括53项关于课堂气氛和学业成就的研究，第二个数据集包括37项关于学校气氛和学业成就的研究。meta分析采用随机效应模型。计算每个研究的费雪效应量。采用Egger’s线性回归法和Duval and Tweedie’s trim and fill法检验发表偏倚。我们使用q检验进行适度分析，使用i2检验进行异质性分析。结果表明，课堂气氛与学业成就关系的平均效应量较小，而学校气氛与学业成就关系的平均效应量为中等。课堂气氛的效应量仅在学术领域调节变量方面存在显著差异，而学校气氛的效应量在学校区域、报告类型和分析单位方面存在显著差异。本荟萃分析研究证实，学校气氛和课堂气氛对学业成绩有显著的相关性，本研究的数据集揭示了更大程度的关系有利于学校气氛(尽管本研究不意味着比较)。这项研究表明，政策制定者和实践者应该努力促进良好的学校气候，同时保持对课堂气候组成部分的重视，因为这两种类型的气候是交织在一起的。
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