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Rural parent and elementary school student resilience to COVID-19: Disability status and parental predictors of change. 农村家长和小学生对COVID-19的适应能力:残疾状况和父母变化的预测因素
IF 2.3 3区 心理学 Q1 Social Sciences Pub Date : 2023-04-01 Epub Date: 2022-09-25 DOI: 10.1177/01430343221128195
Suzannah B Chatlos, Preeti G Samudra, Jillian M Magoon, Aquilas C Lokossou

Little is known about how the COVID-19 pandemic relates to child and parent functioning in a rural population. The present study investigated how disability status and parent factors related to resilience in a rural population before and after the shift to remote instruction. Parents of elementary-aged children in a rural area of the U.S. completed an online questionnaire, rating their own functioning and their child's academic, cognitive, and socioemotional functioning (1) retrospectively thinking back to a month before the pandemic, and (2) at the time of the survey, approximately four months after the onset of pandemic changes. Parents of children with disabilities perceived stronger child resilience through the pandemic transition than parents of children without disabilities. Additionally, parents who better maintained their work-life balance and support through the pandemic transition reported stronger resilience in their children. These results highlight the importance of supporting all children and parents during difficult transitions (e.g., providing additional resources so that parents can maintain similar levels of balance and support through the transition), including those students who have experienced less adversity pre-transition.

关于新冠肺炎大流行如何与农村人口中的儿童和父母功能相关,目前知之甚少。本研究调查了农村人口在转向远程教学前后的残疾状况和父母因素与恢复力的关系。美国农村地区小学年龄儿童的父母完成了一份在线问卷,对他们自己的功能以及孩子的学业、认知和社会情感功能进行了评级(1)回顾疫情前一个月的情况,以及(2)在调查时,即疫情变化开始约四个月后。残疾儿童的父母认为,在疫情过渡期间,儿童的复原力比非残疾儿童的家长更强。此外,在疫情过渡期间更好地保持工作与生活平衡和支持的父母报告说,他们的孩子有更强的韧性。这些结果强调了在困难的过渡期间支持所有儿童和家长的重要性(例如,提供额外的资源,使家长能够在过渡期间保持类似的平衡和支持水平),包括那些在过渡前经历较少逆境的学生。
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引用次数: 0
Risks and opportunities for children's well-being in resource-constrained multigenerational households during COVID-19: Implications for school psychology interventions. 新冠肺炎期间资源紧张的多代同堂家庭中儿童福祉的风险和机会:对学校心理干预的影响
IF 1.7 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-04-01 Epub Date: 2022-12-18 DOI: 10.1177/01430343221144407
Kamleshie Mohangi

The coronavirus disease (COVID-19) pandemic had a global impact on family social and economic well-being. Individuals and families sought alternative living arrangements as a result of the financial crisis, health implications, and housing insecurity, with many joining multigenerational households. However, it is unknown how multigenerational family life affects children's well-being. Therefore, this qualitative study explored risks and resilience-building opportunities for children's psychological and social well-being in resource-constrained multigenerational households during the COVID-19 pandemic in South Africa. Five multigenerational families were selected through snowball sampling and case design. The three generations of participants were grandparents (n = 5), parents (n = 7), and children (n = 4). Data were gathered through a questionnaire and interviews. The study received institutional ethics approval. After thematic analysis, two themes and six sub-themes were identified. Risks were related to interpersonal conflict, family collective fear of COVID-19, and children's multiple other fears. Opportunities were identified as academic support, shared responsibilities, life skills and values acquisition, and family cohesion. Results demonstrated the potential risks and resilience-building opportunities multigenerational households present for children's psychosocial well-being. Multisystemic influences in a multigenerational household contribute to children's adjustment. These outcomes necessitate systemic school psychology interventions. Longitudinal studies are recommended to explore child well-being trends in multigenerational households in varying socioeconomic contexts.

冠状病毒病(COVID-19)大流行对家庭、社会和经济福祉产生了全球性影响。由于金融危机、健康问题和住房不安全,个人和家庭寻求其他生活安排,许多人加入了几代同堂的家庭。然而,几代同堂的家庭生活如何影响儿童的健康还不得而知。因此,本定性研究探讨了南非2019冠状病毒病大流行期间资源有限的多代家庭中儿童心理和社会福祉的风险和复原力建设机会。通过滚雪球抽样和案例设计,选取了5个多代家庭。参与者的三代分别是祖父母(n = 5)、父母(n = 7)和子女(n = 4)。通过问卷调查和访谈收集数据。该研究获得了机构伦理批准。经过专题分析,确定了两个专题和六个副专题。风险与人际冲突、家庭对COVID-19的集体恐惧以及儿童的多种其他恐惧有关。机会被确定为学术支持、共同责任、生活技能和价值观的获得以及家庭凝聚力。结果表明,多代家庭为儿童的社会心理健康带来了潜在的风险和恢复力建设的机会。在多代同堂的家庭中,多系统的影响有助于孩子的适应。这些结果需要系统的学校心理干预。建议进行纵向研究,以探索不同社会经济背景下多代家庭的儿童福祉趋势。
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引用次数: 0
Resilience to COVID-19 challenges: Lessons for school psychologists serving school-attending black South African youth aged 10 to 19 years old. 应对COVID-19挑战的韧性:为10至19岁的南非黑人在校青年提供服务的学校心理学家的经验教训
IF 2.3 3区 心理学 Q1 Social Sciences Pub Date : 2023-04-01 Epub Date: 2022-11-15 DOI: 10.1177/01430343221135872
Jace Pillay

Several studies have highlighted the mental health challenges of children and youth during the COVID-19 pandemic lockdown period, especially, in relation to an escalation of depression, anxiety, and stress. Whilst this may be the reality, it is unfortunate that most of the studies adopt a psychopathological point of departure often portraying doom and gloom. Adopting a social ecological resilience perspective the author focuses on the resilience of school-attending black South African youth during the COVID-19 lockdown period. The Child and Youth Resilience Measurement (CYRM-28) was completed by 4165 respondents in grades 4 to 12 (females = 2431, 58.4%; males = 1734, 41.6%) from the Gauteng, Mpumalanga and North-West provinces in South Africa. The findings indicate that school psychologists must consider gender, age and school levels when they design school-based resilience programmes for black South African children. Particular emphasis should be placed on contextual resilience highlighting spiritual, religious, cultural and educational factors. A major lesson for school psychologists is to ensure that school-based resiliency programmes adopt a whole school approach that includes children, their families and local communities for the successful promotion of resilience during adverse situations as postulated by the social ecological resilience model.

几项研究强调了儿童和青少年在2019冠状病毒病大流行封锁期间面临的心理健康挑战,特别是在抑郁、焦虑和压力升级方面。虽然这可能是事实,但不幸的是,大多数研究都采用了精神病理学的出发点,经常描绘出厄运和阴郁。作者从社会生态复原力的角度,重点关注了在COVID-19封锁期间上学的南非黑人青年的复原力。调查对象为4165名4 ~ 12年级学生(女生2431人,58.4%;男性= 1734,41.6%),来自南非豪登省、普马兰加省和西北省份。研究结果表明,学校心理学家在为南非黑人儿童设计基于学校的恢复能力项目时,必须考虑性别、年龄和学校水平。应特别强调强调精神、宗教、文化和教育因素的环境复原力。对于学校心理学家来说,一个重要的教训是确保以学校为基础的弹性项目采用一种包括儿童、他们的家庭和当地社区在内的整个学校的方法,以成功地促进社会生态弹性模型所假设的不利情况下的弹性。
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引用次数: 0
Exploring the role of implicit theories of talent in subjective well-being, academic buoyancy, and perceived physical health: A study in the Philippine context 探索天赋内隐理论在主观幸福感、学术浮力和感知身体健康中的作用:一项菲律宾背景下的研究
IF 2.3 3区 心理学 Q1 Social Sciences Pub Date : 2023-03-23 DOI: 10.1177/01430343231165269
J. P. Valdez
Prior studies commonly emphasized the beneficial impacts of a growth mindset on students’ success and well-being. However, recent evidence cast doubts on the ability of a growth mindset to optimize desirable achievement and psychological outcomes. This study contributes to this line of evidence by exploring the association of mindsets in talent—a new domain of implicit theories encompassing belief about the nature of talent—with students’ subjective well-being, academic buoyancy, and general health among selected Filipino high school students. Results of structural equation modeling indicate that whereas incremental theory in talent (or growth mindset) was more strongly and positively correlated with academic buoyancy, school connectedness, and joy of learning, entity theory (or fixed mindset) was more strongly and positively associated with educational purpose and general health. These findings underscore the mental health rewards associated with cultivating both growth and fixed mindsets about talent in school contexts.
先前的研究通常强调成长心态对学生成功和幸福感的有益影响。然而,最近的证据让人怀疑成长心态是否有能力优化理想的成就和心理结果。这项研究通过探索人才心态与选定的菲律宾高中生的主观幸福感、学术活力和总体健康之间的联系,为这一证据线做出了贡献。人才心态是一个新的隐含理论领域,涵盖了对人才本质的信仰。结构方程建模的结果表明,尽管人才(或成长心态)的增量理论与学术活力、学校联系和学习乐趣之间的相关性更强、更正,但实体理论(或固定心态)与教育目的和总体健康之间的相关性更强、更正。这些发现强调了在学校环境中培养成长和固定的人才心态所带来的心理健康回报。
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引用次数: 1
Academic resilience and test anxiety: The moderating role of achievement goals 学业韧性与考试焦虑:成就目标的调节作用
IF 2.3 3区 心理学 Q1 Social Sciences Pub Date : 2023-03-15 DOI: 10.1177/01430343231162876
M. Lim, Kah Loong Chue
The present study examined the associations of academic resilience and achievement goals with test anxiety, and the moderating role of achievement goals in the relation between academic resilience and test anxiety among 1632 secondary one students from eight secondary schools in Singapore. Results showed that students who reported lower levels of academic resilience also reported higher levels of cognitive test anxiety, and those who reported higher levels of avoidance-goal endorsement reported higher levels of cognitive test anxiety. Importantly, the relationship between academic resilience and test anxiety was moderated by avoidance-based goals endorsement level. Specifically, this relationship was stronger for those who endorsed higher levels of avoidance-based goals. Approach-based achievement goals did not significantly interact with academic resilience to influence test anxiety. Implications of the findings are discussed.
本研究以新加坡8所中学的1632名中学生为研究对象,考察了学业弹性、学业成就目标与考试焦虑的关系,以及学业成就目标在学业弹性与考试焦虑之间的调节作用。结果显示,学业弹性水平较低的学生也报告了较高的认知测试焦虑水平,而逃避-目标支持水平较高的学生报告了较高的认知测试焦虑水平。重要的是,学业弹性和考试焦虑之间的关系被基于回避的目标认可水平调节。具体来说,这种关系对于那些支持更高水平的基于回避的目标的人来说更强。基于方法的成就目标与学业弹性之间没有显著的相互作用来影响考试焦虑。讨论了研究结果的含义。
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引用次数: 1
Patterns of relational aggression, narcissism, and self-esteem: Adolescents’ social goals unraveled 关系攻击、自恋和自尊的模式:青少年的社会目标被解开
IF 2.3 3区 心理学 Q1 Social Sciences Pub Date : 2023-02-09 DOI: 10.1177/01430343231154738
Ioanna Voulgaridou, Constantinos M. Kokkinos, K. Fanti
This study applies latent profile analysis to identify profiles of adolescents differentiated on levels of relational aggression (RAgg), self-esteem, and narcissism. To understand the social aspects of these profiles within the adolescent peer context, we compare them to their reported social goals of dominance, popularity, and intimacy. Greek junior high school students ( N = 2,207), selected via random stratified cluster sampling, aged 13–16 ( M = 14.04, SD =.81), completed a self-report survey. Based on self-esteem, narcissism, and RAgg scores, four groups emerged: the group with the lowest scores in RAgg, narcissism, and self-esteem (“low risk”), the group with the highest scores in RAgg, narcissism, and self-esteem (“relational aggressors with narcissistic self-esteem”), the group with moderate scores in RAgg, narcissism, and self-esteem (“moderate risk”), and the group with high RAgg and narcissism scores but low self-esteem (“relational aggressors with vulnerable self-esteem”). Relational aggressors with high narcissism and self-esteem scored higher on social goals than those with vulnerable self-esteem (high narcissism but low self-esteem). Preventive policies should replace excessive and unconditional praise with more realistic self-esteem sources and teach adolescents how to respond to negative feedback and to cope with ego threats or social placement concerns.
本研究运用潜在侧面分析方法,对关系攻击、自尊、自恋等不同水平的青少年进行侧面分析。为了理解青少年同伴背景下这些个人资料的社会方面,我们将其与他们报告的社会目标(支配地位、受欢迎程度和亲密程度)进行比较。采用随机分层整群抽样的方法,选取13-16岁的希腊初中生2207名(M = 14.04, SD = 0.81)进行自我报告调查。根据自尊、自恋和RAgg得分,出现了四个组:RAgg、自恋和自尊得分最低的组(“低风险”),RAgg、自恋和自尊得分最高的组(“自恋自尊的关系攻击者”),RAgg、自恋和自尊得分中等的组(“中等风险”),RAgg和自恋得分高但自尊低的组(“脆弱自尊的关系攻击者”)。高自恋和高自尊的关系攻击者在社会目标上的得分高于脆弱自尊者(高自恋但低自尊)。预防性政策应以更现实的自尊来源取代过度和无条件的赞扬,并教导青少年如何对消极反馈作出反应,如何处理自我威胁或社会安置问题。
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引用次数: 1
The relationship between stressful life events and school engagement for junior high school students in China: A serial mediation model 中国初中生压力生活事件与学校投入的关系:一个序列中介模型
IF 2.3 3区 心理学 Q1 Social Sciences Pub Date : 2023-02-09 DOI: 10.1177/01430343231155621
Shuanghu Fang, Dongyan Ding
The purpose of this study is to examine the relationship between stressful life events (SLE) and school engagement and to determine if there are some likely mediating variables between them. A sample of 1517 Chinese junior high school students (51.5% female) completed the adolescent self-rating life events checklist (ASLEC), Utrecht Work Engagement Scale-student (UWES-s), cognitive fusion questionnaire (CFQ), and positive psychological capital questionnaire (PPQ). The model was calculated using the PROCESS macro in SPSS. The serial mediator model revealed a significant negative effect of SLE on school engagement through psychological flexibility and psychological capital (effect = −.08, 95% CI [−.10, −.06]). There was also a direct mediating effect through psychological capital (effect = −.17, 95% CI [−.21, −.13]). The results of the present study may help to clarify mechanisms that might explain the association between SLE and school engagement. Future research on improving school engagement should consider the critical roles of psychological flexibility and psychological capital.
本研究旨在探讨压力性生活事件(SLE)与学校投入之间的关系,并确定两者之间是否存在一些可能的中介变量。选取1517名中国初中生(女性占51.5%),完成了青少年生活事件自评表(ASLEC)、学生乌得勒支工作投入量表(uws -s)、认知融合问卷(CFQ)和积极心理资本问卷(PPQ)。模型采用SPSS中的PROCESS宏进行计算。序列中介模型显示SLE通过心理灵活性和心理资本对学校投入有显著的负向影响(effect =−)。0.08, 95% ci[−。10−06])。心理资本也有直接中介效应(effect =−)。17, 95% ci[−。21日−13])。本研究的结果可能有助于阐明SLE与学校参与之间关系的机制。未来关于提高学校投入的研究应考虑心理灵活性和心理资本的关键作用。
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引用次数: 0
Editorial Notice 编辑注意到
3区 心理学 Q1 Social Sciences Pub Date : 2023-01-20 DOI: 10.1177/01430343221149286
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引用次数: 0
Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors 成就价值、教师自主支持和教师学业压力在促进高中生学业参与中的作用
IF 2.3 3区 心理学 Q1 Social Sciences Pub Date : 2023-01-19 DOI: 10.1177/01430343221150748
Taerim Lee, So E. Hong, Jieun Kang, S. M. Lee
This study investigated the effects of individual and contextual factors (students and classrooms) on academic engagement by adopting an analytical approach based on hierarchical linear modeling. The participants in this study included 906 high school students (42.7% male) from 42 classrooms in South Korea. We established that achievement value and teachers’ autonomy support had a statistically significant positive impact on academic engagement at both the student and classroom levels. However, teachers’ academic pressure had a positive impact on academic engagement only at the classroom level. Cross-level interaction effects between the student and classroom levels, achievement value (LV 1) and autonomy support (LV 2), teachers’ academic pressure (LV1) and achievement value (LV 2), and those on teachers’ academic pressure at both levels were also identified.
本研究采用基于层次线性模型的分析方法,考察了个体和情境因素(学生和课堂)对学习投入的影响。本研究的参与者包括来自韩国42个教室的906名高中生(42.7%)。我们确定成就价值和教师自主支持在学生和课堂层面上对学业投入都有统计学上显著的积极影响。然而,教师的学业压力仅在课堂层面上对学业投入有积极影响。学生与课堂水平、成就价值(LV1)与自主支持(LV 2)、教师学业压力(LV1)与成就价值(LV 2)、教师学业压力与学业价值(LV 2)的跨水平交互效应,以及两个水平对教师学业压力的交互效应。
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引用次数: 2
Assessing gender difference in mathematics achievement 评估数学成绩的性别差异
IF 2.3 3区 心理学 Q1 Social Sciences Pub Date : 2023-01-04 DOI: 10.1177/01430343221149689
Yujie Lu, Xuan Zhang, Xinlin Zhou
Gender differences in math-related professional achievements have been identified as a worldwide problem. Academic achievement assessments, however, have repeatedly revealed gender similarities. The observed gender similarity might be due to biased assessments that heavily rely on reading skills, which favors girls. The current study analyzed 29 international and within-country datasets representing a total of 9,471,692 students from 1,456 regions through four typical, large-scale student academic achievement assessments. The results showed a gender difference in mathematics achievements of greater than 0.76 (Cohen's d), favoring boys for each dataset after controlling for general reading achievements. The gender difference in mathematics achievements favoring boys exceeded 0.35 in each region, with a mean of 0.70 for 79 countries or jurisdictions in the 2018 Programme for International Student Assessment (PISA 2018) after controlling for general reading achievements. Dataset- and region-level gender differences are robust, suggesting that there is a clear gender difference in mathematics achievements that previous analyses have not identified due to the effect of reading achievements differences.
数学相关专业成就的性别差异已被认为是一个全球性问题。然而,学业成绩评估一再显示出性别相似性。观察到的性别相似性可能是由于严重依赖阅读技能的有偏见的评估,这种评估对女孩更有利。目前的研究通过四次典型的大规模学生学业成绩评估,分析了29个国际和国内数据集,代表了来自1456个地区的9,471,692名学生。结果显示,数学成绩的性别差异大于0.76 (Cohen’s d),在控制了一般阅读成绩后,每个数据集都倾向于男孩。在2018年国际学生评估项目(PISA 2018)中,男生在数学成绩上的性别差异超过0.35,在控制了一般阅读成绩后,79个国家或地区的平均成绩为0.70。数据集和地区层面的性别差异是稳健的,这表明数学成绩存在明显的性别差异,而之前的分析并未发现这一差异,因为阅读成绩差异的影响。
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引用次数: 0
期刊
School Psychology International
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