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Validity practices in qualitative research in school psychology 学校心理学定性研究的有效性实践
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-08-17 DOI: 10.1177/01430343231194731
Sujay V. Sabnis, Jennifer R. Wolgemuth
Validity refers to the extent to which a given study reflects the dominant values of a research community regarding what constitutes “good” research. Methodological texts on qualitative research provide a wide range of criteria and strategies to help qualitative researchers validate their studies. Given the importance of these strategies to establish a study as trustworthy and legitimate, the objective of this study was to understand the strategies commonly used by school psychology researchers in qualitative research. We therefore reviewed qualitative research articles published in seven school psychology journals between 2006 and 2021. We found 15 strategies authors used to enhance the validity of their research. We also found that a strategy could be enacted in many different ways by different researchers depending on the context. We conclude by recommending four ways in which qualitative researchers in school psychology can improve their validation practices.
效度指的是一个给定的研究在多大程度上反映了一个研究界对什么是“好”研究的主导价值观。关于定性研究的方法论文本提供了广泛的标准和策略,以帮助定性研究人员验证他们的研究。鉴于这些策略对于建立可信和合法的研究的重要性,本研究的目的是了解学校心理学研究人员在定性研究中常用的策略。因此,我们回顾了2006年至2021年间发表在七家学校心理学期刊上的定性研究文章。我们发现了15个作者用来提高研究有效性的策略。我们还发现,根据不同的背景,不同的研究人员可以以多种不同的方式制定策略。最后,我们推荐了四种方法,定性研究人员在学校心理学可以改善他们的验证实践。
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引用次数: 0
Self-concept and the academic achievement of students from collectivist countries: A scoping review of empirical findings 集体主义国家学生的自我概念与学业成就:一项实证研究的范围审查
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-08-11 DOI: 10.1177/01430343231194735
Vanessa K. Weva, Jenilee-Sarah Napoleon, Karen Arias, M. Huizinga, J. Burack
The relationship between self-concept and academic achievement that is commonly cited has primarily been found in studies of students from Western countries with individualistic societies. Thus, this relationship may not be evident among students from non-Western countries, which are thought to largely adopt collectivist cultural values and behaviors that are inconsistent with the way that students from individualist nations perceive and evaluate their academic functioning. This lack of clarity motivates the present scoping review about the relationship between self-concept and academic achievement among students from collectivist countries who study in elementary, secondary, and post-secondary schools. A final review of 27 empirical articles involving student populations across educational levels and from several collectivist countries provided support for the same general relationship between self-concept and academic achievement that has been found in Western countries. Accordingly, the development of a favorable self-concept was associated with greater academic achievement. In some cases, this relationship was dependent on self-concept and academic achievement being measured in the context of a school-related discipline and on the time interval between the examination of both variables. Our findings provide insight into pathways to academic success that are effective across cultures, and we offer considerations for successful academic self-concept interventions for collectivist students.
通常被引用的自我概念与学业成就之间的关系主要是在对个人主义社会的西方国家学生的研究中发现的。因此,这种关系在非西方国家的学生中可能并不明显,非西方国家的学生被认为在很大程度上采用集体主义的文化价值观和行为,这与来自个人主义国家的学生感知和评估其学术功能的方式不一致。在集体主义国家的小学、中学和大专学生中,自我概念与学业成就之间的关系,正是由于缺乏清晰性,才促使我们对其进行范围审查。对27篇涉及不同教育水平和来自几个集体主义国家的学生群体的实证文章的最终回顾,为在西方国家发现的自我概念与学业成就之间的一般关系提供了支持。因此,良好的自我概念的发展与更大的学业成就有关。在某些情况下,这种关系取决于在学校相关学科的背景下测量的自我概念和学业成就,以及这两个变量的考试时间间隔。我们的研究结果为跨文化有效的学术成功途径提供了见解,我们为集体主义学生成功的学术自我概念干预提供了考虑。
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引用次数: 0
Immigrant mothers as advocates: Understanding how Korean immigrant mothers of children with disabilities navigate special education in the USA 移民母亲作为倡导者:了解残疾儿童的韩国移民母亲如何在美国接受特殊教育
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-08-10 DOI: 10.1177/01430343231194730
Danbi Choe, Courtenay A. Barrett, Jungmin Kwon, Lamia Bagasrawala
Despite a myriad of linguistic and cultural barriers, immigrant parents of children with disabilities in the United States have adopted a variety of advocacy strategies. Drawing upon the frameworks of Community Cultural Wealth and Ecological Systems Theory, this study explores how Korean immigrant mothers of children with disabilities advocate for their children within the special education system in the United States. Seven Korean immigrant mothers participated in semi-structured focus group interviews. The findings reveal that these mothers use various strategies, such as seeking resources, attending training, and engaging with support networks within the Korean immigrant community. They also proactively acquired knowledge of special education policies and sought assistance from legal advocacy groups. However, they face challenges in accessing information due to linguistic barriers and a lack of clear descriptions of their children's rights and available services. They also identified that their intersecting racial, ethnic, cultural, and gender identities contribute to their experiences of discrimination and disadvantage. The study underscores the importance of providing tailored information, enhancing community support, and addressing systemic barriers to empower immigrant mothers within the special education system. Implications for schools, school psychologists, and families are discussed, along with recommendations for future research.
尽管有无数的语言和文化障碍,美国残疾儿童的移民父母还是采取了各种宣传策略。本研究借鉴社区文化财富和生态系统理论的框架,探讨了残疾儿童的韩国移民母亲如何在美国的特殊教育系统中为他们的孩子辩护。七位韩国移民母亲参加了半结构化的焦点小组访谈。研究结果表明,这些母亲使用各种策略,如寻求资源、参加培训和参与韩国移民社区的支持网络。他们还积极了解特殊教育政策,并寻求法律倡导团体的援助。然而,由于语言障碍以及缺乏对儿童权利和可用服务的明确描述,他们在获取信息方面面临挑战。他们还发现,他们交叉的种族、族裔、文化和性别身份导致了他们遭受歧视和处于不利地位的经历。该研究强调了提供量身定制的信息、加强社区支持和解决系统性障碍的重要性,以增强移民母亲在特殊教育系统中的能力。讨论了对学校、学校心理学家和家庭的影响,以及对未来研究的建议。
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引用次数: 0
The effect of duration of youth/parent communication on depression and anxiety during COVID-19 isolation in China. 新冠肺炎隔离期间青少年/父母沟通时间对抑郁和焦虑的影响
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-08-01 Epub Date: 2022-12-05 DOI: 10.1177/01430343221142284
Weijian Hu, Cuiyun Deng, Mengyao Wu, Menglu Cao, Zhaoquan Liu

The current study examines the mediating roles of self-efficacy and sleep disturbance and the moderating role of gender in the association between the duration of youth/parent communication on depression and anxiety during the COVID-19 isolation period in China. We used the self-designed demographic variable questionnaire, General Self-Efficacy Scale, the Pittsburgh Sleep Quality Index, the Self-Rating Depression Scale, and the Self-Rating Anxiety Scale with 1,772 youths aged 15-24 from 26 provinces in China during the COVID-19 lockdown. We performed demographic variable analysis, correlation analysis, mediation analysis, and moderated analysis. The duration of daily communication with parents was significantly positively correlated with self-efficacy and significantly negatively correlated with sleep disturbance, depression, and anxiety. The chain mediation analysis revealed that the duration of communication with parents directly affected depression and anxiety. Self-efficacy, sleep disturbance, and self-efficacy sleep disturbance had significant mediating and chain-mediating effects on the duration of communication with parents, depression, and anxiety. The interactions between sleep disturbance and gender (B = 0.35, 95% CI 0.06 to 0.64, p = .02 < .05) were significant. The duration of parent/youth communication directly affected depression and anxiety and indirectly affected depression and anxiety via the chain-mediating effect of self-efficacy and sleep disturbance. Gender moderates the relationships between sleep disturbance and depression.

本研究考察了自我效能和睡眠障碍的中介作用,以及性别在新冠肺炎隔离期青少年/父母沟通持续时间与抑郁和焦虑之间的关系中的调节作用。在新冠肺炎封锁期间,我们对来自中国26个省的1772名15-24岁青年使用了自行设计的人口学变量问卷、一般自我效能感量表、匹兹堡睡眠质量指数、自我评定抑郁量表和自我评定焦虑量表。我们进行了人口统计学变量分析、相关性分析、中介分析和调节分析。与父母日常沟通的持续时间与自我效能感显著正相关,与睡眠障碍、抑郁和焦虑显著负相关。连锁中介分析显示,与父母沟通的持续时间直接影响抑郁和焦虑。自我效能感、睡眠障碍和自我效能感睡眠障碍对与父母沟通的持续时间、抑郁和焦虑具有显著的中介和连锁中介作用。睡眠障碍与性别之间的相互作用(B = 0.35,95%置信区间0.06至0.64,p = .02<.05)具有显著性。父母/青少年沟通的持续时间直接影响抑郁和焦虑,并通过自我效能感和睡眠障碍的连锁中介作用间接影响抑郁和抑郁。性别调节睡眠障碍和抑郁之间的关系。
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引用次数: 0
Grit, academic engagement in math and science, and well-being outcomes in children during the COVID-19 pandemic: A study in Hong Kong and Macau. 新冠肺炎大流行期间的Grit、数学和科学学术参与以及儿童的幸福结果:香港和澳门的一项研究
IF 1.7 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-08-01 Epub Date: 2023-01-19 DOI: 10.1177/01430343221147273
Jesus Alfonso D Datu, Jet U Buenconsejo, Cheuk Ying Cherry Shek, Yat Ling Elaine Choy, Kuai Long Elvo Sou

There is evidence showing that the triarchic model of grit and its dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) predict engagement and well-being outcomes in high school and undergraduate students during the COVID-19 pandemic outbreak. However, there has been limited research on how this model of grit relates to engagement and optimal psychological outcomes in primary school students. This research investigates the association of grit's dimensions with academic engagement in math and science as well as well-being outcomes (i.e., positive emotions, negative emotions, and flourishing) in primary school students. Participants were primary school students (Mage = 10.42; SDage = 1.26) from Hong Kong (n = 279) and Macau (n = 124). Results showed that perseverance of effort positively predicted cognitive and behavioral engagement in math as well as positive emotions even after controlling for demographic covariates (i.e., age, gender, setting, and year level), conscientiousness, and achievement goal orientations. Adaptability to situations positively predicted cognitive and social engagement in math and flourishing. Consistency of interests negatively predicted both cognitive engagement in science and negative emotions. Indeed, this study indicates that perseverance and adaptability may facilitate children's positive academic and psychological functioning during the COVID-19 pandemic outbreak.

有证据表明,坚韧不拔的三元模型及其维度(即努力的毅力、兴趣的一致性和对情况的适应性)预测了新冠肺炎大流行期间高中生和本科生的参与度和幸福感结果。然而,关于这种毅力模式如何与小学生的参与度和最佳心理结果相关的研究有限。这项研究调查了小学生的毅力维度与数学和科学的学术参与以及幸福感结果(即积极情绪、消极情绪和繁荣)的关系。参与者是小学生(Mage = 10.42;S年龄 = 1.26)香港(n = 279)和澳门(n = 124)。结果表明,即使在控制了人口统计学协变量(即年龄、性别、环境和年份水平)、尽责性和成就目标取向后,努力的毅力也能积极预测数学的认知和行为参与以及积极情绪。对情境的适应性正向预测了数学和繁荣的认知和社会参与。兴趣的一致性对科学的认知参与和负面情绪都有负面预测。事实上,这项研究表明,在新冠肺炎大流行期间,毅力和适应性可能有助于儿童积极的学术和心理功能。
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引用次数: 0
Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation. 新冠肺炎期间实践学校心理学家的视角:多国、混合方法的调查
IF 1.7 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-08-01 Epub Date: 2022-11-10 DOI: 10.1177/01430343221137716
Fiona May, Gary E Schaffer, Kelly-Ann Allen, Emily Berger, Alexa von Hagen, Vivian Hill, Zoe A Morris, Stefanie Prior, Dianne Summers, Gerald Wurf, Andrea Reupert

COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises.

新冠肺炎给世界各国提供学校心理服务带来了一系列挑战。目前的研究旨在调查来自美国、澳大利亚、德国、加拿大和英国的学校心理学家的实践,包括实践的变化和对疫情期间支持提供学校心理服务的因素的探索。从1030名学校心理学家那里收集了定量和定性数据,并采用混合方法、多案例研究设计进行分析。据报道,疫情对各国学校心理学家工作时间的影响各不相同。所有国家的参与者都报告说,他们转向了在线工作,更加关注咨询和干预,并减少了心理教育评估。来自各国的学校心理学家强调了自我照顾策略、社会联系和体育活动的重要性,以及通过监督或专业网络提供支持的作用。获得适当的技术和反应迅速的工作场所政策和程序也被认为是重要的。研究结果对学校心理学专业的国际化具有启示意义,可以为应对未来危机的国际学校心理学规划提供信息。
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引用次数: 0
Self-compassion mediates the relationship between alexithymia and learning burnout in Chinese primary and secondary school students: A cross-sectional study 自我同情在述情障碍与学习倦怠之间的中介作用:一项横断面研究
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-07-18 DOI: 10.1177/01430343231182387
Jiali Zhang, Xian Wang, S. Mu
Alexithymia has an important effect on learning burnout; however, the underlying mechanism of this relation remains unclear. This study aims to examine why alexithymia is related to increased learning burnout. Here, we investigated associations between alexithymia and learning burnout, as well as the potential mediating role of self-compassion in a sample of 466 Chinese children and adolescents from primary and secondary schools. Mediation analysis showed that higher alexithymia was significantly associated with greater learning burnout, and this relationship was mediated by self-compassion. Findings suggest that promoting self-compassion may mitigate the adverse effects of alexithymia on learning burnout.
述情障碍对学习倦怠有重要影响;然而,这种关系的根本机制尚不清楚。本研究旨在探讨述情障碍与学习倦怠增加的关系。在这里,我们调查了中国466名中小学儿童和青少年的述情障碍与学习倦怠之间的关系,以及自我同情的潜在中介作用。中介分析表明,述情障碍越高,学习倦怠越严重,这种关系是由自我同情介导的。研究结果表明,促进自我同情可以减轻述情障碍对学习倦怠的不利影响。
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引用次数: 0
When Mindfulness is Insufficient: The Moderated Moderating Effects of Self-Harm and Negotiable Fate Beliefs on the Association Between Mindfulness and Adolescent Psychological Distress in Disasters 正念不足:自我伤害和可协商命运信念对正念与青少年心理困扰的调节作用
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-07-12 DOI: 10.1177/01430343231187108
Yuchi Zhang, Chunqian Wang, Yi An, Xinrui Jiang
The coronavirus disease 2019 (COVID-19) pandemic has increased the risk of psychological distress among adolescents. Moreover, adolescents in 70 countries have suffered simultaneously from the COVID-19 pandemic and flood disasters. Research on the protective role of mindfulness on psychological distress is warranted; moreover, the practical needs arising from disasters require a deeper understanding of the potentially complex interplay between mindfulness and psychological distress. Using social–ecological systems theory, this study examined the moderating effects of self-harm and negotiable fate on the relationship between mindfulness and psychological distress in adolescents suffering from concurrent dual disasters (COVID-19 and flood disasters). High school adolescents ( N = 1679; 49.3% adolescent boys) in Zhengzhou, China, completed the Child and Adolescent Mindfulness Measure, Suicide Thoughts and Behaviors Checklist, Negotiable Fate Questionnaire, and Depression Anxiety Stress Scales-21. A three-way interaction model was developed. The results indicate that mindfulness has a significant negative relationship with psychological distress during disasters. Moreover, self-harm and negotiable fate significantly moderated the negative associations between mindfulness and psychological distress in adolescents enduring concurrent dual disasters (three-way interaction effects model). These findings highlight the significance of the interactions between different ecological system factors in the negative associations between mindfulness and psychological distress amid disasters.
2019冠状病毒病(新冠肺炎)大流行增加了青少年心理痛苦的风险。此外,70个国家的青少年同时遭受新冠肺炎大流行和洪水灾害。有必要研究正念对心理痛苦的保护作用;此外,灾难产生的实际需求需要更深入地理解正念和心理痛苦之间潜在的复杂相互作用。本研究运用社会生态系统理论,研究了自我伤害和可协商命运对同时遭受双重灾害(新冠肺炎和洪水灾害)的青少年正念与心理困扰之间关系的调节作用。高中青少年(N = 1679年;49.3%的青春期男孩)完成了儿童和青少年正念量表、自杀思想和行为量表、可协商命运问卷和抑郁焦虑压力量表-21。建立了一个三元交互模型。结果表明,正念与灾害期间的心理困扰存在显著的负相关关系。此外,自残和可协商的命运显著调节了同时遭受双重灾难的青少年的正念和心理困扰之间的负面关联(三方互动效应模型)。这些发现强调了不同生态系统因素之间的相互作用在灾难中正念和心理困扰之间的负面关联中的重要性。
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引用次数: 0
Critical psychology & education: Opportunities outside silos 批判心理学与教育:筒仓之外的机遇
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-07-10 DOI: 10.1177/01430343231187064
Tim Corcoran, Stephen J. Vassallo
Many psychologists working in schools acknowledge how their work contributes to the reproduction and mitigation of societal injustices. While professionals engaged in education systems and classrooms may hope to achieve the latter, disciplinary conventions can compete with best intentions. In response, psychologists working in schools have recently been encouraged to realize anti-oppressive schooling by practicing what is referred to as critical school psychology. Although potentially new for school psychology, critical work bridging education and psychology has been available for some time in North America and internationally. To encourage the use of psychology in support of justice and in resistance to oppression, we review some of this work and invite those interested to consider psychosocial justice as an ethical orientation to enmeshed theory∼practice. The purposeful engagement of critically informed work from outside traditional divisional silos will not eradicate every problem facing schools today, but such action will, at the least, provide concerned practitioners options for collaborative knowledge-making and more preferred ways of working.
许多在学校工作的心理学家承认,他们的工作有助于再现和减轻社会不公正现象。虽然从事教育系统和课堂的专业人士可能希望实现后者,但纪律公约可以与最佳意图相竞争。作为回应,最近鼓励在学校工作的心理学家通过实践所谓的批判学校心理学来实现反压迫教育。尽管对学校心理学来说可能是新的,但连接教育和心理学的批判性工作在北美和国际上已经存在了一段时间。为了鼓励使用心理学来支持正义和抵抗压迫,我们回顾了一些这项工作,并邀请那些有兴趣的人将心理社会正义视为一种融入理论与实践的伦理取向。有目的地从传统的部门筒仓之外进行批判性知情的工作并不能消除当今学校面临的每一个问题,但这种行动至少会为相关从业者提供合作知识创造的选择和更可取的工作方式。
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引用次数: 0
Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study 采用视频反馈干预支持幼儿在学校的师生互动和行为规范:一项定性试点研究
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-06-28 DOI: 10.1177/01430343231184001
Kim M. Starreveld, M. Overbeek, A. Willemen, M. Bakermans-Kranenburg
The evidence-based parenting program Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) may have potential to also support teachers in primary schools in their interaction with children with behavior problems. We therefore adapted the intervention for use with primary school teachers (VIPP-School). Here we examined the feasibility of VIPP-School, using qualitative analyses of the perceptions of teachers and VIPP-interveners on their experiences with VIPP-School. Three teacher-child dyads from kindergarten and 2nd grade participated in six sessions of VIPP-School. Perceptions of the participants were collected using semi-structured interviews, logbooks, observations and a questionnaire. The data were qualitatively analysed. Thematic analysis showed five main themes: 1) scheduling of appointments, 2) experiences with intervention elements, 3) working alliance, 4) changes in the teacher-child interaction, 5) defining the target group. Teachers mentioned notable time investment, but appreciated the video feedback as a great way to become more aware of subtle signals of the child and their own behaviors. This study shows that with some adaptations VIPP-School is an acceptable and deliverable intervention for teachers in primary education. It has potential for supporting teachers in the interaction with children with behavioral problems. Further research on the effectiveness of VIPP-School is recommended.
以证据为基础的育儿项目“促进积极育儿和敏感管教的视频反馈干预”(VIPP-SD)可能也有潜力支持小学教师与有行为问题的儿童进行互动。因此,我们调整了干预措施用于小学教师(VIPP-School)。在这里,我们检验了VIPP-School的可行性,使用定性分析教师和vipp -干预者对他们在VIPP-School的经历的看法。来自幼稚园和二年级的三位老师和孩子一起参加了六次vipp学校的活动。参与者的看法是通过半结构化访谈、日志、观察和问卷调查收集的。对数据进行定性分析。主题分析显示了五个主要主题:1)预约安排,2)干预要素的经验,3)工作联盟,4)师生互动的变化,5)目标群体的定义。老师们提到了值得注意的时间投入,但他们赞赏视频反馈是一个很好的方式,可以让他们更加意识到孩子和他们自己行为的微妙信号。本研究表明,通过一些调整,VIPP-School是小学教师可接受和可交付的干预措施。它具有支持教师与有行为问题的儿童互动的潜力。建议进一步研究VIPP-School的有效性。
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引用次数: 0
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School Psychology International
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