Autism Spectrum Disorder (ASD) is complex neurodevelopmental disorder that is exhibited through a wide‐range of symptoms including social interactions, communication deficits, limited interests, and repetitive behaviors (e.g., stimming). The prevalence of autism amongst children and adolescents continues to grow with 1 in 36 diagnosed annually (CDC, 2024). Because autism often comes with a myriad of comorbidities (e.g., sleep disorders, seizure activity, nutritional imbalances, gastrointestinal issues, and mental health disorders), children and adolescents are often prescribed medications and/or treatments to help with the management of these chronic diseases. Croen et al., (2006) found that adolescents are six times more likely to be hospitalized than their neuro‐typical peers. Managing autism takes a multi‐disciplinary approach. Navigating a large university system, academics, and being away from home can be challenging for any teenager. But, adding the complexity of managing a chronic neurodevelopmental disorder on top of the new environment could potentially be overwhelming for the autistic adolescent. It makes sense to use all available resources when transitioning into a college setting. Registered nurses (RN) and advanced practice nurses (APN) are employed at university clinics to help manage student healthcare issues including acute healthcare problems (e.g., viruses), traumatic issues, and chronic healthcare issues. This paper will examine how nursing professionals can assist autistic adolescents when they are entering into a college environment by managing medications and other treatment modalities while being a student advocate within a multi‐disciplinary team.
{"title":"How to Utilize University Nursing Clinic Resources Successfully to Transition Autistic Adolescents into Higher Education","authors":"Constance E. McIntosh, Janelle Wendel","doi":"10.1002/pits.23347","DOIUrl":"https://doi.org/10.1002/pits.23347","url":null,"abstract":"Autism Spectrum Disorder (ASD) is complex neurodevelopmental disorder that is exhibited through a wide‐range of symptoms including social interactions, communication deficits, limited interests, and repetitive behaviors (e.g., stimming). The prevalence of autism amongst children and adolescents continues to grow with 1 in 36 diagnosed annually (CDC, 2024). Because autism often comes with a myriad of comorbidities (e.g., sleep disorders, seizure activity, nutritional imbalances, gastrointestinal issues, and mental health disorders), children and adolescents are often prescribed medications and/or treatments to help with the management of these chronic diseases. Croen et al., (2006) found that adolescents are six times more likely to be hospitalized than their neuro‐typical peers. Managing autism takes a multi‐disciplinary approach. Navigating a large university system, academics, and being away from home can be challenging for any teenager. But, adding the complexity of managing a chronic neurodevelopmental disorder on top of the new environment could potentially be overwhelming for the autistic adolescent. It makes sense to use all available resources when transitioning into a college setting. Registered nurses (RN) and advanced practice nurses (APN) are employed at university clinics to help manage student healthcare issues including acute healthcare problems (e.g., viruses), traumatic issues, and chronic healthcare issues. This paper will examine how nursing professionals can assist autistic adolescents when they are entering into a college environment by managing medications and other treatment modalities while being a student advocate within a multi‐disciplinary team.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"51 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665594","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}
Miriam Romero, James F. Juola, Cristina Casadevante, José Manuel Hernández
The Mastery Performance‐Goal Orientation Test (MP‐GOT) assesses performance‐ and mastery‐orientation along a single bipolar dimension. In Study 1 (n = 198) we explored its psychometric properties and determined whether its results were related to learning. In addition, we employed Latent Profile Analysis to explore goal orientation profiles. In Study 2 (n = 1689) we explored whether goal orientation scores were related to cooperation and whether the goal orientation profiles identified in Study 1 were replicated. In both studies, reliability of the MP‐GOT was high, and a 4‐profile solution was retained. Mastery‐oriented participants tend to obtain higher learning scores (Study 1) and higher cooperation scores (Study 2). MP‐GOT has the potential to be a useful instrument for measuring goal orientation and its relation to relevant behavioral outcomes.
{"title":"Mastery performance‐goal orientation objective test: goal orientation profiles","authors":"Miriam Romero, James F. Juola, Cristina Casadevante, José Manuel Hernández","doi":"10.1002/pits.23299","DOIUrl":"https://doi.org/10.1002/pits.23299","url":null,"abstract":"The Mastery Performance‐Goal Orientation Test (MP‐GOT) assesses performance‐ and mastery‐orientation along a single bipolar dimension. In Study 1 (<jats:italic>n</jats:italic> = 198) we explored its psychometric properties and determined whether its results were related to learning. In addition, we employed Latent Profile Analysis to explore goal orientation profiles. In Study 2 (<jats:italic>n</jats:italic> = 1689) we explored whether goal orientation scores were related to cooperation and whether the goal orientation profiles identified in Study 1 were replicated. In both studies, reliability of the MP‐GOT was high, and a 4‐profile solution was retained. Mastery‐oriented participants tend to obtain higher learning scores (Study 1) and higher cooperation scores (Study 2). MP‐GOT has the potential to be a useful instrument for measuring goal orientation and its relation to relevant behavioral outcomes.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253137","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}
Raúl Navarro, Beatriz Víllora, Juan Manuel Rodríguez‐Álvarez, Santiago Yubero, Elisa Larrañaga
Peer status among preschool children has been associated with their roles in aggression‐related interactions. This study analyses the differences between aggressors, victims, aggressor‐victims and defenders on two measures of peer status (social impact and social preferences) whilst controlling for individual factors. The sample comprised 394 preschool children (184 girls, 210 boys) between the ages of 3–6 years old (M = 4.36, SD = 0.87) and their parents supplying information about socio‐demographic variables and children's emotion regulation. Teachers rated emotional competences for each child in their class. Analysis of covariance along with Bonferroni‐adjusted post‐hoc comparisons were conducted to compare mean scores between the aggression roles for social impact and social preference while controlling for significant individual factors. The results revealed that aggressors and aggressor‐victims exhibited higher social impact but lower social preference after controlling for individual factors. In contrast, defenders enjoyed higher social status among their peers, characterized by both higher social preference and social impact. Victims were associated with lower social preference and social impact. Uninvolved children consistently exhibited lower social impact. Results underscore the need for interventions that focus on promoting prosocial behaviors, addressing aggressive tendencies, and enhancing emotional competences to create a more positive and supportive peer environment.
{"title":"Unpacking the differences in social impact and social preference among Spanish preschool aggressors, victims, aggressor‐victims, and defenders whilst controlling for emotional competences","authors":"Raúl Navarro, Beatriz Víllora, Juan Manuel Rodríguez‐Álvarez, Santiago Yubero, Elisa Larrañaga","doi":"10.1002/pits.23288","DOIUrl":"https://doi.org/10.1002/pits.23288","url":null,"abstract":"Peer status among preschool children has been associated with their roles in aggression‐related interactions. This study analyses the differences between aggressors, victims, aggressor‐victims and defenders on two measures of peer status (social impact and social preferences) whilst controlling for individual factors. The sample comprised 394 preschool children (184 girls, 210 boys) between the ages of 3–6 years old (M = 4.36, SD = 0.87) and their parents supplying information about socio‐demographic variables and children's emotion regulation. Teachers rated emotional competences for each child in their class. Analysis of covariance along with Bonferroni‐adjusted post‐hoc comparisons were conducted to compare mean scores between the aggression roles for social impact and social preference while controlling for significant individual factors. The results revealed that aggressors and aggressor‐victims exhibited higher social impact but lower social preference after controlling for individual factors. In contrast, defenders enjoyed higher social status among their peers, characterized by both higher social preference and social impact. Victims were associated with lower social preference and social impact. Uninvolved children consistently exhibited lower social impact. Results underscore the need for interventions that focus on promoting prosocial behaviors, addressing aggressive tendencies, and enhancing emotional competences to create a more positive and supportive peer environment.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"8 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253195","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}
Minna J. Ikävalko, Erkko T. Sointu, Matthew C. Lambert, Rebecca Lazarides, Jaana Viljaranta
The study investigated the development of sources of self‐efficacy in self‐regulation in 9–12 year old (N = 317, primary school) students during one school year. We used latent growth curve modeling to determine (1) how the different sources of self‐efficacy for self‐regulation (i.e., mastery experience, vicarious experience, social persuasion, physiological and emotional arousal) change over one school year, and (2) how students' gender, special educational needs, and behavioral and emotional strengths relate to these changes. These results indicated that, on average, mastery experiences decreased and physiological and emotional arousal increased, whereas vicarious experience and social persuasion remained stable. Girls had higher initial levels of physiological and emotional arousal than boys, and experienced a steeper decline in mastery experiences compared to boys. Students with special educational needs had lower initial levels of mastery experience and higher physiological and emotional arousal than students without special educational needs. In addition, students with higher individual strengths presented higher initial levels of mastery and vicarious experiences, and lower physiological and emotional arousal. The results contribute to current research and practice by indicating that sources of self‐efficacy for self‐regulation change over time and are thus malleable in the school context.
{"title":"The development of sources of self‐efficacy in self‐regulation during one primary school year: the role of gender, special educational needs, and individual strengths","authors":"Minna J. Ikävalko, Erkko T. Sointu, Matthew C. Lambert, Rebecca Lazarides, Jaana Viljaranta","doi":"10.1002/pits.23303","DOIUrl":"https://doi.org/10.1002/pits.23303","url":null,"abstract":"The study investigated the development of sources of self‐efficacy in self‐regulation in 9–12 year old (<jats:italic>N</jats:italic> = 317, primary school) students during one school year. We used latent growth curve modeling to determine (1) how the different sources of self‐efficacy for self‐regulation (i.e., mastery experience, vicarious experience, social persuasion, physiological and emotional arousal) change over one school year, and (2) how students' gender, special educational needs, and behavioral and emotional strengths relate to these changes. These results indicated that, on average, mastery experiences decreased and physiological and emotional arousal increased, whereas vicarious experience and social persuasion remained stable. Girls had higher initial levels of physiological and emotional arousal than boys, and experienced a steeper decline in mastery experiences compared to boys. Students with special educational needs had lower initial levels of mastery experience and higher physiological and emotional arousal than students without special educational needs. In addition, students with higher individual strengths presented higher initial levels of mastery and vicarious experiences, and lower physiological and emotional arousal. The results contribute to current research and practice by indicating that sources of self‐efficacy for self‐regulation change over time and are thus malleable in the school context.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"20 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253136","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}
Intercultural communication research has highlighted the significance of intercultural communication apprehension/anxiety measurement and instrument development in diverse sociocultural contexts. This study embarked on developing and validating a scale, the Perceived Intercultural Communication Anxiety/Apprehension Scale (PICAS) in the English as a foreign language (EFL) context. By drawing upon the review of the literature and expert judgment, a Likert scale with 52 items was developed for assessing the construct of intercultural communication anxiety/apprehension, which was subjected to exploratory and confirmatory factor analysis (CFA) with 760 Iranian EFL learners. The ultimate results of exploratory factor analysis evidenced 17 items with a stable five‐factor solution, comprising L2 proficiency, prejudice and stereotypes, significant others' attitudes, status, and context familiarity factors. The subsequent CFA confirmed the five‐factor model. The five‐factor PICAS was found to be psychometrically reliable and valid. Potential applications, future directions, and limitations are finally addressed.
{"title":"Developing and validating perceived intercultural communication anxiety/apprehension scale","authors":"Ali Roohani, Reza Parhizkar, Shahla Ostovar","doi":"10.1002/pits.23297","DOIUrl":"https://doi.org/10.1002/pits.23297","url":null,"abstract":"Intercultural communication research has highlighted the significance of intercultural communication apprehension/anxiety measurement and instrument development in diverse sociocultural contexts. This study embarked on developing and validating a scale, the Perceived Intercultural Communication Anxiety/Apprehension Scale (PICAS) in the English as a foreign language (EFL) context. By drawing upon the review of the literature and expert judgment, a Likert scale with 52 items was developed for assessing the construct of intercultural communication anxiety/apprehension, which was subjected to exploratory and confirmatory factor analysis (CFA) with 760 Iranian EFL learners. The ultimate results of exploratory factor analysis evidenced 17 items with a stable five‐factor solution, comprising L2 proficiency, prejudice and stereotypes, significant others' attitudes, status, and context familiarity factors. The subsequent CFA confirmed the five‐factor model. The five‐factor PICAS was found to be psychometrically reliable and valid. Potential applications, future directions, and limitations are finally addressed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253138","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}
The purpose of this study was to analyse emotional regulation and psychological resilience in adolescents, exploring various variables and their interrelationships. A descriptive and relational survey model was used in the study, which included a sample of 967 adolescents in Turkey. Data were collected using a “Personal Information Form,” the “Emotion Regulation Scale for Adolescents” and the “Adolescents Psychological Resilience Scale.” The results showed that adolescents' psychological resilience differed according to gender and maternal education level, while emotional regulation strategies differed according to gender, socioeconomic level and parental education level. There was a relationship between adolescents' psychological resilience and their internal functional emotional regulation strategies. Furthermore, factors such as peer support, school support, adjustment and empathy were found to be effective in improving adolescents' emotional regulation strategies.
{"title":"The mediating effect of adolescents' emotional regulation strategies on their psychological resilience","authors":"Alev Üstündağ","doi":"10.1002/pits.23300","DOIUrl":"https://doi.org/10.1002/pits.23300","url":null,"abstract":"The purpose of this study was to analyse emotional regulation and psychological resilience in adolescents, exploring various variables and their interrelationships. A descriptive and relational survey model was used in the study, which included a sample of 967 adolescents in Turkey. Data were collected using a “Personal Information Form,” the “Emotion Regulation Scale for Adolescents” and the “Adolescents Psychological Resilience Scale.” The results showed that adolescents' psychological resilience differed according to gender and maternal education level, while emotional regulation strategies differed according to gender, socioeconomic level and parental education level. There was a relationship between adolescents' psychological resilience and their internal functional emotional regulation strategies. Furthermore, factors such as peer support, school support, adjustment and empathy were found to be effective in improving adolescents' emotional regulation strategies.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"211 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253194","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}
Jonee O. Miranda, Olga Angelinetta P. Tulabut, Cherry Lou De Ala, Abigail Gonzales, Justin Vianney Embalsado, Lee Vergel Estacio, Irish Mandap, Aira Joy Keynn Medina, Mary Anne Joseph Montoya, Beatriz Balilu, June Rivera‐De Leon, Roger Mangalus, Ericka Lance Pare, Reymond Neal C. Cruz
Previous research has underscored the negative effects on students of the abrupt shift to online delivery of education due to the COVID‐19 pandemic. Positive education applies the principles of positive psychology to education, which highlights the importance of students' well‐being and fosters holistic development. This study investigated whether students' well‐being at the start of the semester can predict their academic engagement mid‐way through the semester. We collected data on students' well‐being and academic engagement in two waves; first, at the beginning of the semester (Time 1) and then 3 months in the semester (Time 2). We tested the students' general well‐being and the positive emotion, engagement, relationships, meaning, accomplishment (PERMA) elements at Time 1 with their academic engagement in terms of behavioral, emotional, and cognitive facets at Time 2. Our results show that general well‐being at Time positively predicts their total academic engagement and all engagement facets. However, among the PERMA elements, the Meaning element is not correlated with students' engagement or any of its facets. We also tested whether there was a significant change in student well‐being and engagement from the start of the semester and midway through. We found that there is a significant small increase in well‐being and engagement. Our findings suggest the importance of well‐being as a potentially positive resource for students where students with better well‐being tend to be more academically engaged. Educational institutions may consider fostering student well‐being in their goals to improve the academic success of students.
{"title":"The PERMA model of well‐being and student engagement amid Covid‐19: A two‐wave study among a sample of Filipino university students","authors":"Jonee O. Miranda, Olga Angelinetta P. Tulabut, Cherry Lou De Ala, Abigail Gonzales, Justin Vianney Embalsado, Lee Vergel Estacio, Irish Mandap, Aira Joy Keynn Medina, Mary Anne Joseph Montoya, Beatriz Balilu, June Rivera‐De Leon, Roger Mangalus, Ericka Lance Pare, Reymond Neal C. Cruz","doi":"10.1002/pits.23286","DOIUrl":"https://doi.org/10.1002/pits.23286","url":null,"abstract":"Previous research has underscored the negative effects on students of the abrupt shift to online delivery of education due to the COVID‐19 pandemic. Positive education applies the principles of positive psychology to education, which highlights the importance of students' well‐being and fosters holistic development. This study investigated whether students' well‐being at the start of the semester can predict their academic engagement mid‐way through the semester. We collected data on students' well‐being and academic engagement in two waves; first, at the beginning of the semester (Time 1) and then 3 months in the semester (Time 2). We tested the students' general well‐being and the positive emotion, engagement, relationships, meaning, accomplishment (PERMA) elements at Time 1 with their academic engagement in terms of behavioral, emotional, and cognitive facets at Time 2. Our results show that general well‐being at Time positively predicts their total academic engagement and all engagement facets. However, among the PERMA elements, the Meaning element is not correlated with students' engagement or any of its facets. We also tested whether there was a significant change in student well‐being and engagement from the start of the semester and midway through. We found that there is a significant small increase in well‐being and engagement. Our findings suggest the importance of well‐being as a potentially positive resource for students where students with better well‐being tend to be more academically engaged. Educational institutions may consider fostering student well‐being in their goals to improve the academic success of students.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"41 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253140","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}
M. Engin Deniz, Hacer Yildirim Kurtulus, Yagmur Kaya
The presence of communication within the family can be considered as a protective factor in preventing the development of mental health problems in school by acting as a buffer against mental health problems in adolescents. Thus, this study, which was designed to reveal the potential mechanisms between family communication and bi‐dimensional student mental health (psychological well‐being/distress) in Turkish adolescents, examined the serial mediator role of digital game addiction and school belongingness. The study sample consists of a total of 397 volunteering Turkish adolescents, including 206 girls (51.9%) and 191 boys (48.1%). The participants' ages range from 14 to 17 (M = 14.63 years, SD = 0.60). In this study, a cross‐sectional and explanatory design based on structural equation modeling was used. The main findings of the study are as follows: (1) digital game addiction mediated the relationship between family communication and psychological well‐being/distress, (2) school belongingness mediated the relationship between family communication and psychological well‐being/distress, and (3) the relationship between family communication and psychological well‐being/distress was serially mediated by both digital game addiction and school belongingness.
{"title":"Family communication and bi‐dimensional student mental health in adolescents: A serial mediation through digital game addiction and school belongingness","authors":"M. Engin Deniz, Hacer Yildirim Kurtulus, Yagmur Kaya","doi":"10.1002/pits.23290","DOIUrl":"https://doi.org/10.1002/pits.23290","url":null,"abstract":"The presence of communication within the family can be considered as a protective factor in preventing the development of mental health problems in school by acting as a buffer against mental health problems in adolescents. Thus, this study, which was designed to reveal the potential mechanisms between family communication and bi‐dimensional student mental health (psychological well‐being/distress) in Turkish adolescents, examined the serial mediator role of digital game addiction and school belongingness. The study sample consists of a total of 397 volunteering Turkish adolescents, including 206 girls (51.9%) and 191 boys (48.1%). The participants' ages range from 14 to 17 (<jats:italic>M</jats:italic> = 14.63 years, SD = 0.60). In this study, a cross‐sectional and explanatory design based on structural equation modeling was used. The main findings of the study are as follows: (1) digital game addiction mediated the relationship between family communication and psychological well‐being/distress, (2) school belongingness mediated the relationship between family communication and psychological well‐being/distress, and (3) the relationship between family communication and psychological well‐being/distress was serially mediated by both digital game addiction and school belongingness.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"4 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253139","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}
Educational activities are significant in that they have an important place in the life of the individual and support mental health. In this study, the relationship between mindfulness and academic buoyancy and the mediating role of academic hope were examined in a longitudinal research study. Data were collected from 287 Turkish university students who participated in the study at 4‐month intervals. An autoregressive analysis of the cross‐lagged panel model for a half‐longitudinal design was used to test the role of academic hope as a mediator in the relationship between mindfulness and academic buoyancy. The results revealed the direct effect of mindfulness on academic hope and academic buoyancy. In addition, academic hope was found to have a mediating effect on the relationship between mindfulness and academic buoyancy. It was, therefore, concluded that improving mindfulness practices may benefit people from both an academic and spiritual perspective.
{"title":"Mediation of the influence of mindfulness on academic buoyancy by academic hope: A two‐wave longitudinal study","authors":"Seydi Ahmet Satıcı, Hasan Kütük, Sinan Okur","doi":"10.1002/pits.23296","DOIUrl":"https://doi.org/10.1002/pits.23296","url":null,"abstract":"Educational activities are significant in that they have an important place in the life of the individual and support mental health. In this study, the relationship between mindfulness and academic buoyancy and the mediating role of academic hope were examined in a longitudinal research study. Data were collected from 287 Turkish university students who participated in the study at 4‐month intervals. An autoregressive analysis of the cross‐lagged panel model for a half‐longitudinal design was used to test the role of academic hope as a mediator in the relationship between mindfulness and academic buoyancy. The results revealed the direct effect of mindfulness on academic hope and academic buoyancy. In addition, academic hope was found to have a mediating effect on the relationship between mindfulness and academic buoyancy. It was, therefore, concluded that improving mindfulness practices may benefit people from both an academic and spiritual perspective.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"32 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209848","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}
The primary purpose of this current study was to identify knowledge of special education and mental health professionals in anxiety‐related problems of children with autism spectrum disorder (ASD) in four Different Categories: Separation Anxiety (SA), Uncertainty (U), Performance Anxiety (PA), and anxiety Arousal (AA). Three hundred eighteen participants across the United States (199 special education teachers, 97 school counselors, and 22 school psychologists) participated. The finding indicated that special education teachers and school counselors have significantly less training and expertise to identify anxiety symptoms in typically developing children and children with ASD than school psychologists (p < .05). Moreover, school counselors have significantly limited knowledge in identifying and treating anxiety issues in children with ASD (p < .05). Findings showed that school counselors could not determine precisely whether symptoms of uncertainty events existed because of anxiety issues or ASD characteristics. School psychologists and special education teachers identified the uncertainty of children with ASD as characteristics of children with ASD, not anxiety symptoms. Implications were discussed.
{"title":"Understanding anxiety‐related problems of children with ASD in school settings","authors":"Celal Perihan, Ali Bicer, Joel Bocanegra","doi":"10.1002/pits.23283","DOIUrl":"https://doi.org/10.1002/pits.23283","url":null,"abstract":"The primary purpose of this current study was to identify knowledge of special education and mental health professionals in anxiety‐related problems of children with autism spectrum disorder (ASD) in four Different Categories: Separation Anxiety (SA), Uncertainty (U), Performance Anxiety (PA), and anxiety Arousal (AA). Three hundred eighteen participants across the United States (199 special education teachers, 97 school counselors, and 22 school psychologists) participated. The finding indicated that special education teachers and school counselors have significantly less training and expertise to identify anxiety symptoms in typically developing children and children with ASD than school psychologists (<jats:italic>p</jats:italic> < .05). Moreover, school counselors have significantly limited knowledge in identifying and treating anxiety issues in children with ASD (<jats:italic>p</jats:italic> < .05). Findings showed that school counselors could not determine precisely whether symptoms of uncertainty events existed because of anxiety issues or ASD characteristics. School psychologists and special education teachers identified the uncertainty of children with ASD as characteristics of children with ASD, not anxiety symptoms. Implications were discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"11 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209849","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}
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