The goal of the current study was to explore the relations between shyness, academic engagement, and academic achievement in childhood. Participants were (n = 125) children (aged 9-13 years) attending public school boards in Canada. Children completed self reports of shyness and were administered a test of nonverbal IQ. Academic achievement was assessed through both teacher ratings and standardized tests of reading comprehension and mathematics. As well, a new teacher-rated measure of academic engagement was created to assess student participation and on-task behavior in the classroom. Among the results, shyness was negatively related to teacher-rated achievement but not related to standardized test scores. Academic engagement was significantly and negatively related to shyness, and positively related to all measures of achievement. Finally, academic engagement partially mediated the relation between shyness and teacher ratings of achievement. These findings suggest that poorer teacher-rated academic performance in shy children may be partially accounted for by a lack of academic engagement in the classroom. Future studies are needed to explore why shy children are less likely to be engaged in the classroom.
{"title":"Exploring processes linking shyness and academic achievement in childhood.","authors":"K. Hughes, R. Coplan","doi":"10.1037/A0022070","DOIUrl":"https://doi.org/10.1037/A0022070","url":null,"abstract":"The goal of the current study was to explore the relations between shyness, academic engagement, and academic achievement in childhood. Participants were (n = 125) children (aged 9-13 years) attending public school boards in Canada. Children completed self reports of shyness and were administered a test of nonverbal IQ. Academic achievement was assessed through both teacher ratings and standardized tests of reading comprehension and mathematics. As well, a new teacher-rated measure of academic engagement was created to assess student participation and on-task behavior in the classroom. Among the results, shyness was negatively related to teacher-rated achievement but not related to standardized test scores. Academic engagement was significantly and negatively related to shyness, and positively related to all measures of achievement. Finally, academic engagement partially mediated the relation between shyness and teacher ratings of achievement. These findings suggest that poorer teacher-rated academic performance in shy children may be partially accounted for by a lack of academic engagement in the classroom. Future studies are needed to explore why shy children are less likely to be engaged in the classroom.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"213-222"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57324749","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":"Evaluation of the Bess TRS-CA Using the Rasch Rating Scale Model.","authors":"C. Distefano, G. Morgan","doi":"10.1037/A0021509","DOIUrl":"https://doi.org/10.1037/A0021509","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"202-212"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0021509","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57318274","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}
Markeda Newell, B. Nastasi, C. Hatzichristou, Janine M. Jones, G. T. Schanding, Georgette Yetter
{"title":"Evidence on multicultural training in school psychology: Recommendations for future directions.","authors":"Markeda Newell, B. Nastasi, C. Hatzichristou, Janine M. Jones, G. T. Schanding, Georgette Yetter","doi":"10.1037/A0021542","DOIUrl":"https://doi.org/10.1037/A0021542","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"249-278"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0021542","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57319118","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}
Meredith L. Hawthorn-Embree, C. Skinner, John T. Parkhurst, Michael O'Neil, Elisha Conley
{"title":"Assignment choice: Do students choose briefer assignments or finishing what they started?","authors":"Meredith L. Hawthorn-Embree, C. Skinner, John T. Parkhurst, Michael O'Neil, Elisha Conley","doi":"10.1037/A0020914","DOIUrl":"https://doi.org/10.1037/A0020914","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"143-151"},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57313534","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 quantitative study was an investigation of the effect of lyrical music on reading comprehension by adolescents. Existing research has produced results that range from concluding such distraction may be detrimental to finding it could be helpful. The reading comprehension subtest of the Gates-MacGinitie Reading Tests, 4th edition (MacGinitie, MacGinitie, Maria, & Dryer, 2000) was administered to 334 7th- and 8th-grade students. Testing was conducted under two conditions: a nonmusic environment, and with accompanying music comprising Billboard Magazine’s (2006) top hit singles. Following the music portion of the test, students completed a survey to assess any preference for or against listening to music while studying. Results of an analysis of variance showed performance declined significantly when listening to music. A point biserial correlation illustrated a pronounced detrimental effect on comprehension for students exhibiting a stronger preference for listening to music while studying. Results are important for understanding influences on study habits, with the goal of helping educators and school psychologists design support systems tailored to the needs of adolescents.
{"title":"Effect of Music on Reading Comprehension of Junior High School Students","authors":"Stacey A. Anderson, G. Fuller","doi":"10.1037/A0021213","DOIUrl":"https://doi.org/10.1037/A0021213","url":null,"abstract":"This quantitative study was an investigation of the effect of lyrical music on reading comprehension by adolescents. Existing research has produced results that range from concluding such distraction may be detrimental to finding it could be helpful. The reading comprehension subtest of the Gates-MacGinitie Reading Tests, 4th edition (MacGinitie, MacGinitie, Maria, & Dryer, 2000) was administered to 334 7th- and 8th-grade students. Testing was conducted under two conditions: a nonmusic environment, and with accompanying music comprising Billboard Magazine’s (2006) top hit singles. Following the music portion of the test, students completed a survey to assess any preference for or against listening to music while studying. Results of an analysis of variance showed performance declined significantly when listening to music. A point biserial correlation illustrated a pronounced detrimental effect on comprehension for students exhibiting a stronger preference for listening to music while studying. Results are important for understanding influences on study habits, with the goal of helping educators and school psychologists design support systems tailored to the needs of adolescents.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"178-187"},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0021213","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57315845","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":"Measuring students' connectedness to school, teachers and family: Validation of three scales","authors":"S. Waters, D. Cross","doi":"10.1037/A0020942","DOIUrl":"https://doi.org/10.1037/A0020942","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"164-177"},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020942","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57313611","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, R. Petrin, Jill V. Hamm, Kimberly Dadisman
{"title":"Evaluating the impact of a multicomponent intervention model on teachers' awareness of social networks at the beginning of middle school in rural communities.","authors":"Thomas W. Farmer, C. M. Hall, R. Petrin, Jill V. Hamm, Kimberly Dadisman","doi":"10.1037/A0020147","DOIUrl":"https://doi.org/10.1037/A0020147","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"94-106"},"PeriodicalIF":0.0,"publicationDate":"2010-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020147","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57303483","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}
L. Elledge, T. Cavell, Nick T. Ogle, Kenya T. Malcolm, R. Newgent, M. A. Faith
{"title":"History of peer victimization and children's response to school bullying","authors":"L. Elledge, T. Cavell, Nick T. Ogle, Kenya T. Malcolm, R. Newgent, M. A. Faith","doi":"10.1037/A0020313","DOIUrl":"https://doi.org/10.1037/A0020313","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"129-141"},"PeriodicalIF":0.0,"publicationDate":"2010-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57306715","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}
The General Ability Index (GAI) is a composite ability score for the Wechsler Intelligence Scale for Children—Fourth Edition (WISC–IV) that minimizes the impact of tasks involving working memory and processing speed. The goal of the current study was to compare the degree to which the Full Scale IQ (FSIQ) and the GAI predict academic achievement in math and reading among a group of 88 children tested for gifted programming. All students had significant variability among their index scores on the WISC–IV. Whereas both the FSIQ and GAI significantly predicted standardized achievement test scores in reading and math, the FSIQ explained more of the variance. In sequential regression analyses, both working memory and verbal comprehension scores explained significant, unique variance in reading and math scores. However, measures of processing speed and perceptual reasoning did not account for significant amounts of variance in achievement scores over and above measures of working memory and verbal comprehension. The inclusion of working memory scores in calculation of the FSIQ appears to account for the difference in prediction between the FSIQ and the GAI.
{"title":"Predictive Ability of the General Ability Index (GAI) versus the Full Scale IQ among Gifted Referrals.","authors":"E. Rowe, Jessica M. Kingsley, Dawna F Thompson","doi":"10.1037/A0020148","DOIUrl":"https://doi.org/10.1037/A0020148","url":null,"abstract":"The General Ability Index (GAI) is a composite ability score for the Wechsler Intelligence Scale for Children—Fourth Edition (WISC–IV) that minimizes the impact of tasks involving working memory and processing speed. The goal of the current study was to compare the degree to which the Full Scale IQ (FSIQ) and the GAI predict academic achievement in math and reading among a group of 88 children tested for gifted programming. All students had significant variability among their index scores on the WISC–IV. Whereas both the FSIQ and GAI significantly predicted standardized achievement test scores in reading and math, the FSIQ explained more of the variance. In sequential regression analyses, both working memory and verbal comprehension scores explained significant, unique variance in reading and math scores. However, measures of processing speed and perceptual reasoning did not account for significant amounts of variance in achievement scores over and above measures of working memory and verbal comprehension. The inclusion of working memory scores in calculation of the FSIQ appears to account for the difference in prediction between the FSIQ and the GAI.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"119-128"},"PeriodicalIF":0.0,"publicationDate":"2010-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57303253","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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