Poor mental health in childhood and adolescence has a significant impact on both physical and mental health throughout life. However, growing evidence suggests that current levels of child and adolescent mental health (CAMH) care are insufficient to meet the needs of many children and adolescents in the United States as evidenced by increasing rates of mental health problems, inequities in diagnosis, and inaccessibility of services. This article provides a discussion of current problems in CAMH and school mental health services and emphasizes a developmental perspective of CAMH, including the co‐occurrence of school difficulties and mental health concerns. A universal design for learning framework for school‐wide mental health programs is suggested as a means of addressing barriers to care and promoting prevention and early intervention in CAMH.
{"title":"Using the universal design for learning framework to improve child and adolescent mental health","authors":"Liane C. Pereira, Deborah A. Ith","doi":"10.1002/pits.23252","DOIUrl":"https://doi.org/10.1002/pits.23252","url":null,"abstract":"<jats:label/>Poor mental health in childhood and adolescence has a significant impact on both physical and mental health throughout life. However, growing evidence suggests that current levels of child and adolescent mental health (CAMH) care are insufficient to meet the needs of many children and adolescents in the United States as evidenced by increasing rates of mental health problems, inequities in diagnosis, and inaccessibility of services. This article provides a discussion of current problems in CAMH and school mental health services and emphasizes a developmental perspective of CAMH, including the co‐occurrence of school difficulties and mental health concerns. A universal design for learning framework for school‐wide mental health programs is suggested as a means of addressing barriers to care and promoting prevention and early intervention in CAMH.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"145 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529376","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}
Di Liu, Yiwen Mao, Catharine Lory, Qingli Lei, Yingying Zeng
Computation is foundational to learning many mathematics concepts, as well as a functional skill in everyday life. Yet students with autism spectrum disorder (ASD) often have challenges in learning computation skills. The current study aimed to provide quantitative and descriptive analyses of single‐case experimental studies on computation interventions for students with ASD. Our systematic search and screening procedures yielded a total of 16 eligible studies for the final analyses. An analysis of publication bias indicated an absence of publication bias in the included studies. Tau‐U was used to calculate the overall intervention effect, resulting in an omnibus effect of 0.90 (95% CI [0.81, 1.00]), indicating a medium effect. Moderator analyses showed that variables such as study design, participant characteristics, intervention characteristics, and target skills did not moderate intervention effects. However, some evidence‐based practices were identified to significantly moderate maintenance effects. Implications for researchers and practitioners are discussed.
计算是学习许多数学概念的基础，也是日常生活中的一项实用技能。然而，患有自闭症谱系障碍（ASD）的学生在学习计算技能时往往会遇到困难。本研究旨在对有关自闭症谱系障碍学生计算干预的单例实验研究进行定量和描述性分析。通过系统搜索和筛选程序，我们共获得了 16 项符合最终分析条件的研究。发表偏倚分析表明，纳入的研究不存在发表偏倚。Tau-U 用于计算总体干预效果，结果显示综合效果为 0.90 (95% CI [0.81, 1.00])，表明效果中等。调节分析表明，研究设计、参与者特征、干预特征和目标技能等变量并不能调节干预效果。然而，一些循证实践被确认为能显著缓和维持效果。本文讨论了对研究人员和从业人员的启示。
{"title":"The effect of computation interventions for students with autism spectrum disorder: A meta‐analysis and systematic review","authors":"Di Liu, Yiwen Mao, Catharine Lory, Qingli Lei, Yingying Zeng","doi":"10.1002/pits.23261","DOIUrl":"https://doi.org/10.1002/pits.23261","url":null,"abstract":"Computation is foundational to learning many mathematics concepts, as well as a functional skill in everyday life. Yet students with autism spectrum disorder (ASD) often have challenges in learning computation skills. The current study aimed to provide quantitative and descriptive analyses of single‐case experimental studies on computation interventions for students with ASD. Our systematic search and screening procedures yielded a total of 16 eligible studies for the final analyses. An analysis of publication bias indicated an absence of publication bias in the included studies. Tau‐U was used to calculate the overall intervention effect, resulting in an omnibus effect of 0.90 (95% CI [0.81, 1.00]), indicating a medium effect. Moderator analyses showed that variables such as study design, participant characteristics, intervention characteristics, and target skills did not moderate intervention effects. However, some evidence‐based practices were identified to significantly moderate maintenance effects. Implications for researchers and practitioners are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"20 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505930","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}
T. Martijn Willemse, Monique J. M. Nelen, Anita Blonk
Despite the fact that research shows that collaboration between families and schools contribute to academic achievement, social‐emotional development and sense of well‐being of students, many schools struggle to establish family‐school partnerships. The current study explores keys to success and challenges in engaging families to the design and implementation of School Wide Positive Behavioral Interventions and Supports (SWPBIS). In a two‐step systematic assessment, consisting of an online survey (n = 27 participants) and five focus group interviews with administrators and members of SWPBIS leadership teams in schools for primary education (n = 15 participants), we found that all 27 participating schools considered partnerships and communication with parents important. However, most participating schools did not have a policy or strategic planning for engaging families, nor did they systematically evaluate their actions. Schools used one‐way approaches of communicating with parents and found it hard to adapt their communication to a diverse population of new parents and parents already familiar with SWPBIS. Schools did not communicate about what was achieved by implementing SWPBIS in their school. Including families in the SWPBIS leadership team was often considered challenging. Input from families on SWPBIS was not collected, nor did schools gather information about family's needs, (cultural) backgrounds to develop strategies for engaging families. Further research on actual school practices in engaging families is recommended.
{"title":"Including families in the implementation of school‐wide positive behavioral interventions and support: Dutch administrators and SWPBIS‐leadership team experiences","authors":"T. Martijn Willemse, Monique J. M. Nelen, Anita Blonk","doi":"10.1002/pits.23266","DOIUrl":"https://doi.org/10.1002/pits.23266","url":null,"abstract":"Despite the fact that research shows that collaboration between families and schools contribute to academic achievement, social‐emotional development and sense of well‐being of students, many schools struggle to establish family‐school partnerships. The current study explores keys to success and challenges in engaging families to the design and implementation of School Wide Positive Behavioral Interventions and Supports (SWPBIS). In a two‐step systematic assessment, consisting of an online survey (<jats:italic>n</jats:italic> = 27 participants) and five focus group interviews with administrators and members of SWPBIS leadership teams in schools for primary education (<jats:italic>n</jats:italic> = 15 participants), we found that all 27 participating schools considered partnerships and communication with parents important. However, most participating schools did not have a policy or strategic planning for engaging families, nor did they systematically evaluate their actions. Schools used one‐way approaches of communicating with parents and found it hard to adapt their communication to a diverse population of new parents and parents already familiar with SWPBIS. Schools did not communicate about what was achieved by implementing SWPBIS in their school. Including families in the SWPBIS leadership team was often considered challenging. Input from families on SWPBIS was not collected, nor did schools gather information about family's needs, (cultural) backgrounds to develop strategies for engaging families. Further research on actual school practices in engaging families is recommended.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"7 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505931","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}
Marta Flores, Íngrid Sala‐Bars, Maite Ortiz, David Duran
This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development.
{"title":"Does reciprocal peer observation promote the transfer of learning to teaching practice?","authors":"Marta Flores, Íngrid Sala‐Bars, Maite Ortiz, David Duran","doi":"10.1002/pits.23259","DOIUrl":"https://doi.org/10.1002/pits.23259","url":null,"abstract":"This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"37 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141532606","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}
Concussions from sport and recreational activities can negatively impact academic performance in adolescents. This study aims to use reflexive thematic analysis to understand the knowledge, management, and education of concussion among Irish postprimary educators. A cross‐sectional study that involved semistructured interviews with 18 secondary school teachers was conducted. Interviews were recorded and transcribed in preparation for a reflexive thematic analysis process according to research conducted by Braun and Clarke. A total of 664 data items were coded which led to the development of 5 themes (i.e., teacher's background experience, consequences of concussion, concussion in school, educating educators, and existing standards) and 22 subthemes. The implementation of concussion education initiatives for improving student safety, injury management, and recovery through mandatory teacher‐continued professional development should be explored. Teachers' knowledge of concussion is influenced by personal experiences, with safer attitudes observed in those who have witnessed or experienced concussions. The role of the Year Head in concussion management should be explored with a focus on communication pathways and dissemination of materials. Protocols for medical emergencies and academic adjustments for concussed students should be made readily available to secondary school teachers.
{"title":"Reflexive thematic analysis of interviews with postprimary educators' experience and attitudes toward concussion","authors":"Caomhan Conaghan, Ed Daly, Lisa Ryan","doi":"10.1002/pits.23257","DOIUrl":"https://doi.org/10.1002/pits.23257","url":null,"abstract":"Concussions from sport and recreational activities can negatively impact academic performance in adolescents. This study aims to use reflexive thematic analysis to understand the knowledge, management, and education of concussion among Irish postprimary educators. A cross‐sectional study that involved semistructured interviews with 18 secondary school teachers was conducted. Interviews were recorded and transcribed in preparation for a reflexive thematic analysis process according to research conducted by Braun and Clarke. A total of 664 data items were coded which led to the development of 5 themes (i.e., teacher's background experience, consequences of concussion, concussion in school, educating educators, and existing standards) and 22 subthemes. The implementation of concussion education initiatives for improving student safety, injury management, and recovery through mandatory teacher‐continued professional development should be explored. Teachers' knowledge of concussion is influenced by personal experiences, with safer attitudes observed in those who have witnessed or experienced concussions. The role of the Year Head in concussion management should be explored with a focus on communication pathways and dissemination of materials. Protocols for medical emergencies and academic adjustments for concussed students should be made readily available to secondary school teachers.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"9 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529378","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}
Marta Flores, Íngrid Sala‐Bars, Maite Ortiz, David Duran
This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development.
{"title":"Does reciprocal peer observation promote the transfer of learning to teaching practice?","authors":"Marta Flores, Íngrid Sala‐Bars, Maite Ortiz, David Duran","doi":"10.1002/pits.23259","DOIUrl":"https://doi.org/10.1002/pits.23259","url":null,"abstract":"This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"47 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141532329","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}
Yoke Y. Chen, Chuong H. Ting, Siti R. Ghazali, Ang A. Ling
With the increasing prevalence of mental health issues among children, there is a growing need to implement school‐based preventive programs for emotional well‐being in Malaysia. Super Skills for Life (SSL) is a transdiagnostic preventive program designed based on the cognitive‐behavioral therapy concept to address emotional problems among children. This study examined the effectiveness of the M‐SSL program in reducing depressive and anxiety symptoms as well as other psychological issues such as social competency, worries, cognitive and emotional regulation in a sample of Malaysian children between the ages of 10 and 12. A quasi‐experimental preintervention and postintervention research design was conducted. A total of 165 primary school children (M = 10.9, SD = 0.72) were recruited with 88 of them randomly assigned to the intervention group. All of them were asked to complete a questionnaire consisting of demographic data, the Centre for Epidemiologic Studies Depression Scale Revised, Spencer Children's Anxiety Scale, Strength and Difficulties Questionnaires, Social Skills Questionnaires and Cognitive Emotional Regulation Questionnaires. Children in the M‐SSL group significantly reported lower levels of depressive scores during follow‐up assessment compared to the children in the control group. They also showed significant improvement in their depressive subscale scores, social worries scores, and the way they perceived an event as compared to the control group. These findings provide initial support for the effects of M‐SSL, suggesting that it is a valuable resource for the prevention of depressive symptoms and for improving social worries among children.
{"title":"Enhancing children's well‐being using Malaysian‐adapted version Super Skills for life (M‐SSL) among primary school children in Malaysia","authors":"Yoke Y. Chen, Chuong H. Ting, Siti R. Ghazali, Ang A. Ling","doi":"10.1002/pits.23258","DOIUrl":"https://doi.org/10.1002/pits.23258","url":null,"abstract":"With the increasing prevalence of mental health issues among children, there is a growing need to implement school‐based preventive programs for emotional well‐being in Malaysia. Super Skills for Life (SSL) is a transdiagnostic preventive program designed based on the cognitive‐behavioral therapy concept to address emotional problems among children. This study examined the effectiveness of the M‐SSL program in reducing depressive and anxiety symptoms as well as other psychological issues such as social competency, worries, cognitive and emotional regulation in a sample of Malaysian children between the ages of 10 and 12. A quasi‐experimental preintervention and postintervention research design was conducted. A total of 165 primary school children (<jats:italic>M</jats:italic> = 10.9, SD = 0.72) were recruited with 88 of them randomly assigned to the intervention group. All of them were asked to complete a questionnaire consisting of demographic data, the Centre for Epidemiologic Studies Depression Scale Revised, Spencer Children's Anxiety Scale, Strength and Difficulties Questionnaires, Social Skills Questionnaires and Cognitive Emotional Regulation Questionnaires. Children in the M‐SSL group significantly reported lower levels of depressive scores during follow‐up assessment compared to the children in the control group. They also showed significant improvement in their depressive subscale scores, social worries scores, and the way they perceived an event as compared to the control group. These findings provide initial support for the effects of M‐SSL, suggesting that it is a valuable resource for the prevention of depressive symptoms and for improving social worries among children.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"24 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529377","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}
Xin Dong, Mack D. Burke, Lisa Sanchez, Lisa Bowman‐Perrott
Developing social competence for preschoolers is an important area for early intervention, especially for young children with emotional and behavioral issues. This single case meta‐analysis focused on examining the literature base for social skills interventions for preschoolers. A systematic search of the literature yielded 33 single‐case studies on social skills interventions for preschoolers. Results from the aggregated single case studies using a baseline corrected Tau‐U indicated a moderate to large effect (Baseline Corrected Tau = 0.66). Moderator analysis results showed gender and intervention format were statistically significant moderators for the intervention effect. Limitations and directions for future research were discussed within the context of social‐behavioral research and early intervention in preschool settings.
培养学龄前儿童的社交能力是早期干预的一个重要领域，尤其是对于有情绪和行为问题的幼儿。这项单一案例荟萃分析侧重于研究学龄前儿童社交技能干预的文献基础。通过对文献的系统检索，我们获得了 33 项关于学龄前儿童社交技能干预的单一案例研究。使用基线校正 Tau-U 对单一案例研究进行汇总的结果表明，该研究具有中等至较大的效果（基线校正 Tau = 0.66）。调节因素分析结果显示，性别和干预形式在统计学上对干预效果有显著的调节作用。在社会行为研究和学前早期干预的背景下，讨论了研究的局限性和未来研究的方向。
{"title":"Social skills interventions in preschool settings: A meta‐analysis of SCR studies","authors":"Xin Dong, Mack D. Burke, Lisa Sanchez, Lisa Bowman‐Perrott","doi":"10.1002/pits.23248","DOIUrl":"https://doi.org/10.1002/pits.23248","url":null,"abstract":"Developing social competence for preschoolers is an important area for early intervention, especially for young children with emotional and behavioral issues. This single case meta‐analysis focused on examining the literature base for social skills interventions for preschoolers. A systematic search of the literature yielded 33 single‐case studies on social skills interventions for preschoolers. Results from the aggregated single case studies using a baseline corrected Tau‐U indicated a moderate to large effect (Baseline Corrected Tau = 0.66). Moderator analysis results showed gender and intervention format were statistically significant moderators for the intervention effect. Limitations and directions for future research were discussed within the context of social‐behavioral research and early intervention in preschool settings.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"72 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141197199","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}
Suicide is a serious public health problem and is the fourth leading cause of death among adolescents. Suicide ideation is the most significant predictor of suicide. However, few empirical studies have examined the relationship between stressful life events, insomnia, depression symptoms, self‐esteem, and suicide ideation among college students. This study builds on O'Connor's The integrated motivational‐volitional model of suicidal behavior theory will verify the relationship between these five factors through a large data study among college students, and further reveal the mechanisms and interventions of suicide ideation among college students. A total of 2717 (mean age = 19.81 years, 22.49% male) college students from South China participated in this behavioral and health survey. Using self‐reported questionnaires which were Adolescent Self Rating Life Events Check‐list, MINI‐C, Insomnia Severity Index, PHQ‐9, and Self‐Esteem Scale to assess the subjects’ demographic information, suicide ideation, stressful life events, insomnia, depressive symptoms, and self‐esteem levels as comprehensively as possible. A moderated chain mediation model was used to validate their relationship. The results showed that stressful life events significant positively predicted insomnia symptoms, depressive symptoms, and suicide ideation. The mediating effect of depression between stressful life events and suicide ideation was significant. The chain mediating effect of insomnia and depression between stressful life events and suicide ideation was significant. However, the mediating effect of insomnia between stressful life events and suicide ideation was not significant. Also, the positive prediction of stressful life events and depression on suicide ideation was weaker when the individual's self‐esteem level was higher, and the moderated chain mediating effect was significant. This study developed a moderated chain mediation model, and proposes a new integrated stress coping‐self‐perception model of suicide ideation to discover the important role of self‐esteem levels in adolescent suicide prevention.
{"title":"Stressful life events among college student: Direct and indirect relationships with insomnia, depression, self‐esteem, and suicide ideation","authors":"Hongyu Zou, Xiaohua Kong, Ziyao Chen, Wei Zhang","doi":"10.1002/pits.23247","DOIUrl":"https://doi.org/10.1002/pits.23247","url":null,"abstract":"Suicide is a serious public health problem and is the fourth leading cause of death among adolescents. Suicide ideation is the most significant predictor of suicide. However, few empirical studies have examined the relationship between stressful life events, insomnia, depression symptoms, self‐esteem, and suicide ideation among college students. This study builds on O'Connor's The integrated motivational‐volitional model of suicidal behavior theory will verify the relationship between these five factors through a large data study among college students, and further reveal the mechanisms and interventions of suicide ideation among college students. A total of 2717 (mean age = 19.81 years, 22.49% male) college students from South China participated in this behavioral and health survey. Using self‐reported questionnaires which were Adolescent Self Rating Life Events Check‐list, MINI‐C, Insomnia Severity Index, PHQ‐9, and Self‐Esteem Scale to assess the subjects’ demographic information, suicide ideation, stressful life events, insomnia, depressive symptoms, and self‐esteem levels as comprehensively as possible. A moderated chain mediation model was used to validate their relationship. The results showed that stressful life events significant positively predicted insomnia symptoms, depressive symptoms, and suicide ideation. The mediating effect of depression between stressful life events and suicide ideation was significant. The chain mediating effect of insomnia and depression between stressful life events and suicide ideation was significant. However, the mediating effect of insomnia between stressful life events and suicide ideation was not significant. Also, the positive prediction of stressful life events and depression on suicide ideation was weaker when the individual's self‐esteem level was higher, and the moderated chain mediating effect was significant. This study developed a moderated chain mediation model, and proposes a new integrated stress coping‐self‐perception model of suicide ideation to discover the important role of self‐esteem levels in adolescent suicide prevention.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"15 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141197088","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}
Melek Karaca, Oktay Bektaş, Fulya Öner Armağan, Dürdane Tor
Preservice teachers' self‐regulation skills are key to being role models to their students in gaining this affective skill. The study aims to develop a structural equation model (SEM) that shows the relationship between preservice science teachers' perceived role modeling and self‐regulation skills. This study has been conducted using the predictive correlational design, a quantitative research method. The sample of the study consists of 242 volunteer preservice science teachers from two state universities in Türkiye. Data were collected using the Perceived Role Models Scale and the Self‐Regulation Scale for Science. The study used the SEM's model development strategy to determine whether a relationship exists between preservice science teachers' perceptions of role modeling and their self‐regulation levels regarding science and whether the relationship if any is significant or not. As a result, a model was developed that shows preservice science teachers' perceived role modeling to predict their self‐regulation skills in science significantly. This result shows role modeling to be important in developing preservice teachers' self‐regulation skills. Therefore, we have concluded that self‐regulation is an ongoing process at early ages and adulthood.
职前教师的自我调节能力是成为学生获得这种情感技能的榜样的关键。本研究旨在建立一个结构方程模型（SEM），以显示职前科学教师感知到的榜样作用与自我调节技能之间的关系。本研究采用了预测相关设计这一定量研究方法。研究样本包括来自土耳其两所国立大学的 242 名志愿职前科学教师。研究使用感知榜样量表和科学自我调节量表收集数据。研究采用了 SEM 的模型开发策略，以确定职前科学教师对榜样的认知与他们的科学自律水平之间是否存在关系，以及这种关系是否显著。结果，建立的模型显示，职前科学教师对角色示范的感知能显著预测他们的科学自我调节能力。这一结果表明，榜样对培养职前教师的自我调节能力非常重要。因此，我们得出结论，自我调节是一个从幼年到成年的持续过程。
{"title":"The relationship between preservice science teachers' perceived role modeling and self‐regulation skills in science","authors":"Melek Karaca, Oktay Bektaş, Fulya Öner Armağan, Dürdane Tor","doi":"10.1002/pits.23243","DOIUrl":"https://doi.org/10.1002/pits.23243","url":null,"abstract":"Preservice teachers' self‐regulation skills are key to being role models to their students in gaining this affective skill. The study aims to develop a structural equation model (SEM) that shows the relationship between preservice science teachers' perceived role modeling and self‐regulation skills. This study has been conducted using the predictive correlational design, a quantitative research method. The sample of the study consists of 242 volunteer preservice science teachers from two state universities in Türkiye. Data were collected using the Perceived Role Models Scale and the Self‐Regulation Scale for Science. The study used the SEM's model development strategy to determine whether a relationship exists between preservice science teachers' perceptions of role modeling and their self‐regulation levels regarding science and whether the relationship if any is significant or not. As a result, a model was developed that shows preservice science teachers' perceived role modeling to predict their self‐regulation skills in science significantly. This result shows role modeling to be important in developing preservice teachers' self‐regulation skills. Therefore, we have concluded that self‐regulation is an ongoing process at early ages and adulthood.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"45 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141197089","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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