Among the protective factors associated with reduced risk for suicide, scientific inquiries into school connectedness are especially important considering that schools are ideally situated to provide interventions reaching the vast majority of youth. Although there is a wealth of research that supports the association between school connectedness and reduced self-report of adolescents having a suicidal thought or making a suicide attempt, inconsistencies in the way studies have measured and operationalized school connectedness limit synthesis across findings. This meta-analytic study investigates the literature exploring associations between school connectedness and suicidal thoughts and behaviors across general and subpopulations (high risk and sexual minority youth) using a random effects model. Eligible studies examined a measure of school connectedness explicitly referred to as “school connectedness” or “connections at school” in relation to suicidal ideation or suicide attempts among youth enrolled in school (Grades 6–12). Multiple metaregression analyses were conducted to explore the influence of school connectedness measurement variation, as well as participant characteristics. Results, including 16 samples, support that higher school connectedness is associated with reduced reports of suicidal thoughts and behaviors across general (odds ratio [OR] = 0.536), high-risk (OR = 0.603), and sexual minority (OR = 0.608) adolescents. Findings are consistent when analyzed separately for suicidal ideation (OR = 0.529) and suicide attempts (OR = 0.589) and remain stable when accounting for measurement variability. Although limited by its cross-sectional nature, findings support recent calls to increase school connectedness and proffer important implications for screening and intervention efforts conducted in schools.
{"title":"School Connectedness and Suicidal Thoughts and Behaviors: A Systematic Meta-Analysis","authors":"Marisa E. Marraccini, Zoe M F Brier","doi":"10.1037/spq0000192","DOIUrl":"https://doi.org/10.1037/spq0000192","url":null,"abstract":"Among the protective factors associated with reduced risk for suicide, scientific inquiries into school connectedness are especially important considering that schools are ideally situated to provide interventions reaching the vast majority of youth. Although there is a wealth of research that supports the association between school connectedness and reduced self-report of adolescents having a suicidal thought or making a suicide attempt, inconsistencies in the way studies have measured and operationalized school connectedness limit synthesis across findings. This meta-analytic study investigates the literature exploring associations between school connectedness and suicidal thoughts and behaviors across general and subpopulations (high risk and sexual minority youth) using a random effects model. Eligible studies examined a measure of school connectedness explicitly referred to as “school connectedness” or “connections at school” in relation to suicidal ideation or suicide attempts among youth enrolled in school (Grades 6–12). Multiple metaregression analyses were conducted to explore the influence of school connectedness measurement variation, as well as participant characteristics. Results, including 16 samples, support that higher school connectedness is associated with reduced reports of suicidal thoughts and behaviors across general (odds ratio [OR] = 0.536), high-risk (OR = 0.603), and sexual minority (OR = 0.608) adolescents. Findings are consistent when analyzed separately for suicidal ideation (OR = 0.529) and suicide attempts (OR = 0.589) and remain stable when accounting for measurement variability. Although limited by its cross-sectional nature, findings support recent calls to increase school connectedness and proffer important implications for screening and intervention efforts conducted in schools.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"32 1","pages":"5–21"},"PeriodicalIF":0.0,"publicationDate":"2017-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/spq0000192","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48881972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A well established finding is that the cognitive component of test anxiety (worry) is negatively related to examination performance. The present study examined how 3 self-beliefs (academic buoyancy, perceived control, and test competence) moderated the strength of the relationship between worry and examination performance in a sample of 270 final year secondary school students. Participants completed self-reports of academic buoyancy, perceived control, test competence, and cognitive test anxiety, that were matched with examination grades in English, science, and mathematics. Results showed an interaction between worry and perceived control. Students with higher perceived control performed better at low levels of worry. As worry increased, the differential advantage offered by higher perceived control diminished. At high levels of worry control made little difference to examination performance. Interventions designed to reduce worry may not necessarily improve examination performance unless they also target improved control.
{"title":"Is Perceived Control a Critical Factor in Understanding the Negative Relationship Between Cognitive Test Anxiety and Examination Performance?","authors":"D. Putwain, Ben Aveyard","doi":"10.1037/spq0000183","DOIUrl":"https://doi.org/10.1037/spq0000183","url":null,"abstract":"A well established finding is that the cognitive component of test anxiety (worry) is negatively related to examination performance. The present study examined how 3 self-beliefs (academic buoyancy, perceived control, and test competence) moderated the strength of the relationship between worry and examination performance in a sample of 270 final year secondary school students. Participants completed self-reports of academic buoyancy, perceived control, test competence, and cognitive test anxiety, that were matched with examination grades in English, science, and mathematics. Results showed an interaction between worry and perceived control. Students with higher perceived control performed better at low levels of worry. As worry increased, the differential advantage offered by higher perceived control diminished. At high levels of worry control made little difference to examination performance. Interventions designed to reduce worry may not necessarily improve examination performance unless they also target improved control.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"33 1","pages":"65–74"},"PeriodicalIF":0.0,"publicationDate":"2016-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/spq0000183","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57352773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Curriculum-based measurement of oral reading (CBM-R) progress monitoring data is used to measure student response to instruction. Federal legislation permits educators to use CBM-R progress monitoring data as a basis for determining the presence of specific learning disabilities. However, decision making frameworks originally developed for CBM-R progress monitoring data were not intended for such high stakes assessments. Numerous documented issues with trend line estimation undermine the validity of using slope estimates to infer progress. One proposed recommendation is to use confidence interval overlap as a means of judging reliable growth. This project explored the degree to which confidence interval overlap was related to true growth magnitude using simulation methodology. True and observed CBM-R scores were generated across 7 durations of data collection (range 6-18 weeks), 3 levels of dataset quality or residual variance (5, 10, and 15 words read correct per minute) and 2 types of data collection schedules. Descriptive and inferential analyses were conducted to explore interactions between overlap status, progress monitoring scenarios, and true growth magnitude. A small but statistically significant interaction was observed between overlap status, duration, and dataset quality, b = -0.004, t(20992) =-7.96, p < .001. In general, confidence interval overlap does not appear to meaningfully account for variance in true growth across many progress monitoring conditions. Implications for research and practice are discussed. Limitations and directions for future research are addressed. (PsycINFO Database Record
基于课程的口语阅读测量(CBM-R)进度监测数据用于测量学生对教学的反应。联邦立法允许教育工作者使用CBM-R进度监测数据作为确定特定学习障碍是否存在的基础。然而，最初为CBM-R进度监测数据开发的决策框架并不打算用于这种高风险评估。许多关于趋势线估计的文件问题削弱了使用斜率估计来推断进展的有效性。一项建议是使用置信区间重叠作为判断可靠增长的手段。该项目探索了置信区间重叠与真实增长幅度相关的程度，使用模拟方法。真实的和观察到的CBM-R评分是在7个数据收集持续时间(范围6-18周)、3个数据集质量或剩余方差水平(每分钟正确阅读5、10和15个单词)和2种数据收集计划中生成的。进行描述性和推断性分析以探索重叠状态、进度监测情景和真实增长幅度之间的相互作用。重叠状态、持续时间和数据集质量之间存在较小但具有统计学意义的交互作用，b = -0.004, t(20992) =-7.96, p < 0.001。一般来说，置信区间重叠似乎不能有效地解释在许多进度监测条件下真实增长的差异。讨论了对研究和实践的启示。指出了未来研究的局限性和方向。(PsycINFO数据库记录
{"title":"Curriculum-based measurement of oral reading: A preliminary investigation of confidence interval overlap to detect reliable growth.","authors":"Ethan R. Van Norman","doi":"10.1037/spq0000146","DOIUrl":"https://doi.org/10.1037/spq0000146","url":null,"abstract":"Curriculum-based measurement of oral reading (CBM-R) progress monitoring data is used to measure student response to instruction. Federal legislation permits educators to use CBM-R progress monitoring data as a basis for determining the presence of specific learning disabilities. However, decision making frameworks originally developed for CBM-R progress monitoring data were not intended for such high stakes assessments. Numerous documented issues with trend line estimation undermine the validity of using slope estimates to infer progress. One proposed recommendation is to use confidence interval overlap as a means of judging reliable growth. This project explored the degree to which confidence interval overlap was related to true growth magnitude using simulation methodology. True and observed CBM-R scores were generated across 7 durations of data collection (range 6-18 weeks), 3 levels of dataset quality or residual variance (5, 10, and 15 words read correct per minute) and 2 types of data collection schedules. Descriptive and inferential analyses were conducted to explore interactions between overlap status, progress monitoring scenarios, and true growth magnitude. A small but statistically significant interaction was observed between overlap status, duration, and dataset quality, b = -0.004, t(20992) =-7.96, p < .001. In general, confidence interval overlap does not appear to meaningfully account for variance in true growth across many progress monitoring conditions. Implications for research and practice are discussed. Limitations and directions for future research are addressed. (PsycINFO Database Record","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"31 3 1","pages":"405-418"},"PeriodicalIF":0.0,"publicationDate":"2016-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57352640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David C. Parker, Kristen L. McMaster, Amanuel Medhanie, B. Silberglitt
{"title":"Modeling early writing growth with curriculum-based measures","authors":"David C. Parker, Kristen L. McMaster, Amanuel Medhanie, B. Silberglitt","doi":"10.1037/A0026833","DOIUrl":"https://doi.org/10.1037/A0026833","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"290-304"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0026833","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57390949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thomas W. Farmer, C. M. Hall, M. Leung, David B. Estell, Debbie Brooks
{"title":"Social prominence and the heterogeneity of rejected status in late elementary school","authors":"Thomas W. Farmer, C. M. Hall, M. Leung, David B. Estell, Debbie Brooks","doi":"10.1037/A0025624","DOIUrl":"https://doi.org/10.1037/A0025624","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"260-274"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0025624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57376277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Orthogonal higher-order factor structure of the Cognitive Assessment System (CAS; Naglieri & Das, 1997a) for the 5–7 and 8 –17 age groups in the CAS standardization sample is reported. Following the same procedure as recent studies of other prominent intelligence tests (Dombrowski, Watkins, & Brogan, 2009; Canivez, 2008; Canivez & Watkins, 2010a, 2010b; Nelson & Canivez, 2011; Nelson, Canivez, Lindstrom, & Hatt, 2007; Watkins, 2006; Watkins, Wilson, Kotz, Carbone, & Babula, 2006), three- and four-factor CAS exploratory factor extractions were analyzed with the Schmid and Leiman (1957) procedure using MacOrtho (Watkins, 2004) to assess the hierarchical factor structure by sequentially partitioning variance to the second- and first- order dimensions as recommended by Carroll (1993, 1995). Results showed that greater portions of total and common variance were accounted for by the second-order, global factor, but compared to other tests of intelligence CAS subtests measured less secondorder variance and greater first-order Planning, Attention, Simultaneous, and Successive (PASS) factor variance.
{"title":"Hierarchical Factor Structure of the Cognitive Assessment System: Variance Partitions from the Schmid-Leiman (1957) Procedure.","authors":"Gary L. Canivez","doi":"10.1037/A0025973","DOIUrl":"https://doi.org/10.1037/A0025973","url":null,"abstract":"Orthogonal higher-order factor structure of the Cognitive Assessment System (CAS; Naglieri & Das, 1997a) for the 5–7 and 8 –17 age groups in the CAS standardization sample is reported. Following the same procedure as recent studies of other prominent intelligence tests (Dombrowski, Watkins, & Brogan, 2009; Canivez, 2008; Canivez & Watkins, 2010a, 2010b; Nelson & Canivez, 2011; Nelson, Canivez, Lindstrom, & Hatt, 2007; Watkins, 2006; Watkins, Wilson, Kotz, Carbone, & Babula, 2006), three- and four-factor CAS exploratory factor extractions were analyzed with the Schmid and Leiman (1957) procedure using MacOrtho (Watkins, 2004) to assess the hierarchical factor structure by sequentially partitioning variance to the second- and first- order dimensions as recommended by Carroll (1993, 1995). Results showed that greater portions of total and common variance were accounted for by the second-order, global factor, but compared to other tests of intelligence CAS subtests measured less secondorder variance and greater first-order Planning, Attention, Simultaneous, and Successive (PASS) factor variance.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"305-317"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0025973","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57380902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matthew R. Reynolds, Daniel B. Hajovsky, Christopher R. Niileksela, T. Keith
{"title":"Spearman's law of diminishing returns and the DAS-II: Do g effects on subtest scores depend on the level of g?","authors":"Matthew R. Reynolds, Daniel B. Hajovsky, Christopher R. Niileksela, T. Keith","doi":"10.1037/A0026190","DOIUrl":"https://doi.org/10.1037/A0026190","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"275-289"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0026190","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57383331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Adding a Vocabulary Component to Incremental Rehearsal to Enhance Retention and Generalization","authors":"Shawna Petersen‐Brown, M. Burns","doi":"10.1037/A0024914","DOIUrl":"https://doi.org/10.1037/A0024914","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"245-255"},"PeriodicalIF":0.0,"publicationDate":"2011-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0024914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57367158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study empirically derived a multiple risk factors model of the development of aggression among middle school students in urban, low-income neighborhoods, using Hierarchical Linear Modeling (HLM). RESULTS indicated that aggression increased from sixth to eighth grade. Additionally, the influences of four risk domains (individual, family, community, and media) were tested individually and simultaneously, providing evidence that multiple risk variables at multiple levels influenced the development of aggression with varying degrees. While nearly all risk factors predicted variability in the initial level of aggression, few factors were adequate predictors of changes in aggression. Implications for future research and for evidence-based school interventions are discussed. Language: en
{"title":"A Multiple Risk Factors Model of the Development of Aggression Among Early Adolescents From Urban Disadvantaged Neighborhoods","authors":"Sangwon Kim, P. Orpinas, R. Kamphaus, S. Kelder","doi":"10.1037/A0024116","DOIUrl":"https://doi.org/10.1037/A0024116","url":null,"abstract":"This study empirically derived a multiple risk factors model of the development of aggression among middle school students in urban, low-income neighborhoods, using Hierarchical Linear Modeling (HLM). RESULTS indicated that aggression increased from sixth to eighth grade. Additionally, the influences of four risk domains (individual, family, community, and media) were tested individually and simultaneously, providing evidence that multiple risk variables at multiple levels influenced the development of aggression with varying degrees. While nearly all risk factors predicted variability in the initial level of aggression, few factors were adequate predictors of changes in aggression. Implications for future research and for evidence-based school interventions are discussed. Language: en","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"215-230"},"PeriodicalIF":0.0,"publicationDate":"2011-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0024116","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57353101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the accuracy of several early literacy measures that have been used in research and practice for first grade reading screening. A set of measures, Word Identification Fluency (WIF), Letter Naming Fluency, Phoneme Segmentation Fluency, and Nonsense Word Fluency, were administered as screening measures with 138 first grade students in the fall of the school year. Reading skills were assessed at the end of first grade using Oral Reading Fluency, the Test of Word Reading Efficiency (Sight Word Efficiency and Phonemic Decoding Efficiency), reading Maze, and a latent variable composite. Analyses compared the accuracy at which each screening measure, as well as combinations of screening measures, classified students according to successful or unsuccessful reading outcomes at the end of the year. Receiver operating characteristic curve analyses indicated that when compared with other single screening measures, WIF tended to demonstrate the strongest overall classification accuracy. With levels of sensitivity held constant at .90, combining screening measures with WIF using predicted probabilities from logistic regression analyses resulted in modest improvements in accuracy by reducing the number of false positives. More measures were not always better, however, as models of two or three measures were as accurate as models consisting of all measures. Overall results provided support for WIF as a starting point for first grade reading screening, whereby additional steps might be taken to reduce false positives.
{"title":"Improving the Efficacy of First Grade Reading Screening: An Investigation of Word Identification Fluency with Other Early Literacy Indicators.","authors":"Nathan H. Clemens, E. Shapiro, F. Thoemmes","doi":"10.1037/A0025173","DOIUrl":"https://doi.org/10.1037/A0025173","url":null,"abstract":"This study investigated the accuracy of several early literacy measures that have been used in research and practice for first grade reading screening. A set of measures, Word Identification Fluency (WIF), Letter Naming Fluency, Phoneme Segmentation Fluency, and Nonsense Word Fluency, were administered as screening measures with 138 first grade students in the fall of the school year. Reading skills were assessed at the end of first grade using Oral Reading Fluency, the Test of Word Reading Efficiency (Sight Word Efficiency and Phonemic Decoding Efficiency), reading Maze, and a latent variable composite. Analyses compared the accuracy at which each screening measure, as well as combinations of screening measures, classified students according to successful or unsuccessful reading outcomes at the end of the year. Receiver operating characteristic curve analyses indicated that when compared with other single screening measures, WIF tended to demonstrate the strongest overall classification accuracy. With levels of sensitivity held constant at .90, combining screening measures with WIF using predicted probabilities from logistic regression analyses resulted in modest improvements in accuracy by reducing the number of false positives. More measures were not always better, however, as models of two or three measures were as accurate as models consisting of all measures. Overall results provided support for WIF as a starting point for first grade reading screening, whereby additional steps might be taken to reduce false positives.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"231-244"},"PeriodicalIF":0.0,"publicationDate":"2011-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0025173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57370454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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