It is important for students to develop spelling skills, and spelling skills have been found to benefit the development of reading and writing skills. Past reviews and meta‐analyses supported the effectiveness of spelling instruction at improving a variety of academic outcomes including spelling, reading, and writing. This review and meta‐analysis contributes to this research and extends the current research on the impact of implementation characteristics on effectiveness. This review and meta‐analysis included 81 studies (43 group design and 38 single‐case design [SCD]). The meta‐analysis indicated an average effect of spelling instruction and intervention that was small in the group design research (g = 0.319) and moderate in the SCD research (Tau‐U = 0.578). Implementation and methodological characteristics were described, and the nature of the comparison conditions and dependent variable were identified as potential moderators. A significant sample of research represented a range of participant samples, implementation characteristics, instructional practices, and methodological attributes. These results suggest that experimental spelling approaches are generally a modest improvement on existing approaches and that little research has investigated the effectiveness of some best practices, including practices that support individualization of spelling instruction.
{"title":"Systematic review and meta‐analysis of the implementation and effectiveness of spelling instruction and intervention","authors":"Shawna Petersen‐Brown, Kourtney R. Kromminga","doi":"10.1002/pits.23223","DOIUrl":"https://doi.org/10.1002/pits.23223","url":null,"abstract":"It is important for students to develop spelling skills, and spelling skills have been found to benefit the development of reading and writing skills. Past reviews and meta‐analyses supported the effectiveness of spelling instruction at improving a variety of academic outcomes including spelling, reading, and writing. This review and meta‐analysis contributes to this research and extends the current research on the impact of implementation characteristics on effectiveness. This review and meta‐analysis included 81 studies (43 group design and 38 single‐case design [SCD]). The meta‐analysis indicated an average effect of spelling instruction and intervention that was small in the group design research (<jats:italic>g</jats:italic> = 0.319) and moderate in the SCD research (Tau‐<jats:italic>U</jats:italic> = 0.578). Implementation and methodological characteristics were described, and the nature of the comparison conditions and dependent variable were identified as potential moderators. A significant sample of research represented a range of participant samples, implementation characteristics, instructional practices, and methodological attributes. These results suggest that experimental spelling approaches are generally a modest improvement on existing approaches and that little research has investigated the effectiveness of some best practices, including practices that support individualization of spelling instruction.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"302 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840780","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}
Ying Zhou, Yimin Ning, Jihe Chen, Wenjun Zhang, Tommy T. Wijaya
Globally, significant attention is given to the cultivation and evaluation of Mathematical Higher‐Order Thinking Skills (MHOTS). This study aims to address the gap in developing and validating suitable MHOTS structures for high school students. In this study, 53 items were determined by experts in the field of mathematics education and scale development. The study group of this study consists of 654 students educated at the high school level. We decided to split the samples randomly in two by designating a random half as exploratory factor analysis (EFA) and the other half as confirmatory factor analysis (CFA). EFA was used to confirm a robust “four‐dimensional, nine‐factor” measurement structure, encompassing four key dimensions, namely mathematical critical thinking, mathematical creative thinking, mathematical problem‐solving, and mathematical metacognitive skills. The scale's quality was assessed through a retest using CFA and the structural validity was evaluated through CFA and correlation analysis. The criterion validity of the scale was also examined using math scores. The results from the double validity analysis showed that the scale had a reasonable and valid structure. The findings established the MHOTS for high school students as a reliable and valid instrument for measuring the level of MHOTS among high school students. This newly developed scale holds promise as an effective tool to assess and enhance mathematical higher‐order thinking in the student population.
在全球范围内，数学高级思维能力（MHOTS）的培养和评价都受到了极大的关注。本研究旨在弥补在开发和验证适合高中生的数学高层思维能力结构方面的不足。在本研究中，数学教育和量表开发领域的专家确定了 53 个项目。研究对象包括 654 名高中学生。我们决定将样本随机一分为二，指定随机的一半作为探索性因子分析（EFA），另一半作为确认性因子分析（CFA）。通过 EFA，我们确定了一个稳健的 "四维九因素 "测量结构，包括四个关键维度，即数学批判性思维、数学创造性思维、数学问题解决能力和数学元认知能力。量表的质量通过 CFA 重测进行了评估，结构效度则通过 CFA 和相关分析进行了评估。量表的标准效度也通过数学成绩进行了检验。双重效度分析的结果表明，量表具有合理有效的结构。研究结果表明，高中生 MHOTS 是测量高中生 MHOTS 水平的可靠而有效的工具。新开发的量表有望成为评估和提高学生数学高阶思维水平的有效工具。
{"title":"Development and validation of Mathematical Higher‐Order Thinking Scale for high school students","authors":"Ying Zhou, Yimin Ning, Jihe Chen, Wenjun Zhang, Tommy T. Wijaya","doi":"10.1002/pits.23213","DOIUrl":"https://doi.org/10.1002/pits.23213","url":null,"abstract":"Globally, significant attention is given to the cultivation and evaluation of Mathematical Higher‐Order Thinking Skills (MHOTS). This study aims to address the gap in developing and validating suitable MHOTS structures for high school students. In this study, 53 items were determined by experts in the field of mathematics education and scale development. The study group of this study consists of 654 students educated at the high school level. We decided to split the samples randomly in two by designating a random half as exploratory factor analysis (EFA) and the other half as confirmatory factor analysis (CFA). EFA was used to confirm a robust “four‐dimensional, nine‐factor” measurement structure, encompassing four key dimensions, namely mathematical critical thinking, mathematical creative thinking, mathematical problem‐solving, and mathematical metacognitive skills. The scale's quality was assessed through a retest using CFA and the structural validity was evaluated through CFA and correlation analysis. The criterion validity of the scale was also examined using math scores. The results from the double validity analysis showed that the scale had a reasonable and valid structure. The findings established the MHOTS for high school students as a reliable and valid instrument for measuring the level of MHOTS among high school students. This newly developed scale holds promise as an effective tool to assess and enhance mathematical higher‐order thinking in the student population.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"11 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140798917","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}
John Jamir Benzon R. Aruta, Niño Jose Mateo, Ron R. Resurreccion, Meniah Ann Martha C. Galanza, Allan B. I. Bernardo
Culturally appropriate tools are necessary to aid in objective screening for psychological symptoms among students in university settings. This study aimed to translate and validate the Depression Anxiety and Stress Scale‐21 (DASS‐21). The instrument underwent forward translation and was reviewed by representatives from the target population, field experts, and an external auditor. The translated version of the DASS‐21, together with the International Positive and Negative Affect Schedule Short Form (I‐PANAS‐SF), Patient Health Questionnaire (PHQ‐9), Generalized Anxiety Disorder‐7 (GAD‐7), Satisfaction with Life Scale (SWLS), was administered to 681 university students. Through confirmatory factor analysis, results supported the intercorrelated three‐factor model with correlated errors for the DASS‐21 Filipino. Results also demonstrated the criterion validity of the depression and anxiety subscales through significant correlations with PHQ‐9 and GAD‐7, respectively, and a stringent z‐score test to examine the difference between two dependent correlations with one variable in common. The convergent validity of all three subscales was established through significant correlations with I‐PANAS‐SF and SWLS. All DASS‐21 Filipino subscales which includes depression (α = .89), anxiety (α = .84), and stress (α = .85), showed high internal consistency. The current findings offer initial evidence on the structural validity of the DASS‐21 Filipino, which can be utilized as a tool to screen for depression, anxiety, and stress symptoms among Filipino speakers during a global health crisis. Implications for psychological assessment and school and clinical interventions are discussed.
{"title":"Screening psychological symptoms in Filipino university students during the COVID‐19 pandemic: Translation and structural validation of the Filipino version of the DASS‐21","authors":"John Jamir Benzon R. Aruta, Niño Jose Mateo, Ron R. Resurreccion, Meniah Ann Martha C. Galanza, Allan B. I. Bernardo","doi":"10.1002/pits.23214","DOIUrl":"https://doi.org/10.1002/pits.23214","url":null,"abstract":"Culturally appropriate tools are necessary to aid in objective screening for psychological symptoms among students in university settings. This study aimed to translate and validate the Depression Anxiety and Stress Scale‐21 (DASS‐21). The instrument underwent forward translation and was reviewed by representatives from the target population, field experts, and an external auditor. The translated version of the DASS‐21, together with the International Positive and Negative Affect Schedule Short Form (I‐PANAS‐SF), Patient Health Questionnaire (PHQ‐9), Generalized Anxiety Disorder‐7 (GAD‐7), Satisfaction with Life Scale (SWLS), was administered to 681 university students. Through confirmatory factor analysis, results supported the intercorrelated three‐factor model with correlated errors for the DASS‐21 Filipino. Results also demonstrated the criterion validity of the depression and anxiety subscales through significant correlations with PHQ‐9 and GAD‐7, respectively, and a stringent <jats:italic>z</jats:italic>‐score test to examine the difference between two dependent correlations with one variable in common. The convergent validity of all three subscales was established through significant correlations with I‐PANAS‐SF and SWLS. All DASS‐21 Filipino subscales which includes depression (<jats:italic>α</jats:italic> = .89), anxiety (<jats:italic>α</jats:italic> = .84), and stress (<jats:italic>α</jats:italic> = .85), showed high internal consistency. The current findings offer initial evidence on the structural validity of the DASS‐21 Filipino, which can be utilized as a tool to screen for depression, anxiety, and stress symptoms among Filipino speakers during a global health crisis. Implications for psychological assessment and school and clinical interventions are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"13 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140798994","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}
Based on the self‐determination theory, many studies have attempted to uncover the contextual features that satisfy adolescents' basic psychological needs. Most of these, however, have focused on one aspect of the social context, either the school or the family environment, and focused on either the issue of need frustration or need satisfaction and their implications on well‐being. Therefore, in this study, we aimed to investigate whether adolescents' perceptions of parental conditional regard (both positive and negative regards) and teacher autonomy support were associated with need frustration and need satisfaction, which in turn, would be related to adolescents' well‐being (both subjective stress and life satisfaction). To test our hypotheses, we recruited 340 Turkish adolescents (Mage = 16.88 years, SD = 0.86). Results of structural equation modeling showed that parental conditional negative regard was positively related to need frustration, which in turn, was associated positively with adolescents' subjective stress, and negatively with life satisfaction. However, parental conditional positive regard was related to neither need satisfaction nor need frustration. Moreover, teacher autonomy support was positively related to need satisfaction, which in turn, was positively associated with life satisfaction. The results indicate that future research should consider both parent‐ and teacher‐related contexts together in relation to adolescents' basic needs and their well‐being.
{"title":"Understanding the relations between parental conditional regard, teacher autonomy support, and adolescent well‐being: A self‐determination theory perspective","authors":"Aylin Koçak, Ayşenur Alp Christ","doi":"10.1002/pits.23212","DOIUrl":"https://doi.org/10.1002/pits.23212","url":null,"abstract":"Based on the self‐determination theory, many studies have attempted to uncover the contextual features that satisfy adolescents' basic psychological needs. Most of these, however, have focused on one aspect of the social context, either the school or the family environment, and focused on either the issue of need frustration or need satisfaction and their implications on well‐being. Therefore, in this study, we aimed to investigate whether adolescents' perceptions of parental conditional regard (both positive and negative regards) and teacher autonomy support were associated with need frustration and need satisfaction, which in turn, would be related to adolescents' well‐being (both subjective stress and life satisfaction). To test our hypotheses, we recruited 340 Turkish adolescents (<jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 16.88 years, SD = 0.86). Results of structural equation modeling showed that parental conditional negative regard was positively related to need frustration, which in turn, was associated positively with adolescents' subjective stress, and negatively with life satisfaction. However, parental conditional positive regard was related to neither need satisfaction nor need frustration. Moreover, teacher autonomy support was positively related to need satisfaction, which in turn, was positively associated with life satisfaction. The results indicate that future research should consider both parent‐ and teacher‐related contexts together in relation to adolescents' basic needs and their well‐being.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"56 79 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636810","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}
Mathematics learning experiences can influence the overall academic and socio‐emotional development of a child. The present study investigates the mediating effect of mathematics anxiety and emotional engagement on the relationships between teacher–student interaction, the joy of learning, and school connectedness. Two mediation models were tested for the dependent variables: the joy of learning and school connectedness, using Hayes' process macro in SPSS on a sample of 774 eighth‐standard students from Indian schools. The study's results indicate the presence of a serial mediation effect on the relationship between teacher–student interaction and joy of learning, teacher–student interaction, and school connectedness through mathematics anxiety and emotional engagement. The study emphasized the role of mathematics learning within the overall framework of “joy of learning” and “school connectedness.”
{"title":"Classroom mathematics learning: Association of joy of learning and school connectedness among high school students in India","authors":"Syama Sasidharan, Jacqueline Kareem","doi":"10.1002/pits.23207","DOIUrl":"https://doi.org/10.1002/pits.23207","url":null,"abstract":"Mathematics learning experiences can influence the overall academic and socio‐emotional development of a child. The present study investigates the mediating effect of mathematics anxiety and emotional engagement on the relationships between teacher–student interaction, the joy of learning, and school connectedness. Two mediation models were tested for the dependent variables: the joy of learning and school connectedness, using Hayes' process macro in SPSS on a sample of 774 eighth‐standard students from Indian schools. The study's results indicate the presence of a serial mediation effect on the relationship between teacher–student interaction and joy of learning, teacher–student interaction, and school connectedness through mathematics anxiety and emotional engagement. The study emphasized the role of mathematics learning within the overall framework of “joy of learning” and “school connectedness.”","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"50 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636690","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 aimed to examine multilevel models posited to predict student perceptions of teacher feedback quality. A cross‐sectional survey design was used, involving 1072 middle school students. We incorporated two clusters of variables: (a) student characteristics (gender, prior knowledge, parent education, homework expectancy, homework value, homework cost, and help seeking) and (b) the characteristics of the classroom context (perceived homework quality, autonomy support, and teacher monitoring). Perceived feedback quality was positively related to perceived autonomy support and homework quality at the individual and class levels. Meanwhile, perceived feedback quality was positively related to homework expectancy, homework value, and help seeking at the individual level.
{"title":"Student perceptions of teacher feedback quality in homework: Individual and class‐level factors","authors":"Jianzhong Xu","doi":"10.1002/pits.23203","DOIUrl":"https://doi.org/10.1002/pits.23203","url":null,"abstract":"This study aimed to examine multilevel models posited to predict student perceptions of teacher feedback quality. A cross‐sectional survey design was used, involving 1072 middle school students. We incorporated two clusters of variables: (a) student characteristics (gender, prior knowledge, parent education, homework expectancy, homework value, homework cost, and help seeking) and (b) the characteristics of the classroom context (perceived homework quality, autonomy support, and teacher monitoring). Perceived feedback quality was positively related to perceived autonomy support and homework quality at the individual and class levels. Meanwhile, perceived feedback quality was positively related to homework expectancy, homework value, and help seeking at the individual level.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"50 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140628759","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}
Serena Borroni, Valentina Tobia, Annalisa Guarini, Matteo Caglio, Beatrice Scansani, Ilaria Polenghi, Anna Ogliari, Andrea Fossati
This study investigates the role of individual and contextual factors as potential concurrent predictors of bullying and victimization in male and female high school students. The sample included 517 adolescents and their teachers. With a multi‐informant approach, measures of bullying and victimization, personality traits, psychopathological symptoms, peer ratings of popularity, loneliness, bothersomeness, as well as school climate, were collected. A series of regression analyses showed gender differences in the dysfunctional personality traits resulted as predictors of bullying (e.g., impulsivity for males and deceitfulness for females). As for victimization, also the role of contextual predictors (i.e., negative relations with peers and safety problems) was significant, with some differences between males and females. These results highlight the importance of a multi‐informant and multifactor (i.e., individual, contextual) approach when investigating the dynamics of bullying and victimization.
{"title":"Gender differences of individual and contextual factors in predicting bullying and victimization: A multi‐informant approach","authors":"Serena Borroni, Valentina Tobia, Annalisa Guarini, Matteo Caglio, Beatrice Scansani, Ilaria Polenghi, Anna Ogliari, Andrea Fossati","doi":"10.1002/pits.23211","DOIUrl":"https://doi.org/10.1002/pits.23211","url":null,"abstract":"This study investigates the role of individual and contextual factors as potential concurrent predictors of bullying and victimization in male and female high school students. The sample included 517 adolescents and their teachers. With a multi‐informant approach, measures of bullying and victimization, personality traits, psychopathological symptoms, peer ratings of popularity, loneliness, bothersomeness, as well as school climate, were collected. A series of regression analyses showed gender differences in the dysfunctional personality traits resulted as predictors of bullying (e.g., impulsivity for males and deceitfulness for females). As for victimization, also the role of contextual predictors (i.e., negative relations with peers and safety problems) was significant, with some differences between males and females. These results highlight the importance of a multi‐informant and multifactor (i.e., individual, contextual) approach when investigating the dynamics of bullying and victimization.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"27 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140629078","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}
Abigail A. Allen, R. Alex Smith, Matthew K. Burns, Erica S. Lembke
Early academic skills and behavioral characteristics in students are predictive of later school achievement, but academics and behavior are commonly compartmentalized in research and practice. This study investigated to what extent first‐grade early numeracy (EN), literacy, and behavior ratings predicted fourth‐grade mathematics achievement. In fall of first‐grade, 501 students were given EN and literacy measures and a behavior rating scale completed by their teachers. In spring of fourth‐grade, students were given mathematics computation and concepts assessments. Regression analyses indicated EN, early literacy, and behavior uniquely predicted 39% of the variance in participants’ fourth‐grade mathematics achievement. Significant predictors were EN and behavior ratings (p < .001), which accounted for 29% and 9% of the variance in mathematics scores, respectively.
{"title":"Early academic and behavior skills as predictors of later mathematics achievement","authors":"Abigail A. Allen, R. Alex Smith, Matthew K. Burns, Erica S. Lembke","doi":"10.1002/pits.23205","DOIUrl":"https://doi.org/10.1002/pits.23205","url":null,"abstract":"Early academic skills and behavioral characteristics in students are predictive of later school achievement, but academics and behavior are commonly compartmentalized in research and practice. This study investigated to what extent first‐grade early numeracy (EN), literacy, and behavior ratings predicted fourth‐grade mathematics achievement. In fall of first‐grade, 501 students were given EN and literacy measures and a behavior rating scale completed by their teachers. In spring of fourth‐grade, students were given mathematics computation and concepts assessments. Regression analyses indicated EN, early literacy, and behavior uniquely predicted 39% of the variance in participants’ fourth‐grade mathematics achievement. Significant predictors were EN and behavior ratings (<jats:italic>p</jats:italic> < .001), which accounted for 29% and 9% of the variance in mathematics scores, respectively.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"2 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140628794","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}
Organizations, employees, and individuals suffer from adverse outcomes due to a lack of occupational health, impacting everything from organizational performance to psychological and physical health, and they are a prevalent phenomenon for various jobs, including teaching. The aims of the current study are two‐fold: to determine the state of occupational health (i) and its structure among 470 Turkish teachers at all school levels, including 338 female teachers (71.9%) and 132 male teachers (28.1%), specifically in terms of stress, the depressed mood at work, and organizational commitment variables (ii). A structural model for occupational health is developed and examined through the AMOS 22 program. The findings of this study indicate that stress predicts a negative impact on organizational commitment (−0.42), whereas it has a positive effect on depressed mood at work (0.74). Additionally, organizational commitment is shown to have a negative impact on depressed mood at work (−0.15). Overall, policymakers, school administrators, and leaders should prioritize strategies to reduce stress, create a healthier work environment, and address the need for proactive efforts to promote a positive emotional climate that improves teacher occupational health. Additionally, further research should explore the other factors that enable to prevent and reduce depression mood at work.
{"title":"Teachers' occupational health: A structural model of work‐related stress, depressed mood at work, and organizational commitment","authors":"Gulnar Ozyildirim","doi":"10.1002/pits.23202","DOIUrl":"https://doi.org/10.1002/pits.23202","url":null,"abstract":"Organizations, employees, and individuals suffer from adverse outcomes due to a lack of occupational health, impacting everything from organizational performance to psychological and physical health, and they are a prevalent phenomenon for various jobs, including teaching. The aims of the current study are two‐fold: to determine the state of occupational health (i) and its structure among 470 Turkish teachers at all school levels, including 338 female teachers (71.9%) and 132 male teachers (28.1%), specifically in terms of stress, the depressed mood at work, and organizational commitment variables (ii). A structural model for occupational health is developed and examined through the AMOS 22 program. The findings of this study indicate that stress predicts a negative impact on organizational commitment (−0.42), whereas it has a positive effect on depressed mood at work (0.74). Additionally, organizational commitment is shown to have a negative impact on depressed mood at work (−0.15). Overall, policymakers, school administrators, and leaders should prioritize strategies to reduce stress, create a healthier work environment, and address the need for proactive efforts to promote a positive emotional climate that improves teacher occupational health. Additionally, further research should explore the other factors that enable to prevent and reduce depression mood at work.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"13 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140628761","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}
Anomi G. Bearden, Blaire Turnbull, Carmella Wallace, Steven Prosser, Akeem Vincent
Rising perfectionism levels within post‐secondary students could be one reason for students' challenges with adaptation to post‐secondary. Recent research has suggested mindfulness‐based interventions may be a promising avenue for mitigating high perfectionism, in addition to improving emotional and social well‐being. The objective of this study was to assess the effects of 8 weeks of a mindfulness course on post‐secondary students (compared to a non‐meditating control group). Variables of interest were mindfulness, multidimensional perfectionism (self‐oriented, other‐oriented, and socially prescribed types), stress, anxiety, self‐compassion, and social connectedness. Students self‐enrolled into a mindfulness class offered at a college in Alberta, Canada (n = 15). The experimental sample, aged 18−54 (M = 25.27, SD = 11.47), were 96.7% female. A control group was recruited from first‐ and second‐year psychology classes (n = 30), with ages ranging from 17 to 38 (M = 21.70, SD = 5.36) and 70% identifying as female. Students completed in‐person surveys near the beginning of the term and again after 8 weeks. ANOVAs and linear regression analyses were conducted. In line with previous studies, results indicated that college students practicing mindfulness evidenced lower perfectionism (self‐oriented and other‐oriented types), stress, and anxiety, along with higher mindfulness and self‐compassion. Additionally, interpersonal benefits were revealed as the mindfulness group increased in social connectedness. Perplexing results suggest two routes to social connection, as the control group also showed an increase in social connection, potentially motivated by higher stress and self‐criticism. Findings from the current study are impressive (given the small sample size and the high‐stress time of the term during which post‐test measures were taken) and suggest that integrating mindfulness practices into the curriculum can enhance emotional and social well‐being for postsecondary students.
{"title":"The effects of a course‐based mindfulness intervention on college student perfectionism, stress, anxiety, self‐compassion, and social connectedness","authors":"Anomi G. Bearden, Blaire Turnbull, Carmella Wallace, Steven Prosser, Akeem Vincent","doi":"10.1002/pits.23201","DOIUrl":"https://doi.org/10.1002/pits.23201","url":null,"abstract":"Rising perfectionism levels within post‐secondary students could be one reason for students' challenges with adaptation to post‐secondary. Recent research has suggested mindfulness‐based interventions may be a promising avenue for mitigating high perfectionism, in addition to improving emotional and social well‐being. The objective of this study was to assess the effects of 8 weeks of a mindfulness course on post‐secondary students (compared to a non‐meditating control group). Variables of interest were mindfulness, multidimensional perfectionism (self‐oriented, other‐oriented, and socially prescribed types), stress, anxiety, self‐compassion, and social connectedness. Students self‐enrolled into a mindfulness class offered at a college in Alberta, Canada (<jats:italic>n</jats:italic> = 15). The experimental sample, aged 18−54 (<jats:italic>M</jats:italic> = 25.27, SD = 11.47), were 96.7% female. A control group was recruited from first‐ and second‐year psychology classes (<jats:italic>n</jats:italic> = 30), with ages ranging from 17 to 38 (<jats:italic>M</jats:italic> = 21.70, SD = 5.36) and 70% identifying as female. Students completed in‐person surveys near the beginning of the term and again after 8 weeks. ANOVAs and linear regression analyses were conducted. In line with previous studies, results indicated that college students practicing mindfulness evidenced lower perfectionism (self‐oriented and other‐oriented types), stress, and anxiety, along with higher mindfulness and self‐compassion. Additionally, interpersonal benefits were revealed as the mindfulness group increased in social connectedness. Perplexing results suggest two routes to social connection, as the control group also showed an increase in social connection, potentially motivated by higher stress and self‐criticism. Findings from the current study are impressive (given the small sample size and the high‐stress time of the term during which post‐test measures were taken) and suggest that integrating mindfulness practices into the curriculum can enhance emotional and social well‐being for postsecondary students.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"64 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140628746","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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