Madison Blaydes, Cassandra A. Gearhart, Christopher J. McCarthy, Caroline H. Weppner
Teachers, a population already vulnerable to high stress, experienced heightened demands, and reduced resources during the COVID-19 pandemic. This longitudinal study utilized inductive thematic analysis to explore 241 K-12 teachers' qualitative accounts of stressors, supports, and pandemic-specific impacts through their responses to three open-ended questions. Responses were collected across 5 months. Three domains emerged: demands (e.g., navigating hybrid learning), resources (e.g., helpful teaching teams), and pandemic-related outcomes (e.g., burnout), along with 12 themes. Demands were the most frequently endorsed domain across the months, speaking to the diverse challenges teachers encountered during this stressful time. Resources were less frequently mentioned, yet signaled opportunities for intervention. Results suggest important implications for how teachers experienced pandemic teaching, such as lasting impacts on well-being, and suggestions to improve future stress and crisis response.
{"title":"A longitudinal qualitative exploration of teachers' experiences of stress and well-being during COVID-19","authors":"Madison Blaydes, Cassandra A. Gearhart, Christopher J. McCarthy, Caroline H. Weppner","doi":"10.1002/pits.23169","DOIUrl":"https://doi.org/10.1002/pits.23169","url":null,"abstract":"Teachers, a population already vulnerable to high stress, experienced heightened demands, and reduced resources during the COVID-19 pandemic. This longitudinal study utilized inductive thematic analysis to explore 241 K-12 teachers' qualitative accounts of stressors, supports, and pandemic-specific impacts through their responses to three open-ended questions. Responses were collected across 5 months. Three domains emerged: demands (e.g., navigating hybrid learning), resources (e.g., helpful teaching teams), and pandemic-related outcomes (e.g., burnout), along with 12 themes. Demands were the most frequently endorsed domain across the months, speaking to the diverse challenges teachers encountered during this stressful time. Resources were less frequently mentioned, yet signaled opportunities for intervention. Results suggest important implications for how teachers experienced pandemic teaching, such as lasting impacts on well-being, and suggestions to improve future stress and crisis response.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"15 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679311","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}
Grade retention decisions are high-risk because this practice can significantly affect students' academic and professional path and their socioaffective development. This study aimed to contribute to a better understanding of second-grade retention decision-making by exploring the factors the professionals consider during the retention decision-making, their beliefs about the effectiveness of grade retention, and their cognitive decision-making style. The study sets in Portugal, where second-grade retention is a common practice. One hundred ninety-four teachers answered an online questionnaire developed for this purpose. Path analysis results suggested that teachers' beliefs and decision-making styles served as a filter, defining what factors they consider relevant or not to make grade retention decisions. Intuitive experiences seem to inform teachers' grade-retention decisions, especially when they believe retention is essential for students' success.
{"title":"Second grade retention: Beliefs, decision-making styles, and factors involved in the decision process","authors":"Natalie Nóbrega Santos, Vera Monteiro","doi":"10.1002/pits.23130","DOIUrl":"https://doi.org/10.1002/pits.23130","url":null,"abstract":"Grade retention decisions are high-risk because this practice can significantly affect students' academic and professional path and their socioaffective development. This study aimed to contribute to a better understanding of second-grade retention decision-making by exploring the factors the professionals consider during the retention decision-making, their beliefs about the effectiveness of grade retention, and their cognitive decision-making style. The study sets in Portugal, where second-grade retention is a common practice. One hundred ninety-four teachers answered an online questionnaire developed for this purpose. Path analysis results suggested that teachers' beliefs and decision-making styles served as a filter, defining what factors they consider relevant or not to make grade retention decisions. Intuitive experiences seem to inform teachers' grade-retention decisions, especially when they believe retention is essential for students' success.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"134 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073130","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}
Grade retention is one of the most discussed and controversial educational measures, and yet, it is still widely applied in many countries. Research investigating the effects of grade retention on students' psychosocial variables presents mixed findings, partly due to the variables assessed, methodological issues, and the length of the studies. This study aimed to analyse both the short to medium and longitudinal effects of grade retention in grades 7 or 8 on Portuguese students' academic self-concept, self-esteem, goal orientations, and school career. Data were collected continuously over a 3-year span (once a year) and, again, 3 years after the third wave. After matching 477 students on several pretreatment variables using inverse probability treatment weighting with time-varying treatments (i.e., retention), our analytical sample consisted of 85 promoted students, 33 students retained in grade 7, and 32 students retained in grade 8. Our results showed that retained students did not differ from their promoted peers in self-esteem and goal orientations in the short, medium, or long term. The exception was for an increase in the academic self-concept of retained students, but only in short term. Finally, considering students' school career, grade retention was not predictive of further retention.
{"title":"Effects of grade retention in lower secondary education on students' self-concept, self-esteem, goal orientations, and school career","authors":"Joana Pipa, João R. Daniel, Francisco Peixoto","doi":"10.1002/pits.23145","DOIUrl":"https://doi.org/10.1002/pits.23145","url":null,"abstract":"Grade retention is one of the most discussed and controversial educational measures, and yet, it is still widely applied in many countries. Research investigating the effects of grade retention on students' psychosocial variables presents mixed findings, partly due to the variables assessed, methodological issues, and the length of the studies. This study aimed to analyse both the short to medium and longitudinal effects of grade retention in grades 7 or 8 on Portuguese students' academic self-concept, self-esteem, goal orientations, and school career. Data were collected continuously over a 3-year span (once a year) and, again, 3 years after the third wave. After matching 477 students on several pretreatment variables using inverse probability treatment weighting with time-varying treatments (i.e., retention), our analytical sample consisted of 85 promoted students, 33 students retained in grade 7, and 32 students retained in grade 8. Our results showed that retained students did not differ from their promoted peers in self-esteem and goal orientations in the short, medium, or long term. The exception was for an increase in the academic self-concept of retained students, but only in short term. Finally, considering students' school career, grade retention was not predictive of further retention.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679375","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}
This cross-sectional study aimed to investigate developmental changes in the efficiency of sustained, selective, and divided attention in a group of children aged 6−12 years by means of a computerized test battery. Participants included 199 children (51% female, majority White) who had normal or corrected-to-normal vision and no history of either neurological or attention deficit disorders. The study was conducted in three different schools. We used a convenience sampling strategy; each age group was sampled from one of the schools and was represented by students selected from different (parallel) classes of the same grade level. The three aspects of attention showed different developmental trajectories from 6 to 12 years. In terms of accuracy, selective attention was found to improve gradually, while the efficiency of divided attention increased dramatically across the school-age years. In terms of reaction time, all attentional components showed a slow developmental time course. The results indicate that situations in which children have to divide attention among several sources of visual information while looking for two target stimuli considerably hamper their task performance. This is especially true for children of senior preschool and primary school age.
{"title":"The development of sustained, selective, and divided attention in school-age children","authors":"Ilya V. Talalay","doi":"10.1002/pits.23160","DOIUrl":"https://doi.org/10.1002/pits.23160","url":null,"abstract":"This cross-sectional study aimed to investigate developmental changes in the efficiency of sustained, selective, and divided attention in a group of children aged 6−12 years by means of a computerized test battery. Participants included 199 children (51% female, majority White) who had normal or corrected-to-normal vision and no history of either neurological or attention deficit disorders. The study was conducted in three different schools. We used a convenience sampling strategy; each age group was sampled from one of the schools and was represented by students selected from different (parallel) classes of the same grade level. The three aspects of attention showed different developmental trajectories from 6 to 12 years. In terms of accuracy, selective attention was found to improve gradually, while the efficiency of divided attention increased dramatically across the school-age years. In terms of reaction time, all attentional components showed a slow developmental time course. The results indicate that situations in which children have to divide attention among several sources of visual information while looking for two target stimuli considerably hamper their task performance. This is especially true for children of senior preschool and primary school age.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"11 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139579616","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}
While there have been significant advances in the treatment of conduct disorder (CD), there is still a need to seek and develop therapeutic solutions that can overcome the poor long-term prognosis. In this evidence-based research, we evaluated the effect of immediate REACH Forgiveness training on the severity of aggressiveness among adolescents with CD. The purposive sample consisted of 32 Catholics aged 15–18 randomly placed in an experimental or nonintervention control group. Participants in the experimental group were subjected to an immediate REACH Forgiveness session for Christians, which lasted 6 h, while participants in the control group played board games and spent time together in the day care center during this time. The scores obtained by adolescents in the experimental group regarding forgiveness (decisional and emotional) and aggressiveness (anger, physical aggression, verbal aggression, and hostility) improved under REACH Forgiveness training, and these positive effects were still evident 1 month after the intervention (while the control scores did not change in a statistically significant way). The data obtained indicate that the Christian version of REACH can provide important support for other forms of psychopedagogical therapy in adolescent Catholics with CD in reducing aggressive behavior.
虽然行为失调症（CD）的治疗取得了重大进展，但仍需要寻求和开发能够克服长期不良预后的治疗方案。在这项以证据为基础的研究中，我们评估了即时 REACH 宽恕训练对 CD 青少年攻击性严重程度的影响。目的性样本由 32 名 15-18 岁的天主教徒组成，他们被随机分为实验组和非干预对照组。实验组的参与者接受了为期6小时的基督徒即时REACH宽恕训练，而对照组的参与者则在此期间在日托中心玩棋盘游戏和共度时光。实验组青少年在 "REACH 宽恕 "训练中获得的有关宽恕（决定性和情感性）和攻击性（愤怒、身体攻击、言语攻击和敌意）的分数有所提高，这些积极效果在干预一个月后仍然明显（而对照组的分数在统计上没有显著变化）。所获得的数据表明，基督教版 REACH 可以为其他形式的心理疗法提供重要支持，从而减少患有 CD 的青少年天主教徒的攻击行为。
{"title":"Effects of Christian REACH forgiveness intervention to reduce aggressiveness in adolescents with conduct disorder","authors":"Sebastian Binyamin Skalski-Bednarz","doi":"10.1002/pits.23161","DOIUrl":"https://doi.org/10.1002/pits.23161","url":null,"abstract":"While there have been significant advances in the treatment of conduct disorder (CD), there is still a need to seek and develop therapeutic solutions that can overcome the poor long-term prognosis. In this evidence-based research, we evaluated the effect of immediate REACH Forgiveness training on the severity of aggressiveness among adolescents with CD. The purposive sample consisted of 32 Catholics aged 15–18 randomly placed in an experimental or nonintervention control group. Participants in the experimental group were subjected to an immediate REACH Forgiveness session for Christians, which lasted 6 h, while participants in the control group played board games and spent time together in the day care center during this time. The scores obtained by adolescents in the experimental group regarding forgiveness (decisional and emotional) and aggressiveness (anger, physical aggression, verbal aggression, and hostility) improved under REACH Forgiveness training, and these positive effects were still evident 1 month after the intervention (while the control scores did not change in a statistically significant way). The data obtained indicate that the Christian version of REACH can provide important support for other forms of psychopedagogical therapy in adolescent Catholics with CD in reducing aggressive behavior.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"7 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139579548","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}
Amanda Simundic, Lisa Van Hove, Imke Baetens, Elana Bloom, Nancy Heath
Previous research suggests that nonsuicidal self-injury (NSSI; the intentional destruction of bodily tissue without suicidal intent) occurs among elementary-aged children. However, it remains unclear to what extent elementary school educators encounter NSSI among students and how they respond. Therefore, this study investigated cross-national differences in Canadian and Belgian elementary school educators' knowledge of, and experience with NSSI among students. More specifically, elementary school educators' perceived reasons and supportive needs of students who engage in NSSI, as well as their own professional development needs, were explored. In total, 181 elementary school educators across Canada (n = 63) and Belgium (n = 118) were recruited through teacher association listservs and by school administrators who distributed the study information to school staff. Chi-square tests revealed that Canadian elementary school educators had more often encountered NSSI among their students than Belgian educators, although Canadian and Belgian school educators' similarly reported feeling ill-equipped to deal with NSSI among students. Thematic analyses revealed that educators believe elementary-aged students engage in NSSI because of various intrapersonal (e.g., low self-esteem) and interpersonal stressors (e.g., bullying). Moreover, the majority of educators would like professional development to more effectively respond to students. Implications for schools and future research are discussed.
{"title":"Nonsuicidal self-injury in elementary schools: School educators' knowledge and professional development needs","authors":"Amanda Simundic, Lisa Van Hove, Imke Baetens, Elana Bloom, Nancy Heath","doi":"10.1002/pits.23142","DOIUrl":"https://doi.org/10.1002/pits.23142","url":null,"abstract":"Previous research suggests that nonsuicidal self-injury (NSSI; the intentional destruction of bodily tissue without suicidal intent) occurs among elementary-aged children. However, it remains unclear to what extent elementary school educators encounter NSSI among students and how they respond. Therefore, this study investigated cross-national differences in Canadian and Belgian elementary school educators' knowledge of, and experience with NSSI among students. More specifically, elementary school educators' perceived reasons and supportive needs of students who engage in NSSI, as well as their own professional development needs, were explored. In total, 181 elementary school educators across Canada (<i>n</i> = 63) and Belgium (<i>n</i> = 118) were recruited through teacher association listservs and by school administrators who distributed the study information to school staff. Chi-square tests revealed that Canadian elementary school educators had more often encountered NSSI among their students than Belgian educators, although Canadian and Belgian school educators' similarly reported feeling ill-equipped to deal with NSSI among students. Thematic analyses revealed that educators believe elementary-aged students engage in NSSI because of various intrapersonal (e.g., low self-esteem) and interpersonal stressors (e.g., bullying). Moreover, the majority of educators would like professional development to more effectively respond to students. Implications for schools and future research are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"13 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139497135","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}
Collin A. Webster, Diana Mîndrila, Anthony D. Murphy, Ivana Banićević, Dušan Perić, Dragan Stankić, Željko Banićević
The interrelated nature of mental health and indicators of school success in children and adolescents has been under-investigated from a person-centered perspective. In this exploratory study, we examined patterns of health behavior in relation to mental health and school satisfaction. A convenience sample of 315 students (Mage = 11.39; SD = 2.045) from two British schools in Dubai, the United Arab Emirates participated in an online survey that included self-report measures of physical activity, screen time, sleep quality, dietary habits, mental health, and school satisfaction. Based on latent profile analysis, we identified four distinct health behavior profiles: high, low, average, and poor sleep and diet. Significant variation across profiles was evident for mental health subscores, age, and gender, although the results for gender were due to a high number of participants identifying as “other” or preferring not to say their gender. Profile membership was significantly associated with mental health and school satisfaction with students in the high health behavior profile reporting the highest scores on these outcomes. This study presents novel findings about students' health behaviors and school satisfaction and provides impetus for continuing research in this area of inquiry from a person-centered perspective.
{"title":"Student profiles of physical activity, screen time, sleep quality and dietary habits and their association with mental health and school satisfaction: An exploratory study","authors":"Collin A. Webster, Diana Mîndrila, Anthony D. Murphy, Ivana Banićević, Dušan Perić, Dragan Stankić, Željko Banićević","doi":"10.1002/pits.23127","DOIUrl":"https://doi.org/10.1002/pits.23127","url":null,"abstract":"The interrelated nature of mental health and indicators of school success in children and adolescents has been under-investigated from a person-centered perspective. In this exploratory study, we examined patterns of health behavior in relation to mental health and school satisfaction. A convenience sample of 315 students (<i>M</i><sub>age</sub> = 11.39; SD = 2.045) from two British schools in Dubai, the United Arab Emirates participated in an online survey that included self-report measures of physical activity, screen time, sleep quality, dietary habits, mental health, and school satisfaction. Based on latent profile analysis, we identified four distinct health behavior profiles: high, low, average, and poor sleep and diet. Significant variation across profiles was evident for mental health subscores, age, and gender, although the results for gender were due to a high number of participants identifying as “other” or preferring not to say their gender. Profile membership was significantly associated with mental health and school satisfaction with students in the high health behavior profile reporting the highest scores on these outcomes. This study presents novel findings about students' health behaviors and school satisfaction and provides impetus for continuing research in this area of inquiry from a person-centered perspective.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139459472","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}
This study examined the mediator role of mathematics motivation and the moderator role of mathematics anxiety (MA) in the relationship between metacognition (MC) and mathematical resilience (MR). The participants are 202 gifted students. Data were collected through the “Metacognitive Awareness Scale,” “MR Scale,” “Revised MA Rating Scale,” and “Mathematics Motivation Scale.” Regression analysis based on the bootstrap technique was used to test the hypothetical model, including mediation, moderation, and moderated mediation relations. The study results showed that MC indirectly positively affects MR through mathematical motivation. MA has a moderator effect on the positive effect of mathematics motivation on MR. The positive effect of mathematics motivation on MR decreases as MA increases. MA has a moderating effect on the indirect effect of MC on MR through mathematics motivation. The positive effect of MC on MR decreases as math anxiety increases.
{"title":"A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students","authors":"Sedat Turgut, Mahir Uğurlu","doi":"10.1002/pits.23141","DOIUrl":"https://doi.org/10.1002/pits.23141","url":null,"abstract":"This study examined the mediator role of mathematics motivation and the moderator role of mathematics anxiety (MA) in the relationship between metacognition (MC) and mathematical resilience (MR). The participants are 202 gifted students. Data were collected through the “Metacognitive Awareness Scale,” “MR Scale,” “Revised MA Rating Scale,” and “Mathematics Motivation Scale.” Regression analysis based on the bootstrap technique was used to test the hypothetical model, including mediation, moderation, and moderated mediation relations. The study results showed that MC indirectly positively affects MR through mathematical motivation. MA has a moderator effect on the positive effect of mathematics motivation on MR. The positive effect of mathematics motivation on MR decreases as MA increases. MA has a moderating effect on the indirect effect of MC on MR through mathematics motivation. The positive effect of MC on MR decreases as math anxiety increases.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"89 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139459021","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 present study explored the teachers' self-efficacy patterns and perceived personal accomplishment in the coronavirus disease 2019 pandemic teaching environment. The current sample included in-service teachers (n = 393) representing 36 states across the United States. We explored whether teacher efficacy variables (i.e., engagement efficacy, instruction efficacy, and classroom management) predict their perceived personal accomplishment. Also, based on the clustering analysis, we explored how teachers' different self-efficacy patterns related to their perceived personal accomplishment. The results indicate that teacher efficacy strongly predicted their personal accomplishment levels and show insightful implications on how to support teachers to recover well-being in a post-pandemic learning environment.
{"title":"Inner strength amidst pandemic: Teachers' self-efficacy patterns and perceived personal accomplishments","authors":"Cheyeon Ha, Tim Pressley","doi":"10.1002/pits.23149","DOIUrl":"https://doi.org/10.1002/pits.23149","url":null,"abstract":"The present study explored the teachers' self-efficacy patterns and perceived personal accomplishment in the coronavirus disease 2019 pandemic teaching environment. The current sample included in-service teachers (<i>n</i> = 393) representing 36 states across the United States. We explored whether teacher efficacy variables (i.e., engagement efficacy, instruction efficacy, and classroom management) predict their perceived personal accomplishment. Also, based on the clustering analysis, we explored how teachers' different self-efficacy patterns related to their perceived personal accomplishment. The results indicate that teacher efficacy strongly predicted their personal accomplishment levels and show insightful implications on how to support teachers to recover well-being in a post-pandemic learning environment.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"97 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139459124","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}
Cover-copy-compare is a self-management intervention strategy developed to improve students' academic performance, particularly in spelling. In academic intervention research, it is often assumed that students are completing the intervention as intended, yet this is seldom examined during intervention implementation or subsequent data analysis. The primary aim of this study was to retrospectively examine students' cover-copy-compare permanent products to assess their ability to adhere to the intervention and to examine whether intervention adherence influences intervention effectiveness. A secondary data analysis of 86 third-grade students participating in two randomized controlled trials examining the efficacy of cover-copy-compare on writing productivity was conducted. Results indicated that students' adherence to the cover-copy-compare intervention was high, and students' preintervention spelling performance and intervention adherence emerged as statistically significant predictors of students' postintervention spelling performance. Limitations of the study and implications for assessing students' intervention adherence are discussed.
{"title":"Examining student adherence within a cover-copy-compare intervention","authors":"Kaytlin A. Nelson, Tanya L. Eckert","doi":"10.1002/pits.23156","DOIUrl":"https://doi.org/10.1002/pits.23156","url":null,"abstract":"Cover-copy-compare is a self-management intervention strategy developed to improve students' academic performance, particularly in spelling. In academic intervention research, it is often assumed that students are completing the intervention as intended, yet this is seldom examined during intervention implementation or subsequent data analysis. The primary aim of this study was to retrospectively examine students' cover-copy-compare permanent products to assess their ability to adhere to the intervention and to examine whether intervention adherence influences intervention effectiveness. A secondary data analysis of 86 third-grade students participating in two randomized controlled trials examining the efficacy of cover-copy-compare on writing productivity was conducted. Results indicated that students' adherence to the cover-copy-compare intervention was high, and students' preintervention spelling performance and intervention adherence emerged as statistically significant predictors of students' postintervention spelling performance. Limitations of the study and implications for assessing students' intervention adherence are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"120 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139459024","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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