Latent profiles of bullying victimization were examined to determine membership information and distinctive buffering roles of meaning in life between bullying victimization groups and life satisfaction. The PISA data set (n = 4695) of 15‐year‐old young adolescents was analyzed. Static predictors of membership consist of gender, immigrant status, parental education, and grade repetition. Latent profile analysis, analysis of variance, multiple logistic regression, and multivariable regression were utilized for a comprehensive understanding of bullying victimization memberships and related outcomes. Three distinctive latent profiles emerged: (a) Stable & Resilient (SR) (75.6%); (b) Mild & Internal (MI) (18.4%); and (c) Severe & External (SE) (6.0%). Immigration, gender, grade repetition, and parental education were found to be predictors of membership in the bullying victimization groups. Males, and immigrants, with higher parental education, and grade repetition experience significantly predicted increases in possibilities of membership in the MI or SE latent groups. Meaning in life has significant buffering roles for bullying victimization on life satisfaction. The moderating effect of meaning in life was strongest for the SE group. Implications and future directions are discussed.
{"title":"Meaning in life as a moderator of the relationship between bullying victimization profiles and life satisfaction in young adolescents","authors":"Jusuk Song, Sondra Smith‐Adcock","doi":"10.1002/pits.23218","DOIUrl":"https://doi.org/10.1002/pits.23218","url":null,"abstract":"Latent profiles of bullying victimization were examined to determine membership information and distinctive buffering roles of meaning in life between bullying victimization groups and life satisfaction. The PISA data set (<jats:italic>n</jats:italic> = 4695) of 15‐year‐old young adolescents was analyzed. Static predictors of membership consist of gender, immigrant status, parental education, and grade repetition. Latent profile analysis, analysis of variance, multiple logistic regression, and multivariable regression were utilized for a comprehensive understanding of bullying victimization memberships and related outcomes. Three distinctive latent profiles emerged: (a) Stable & Resilient (SR) (75.6%); (b) Mild & Internal (MI) (18.4%); and (c) Severe & External (SE) (6.0%). Immigration, gender, grade repetition, and parental education were found to be predictors of membership in the bullying victimization groups. Males, and immigrants, with higher parental education, and grade repetition experience significantly predicted increases in possibilities of membership in the MI or SE latent groups. Meaning in life has significant buffering roles for bullying victimization on life satisfaction. The moderating effect of meaning in life was strongest for the SE group. Implications and future directions are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840389","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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Sheva Weiss, Elisa S. Shernoff, Adam L Lekwa, Jeffrey D. Shahidullah
Despite robust evidence supporting exposure‐based interventions for anxiety disorders in youth, these treatments are often underutilized, implemented with low fidelity, and delivered in an unnecessarily cautious manner. Few studies have examined important implementation variables (e.g., knowledge, training, perceptions) related to using exposures in schools. A national sample of school psychologists (N = 318) working in K‐12 public schools reported on their knowledge, training, perceptions, confidence, and use regarding exposures. Over 50% of respondents reported they do not use exposures. Only slightly more than half of the respondents received training in exposures through graduate coursework. Eighty percent endorsed negative beliefs about exposures, with nearly 50% expressing concern about acceptability of the intervention by parents. Barriers to delivering exposures within schools endorsed included inadequate time (79% of sample), training (61%), and access to training materials (51%). Implications for training, practice, and research in school psychology are discussed.
{"title":"Exposures for anxiety: A survey of practicing school psychologists","authors":"Sheva Weiss, Elisa S. Shernoff, Adam L Lekwa, Jeffrey D. Shahidullah","doi":"10.1002/pits.23208","DOIUrl":"https://doi.org/10.1002/pits.23208","url":null,"abstract":"Despite robust evidence supporting exposure‐based interventions for anxiety disorders in youth, these treatments are often underutilized, implemented with low fidelity, and delivered in an unnecessarily cautious manner. Few studies have examined important implementation variables (e.g., knowledge, training, perceptions) related to using exposures in schools. A national sample of school psychologists (N = 318) working in K‐12 public schools reported on their knowledge, training, perceptions, confidence, and use regarding exposures. Over 50% of respondents reported they do not use exposures. Only slightly more than half of the respondents received training in exposures through graduate coursework. Eighty percent endorsed negative beliefs about exposures, with nearly 50% expressing concern about acceptability of the intervention by parents. Barriers to delivering exposures within schools endorsed included inadequate time (79% of sample), training (61%), and access to training materials (51%). Implications for training, practice, and research in school psychology are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140655183","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 current study examined a multiple mediator model based on the control‐value theory. A sample of 433 Chinese junior middle school students participated in questionnaires assessing teacher‐student relationships (TSRs), academic emotions, academic value (AV), and academic self‐efficacy (ASE). English test scores were collected as an indicator of students' English academic performance. The results indicated the following: (a) for academic enjoyment, the TSR has an effect on academic achievement through the chain intermediary of AV and ASE; (b) for academic relaxation, the TSR has an effect on English academic achievement through the single intermediary of academic relaxation and the chain intermediary of AV, ASE, and academic relaxation; (c) for academic anxiety, the TSR has an effect on English academic achievement through the single intermediary of AV, the single intermediary of academic anxiety, and the chain intermediary of AV, ASE, and academic anxiety; (d) for academic boredom, the TSR has an effect on English academic achievement through the single intermediary of academic boredom. These findings enrich the relevant research on the control‐value theory and provide important insights for improving students' English academic achievement.
本研究探讨了基于控制-价值理论的多重中介模型。433 名中国初中生参与了师生关系（TSR）、学业情绪、学业价值（AV）和学业自我效能感（ASE）的问卷调查。此外，还收集了学生的英语考试成绩，作为衡量学生英语学习成绩的指标。结果如下(a) 在学习乐趣方面，TSR 通过 AV 和 ASE 的链式中介对学习成绩产生影响；(b) 在学习放松方面，TSR 通过学习放松的单一中介以及 AV、ASE 和学习放松的链式中介对英语学习成绩产生影响；(c) 在学业焦虑方面，TSR 通过 AV 这一单一中介、学业焦虑这一单一中介以及 AV、ASE 和学业焦虑这一连锁中介对英语学业成绩产生影响；(d) 在学业厌倦方面，TSR 通过学业厌倦这一单一中介对英语学业成绩产生影响。这些发现丰富了控制价值理论的相关研究，为提高学生的英语学业成绩提供了重要启示。
{"title":"How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory","authors":"Xiaoqi Yu, Yan Dong, Chunhui Sun, Hongfei Wang, Yuchuan Yang, Guoliang Yu","doi":"10.1002/pits.23187","DOIUrl":"https://doi.org/10.1002/pits.23187","url":null,"abstract":"The current study examined a multiple mediator model based on the control‐value theory. A sample of 433 Chinese junior middle school students participated in questionnaires assessing teacher‐student relationships (TSRs), academic emotions, academic value (AV), and academic self‐efficacy (ASE). English test scores were collected as an indicator of students' English academic performance. The results indicated the following: (a) for academic enjoyment, the TSR has an effect on academic achievement through the chain intermediary of AV and ASE; (b) for academic relaxation, the TSR has an effect on English academic achievement through the single intermediary of academic relaxation and the chain intermediary of AV, ASE, and academic relaxation; (c) for academic anxiety, the TSR has an effect on English academic achievement through the single intermediary of AV, the single intermediary of academic anxiety, and the chain intermediary of AV, ASE, and academic anxiety; (d) for academic boredom, the TSR has an effect on English academic achievement through the single intermediary of academic boredom. These findings enrich the relevant research on the control‐value theory and provide important insights for improving students' English academic achievement.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140658783","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":null,"pages":null},"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":null,"pages":null},"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}
Siyang Shao, Ningning Mao, Zhengtian Zhang, Mo Yang, Siyu He, Xiaodong Yue, Chieh Li, Lixia Cui
Loneliness is an important risk factor for problematic smartphone use (PSU) among adolescents and the mechanisms underlying this correlation remain unclear. In this study, a moderated serial mediation model was tested by administering the Problematic Smartphone Use Scale for Chinese Adolescents, the Loneliness Scale (LS), the Upward Social Comparison Scale, the Fear of Missing Out Scale, and the Self‐Identity Scale to 466 Chinese adolescents. The results showed that: (1) loneliness was positively correlated with PSU, (2) upward social comparison (USC) and fear of missing out served as sequential mediating factors in the correlation between loneliness and PSU, and (3) self‐identity played a moderating role between USC and fear of missing out. These findings shed new light on developing strategies to prevent and intervene in adolescents' PSU by revealing the underlying mechanisms between loneliness and PSU.
孤独感是青少年使用问题智能手机（PSU）的一个重要风险因素，而这种相关性的内在机制尚不清楚。本研究通过对 466 名中国青少年进行孤独感量表（Loneliness Scale, LS）、向上社会比较量表（Upward Social Comparison Scale）、"害怕错过 "量表（Fear of Missing Out Scale）和自我认同量表（Self-Identity Scale）的测试，检验了一个缓和的序列中介模型。结果显示(1)孤独感与PSU呈正相关；(2)在孤独感与PSU的相关关系中，向上社会比较（USC）和害怕缺失（Fear of missing out）是先后出现的中介因素；(3)自我认同（Self-Identity）在向上社会比较（USC）和害怕缺失（Fear of missing out）之间起调节作用。这些发现揭示了孤独与PSU之间的内在机制，为制定预防和干预青少年PSU的策略提供了新的思路。
{"title":"Adolescents' loneliness and problematic smartphone use: The mediating role of upward social comparison and the moderating role of self‐identity","authors":"Siyang Shao, Ningning Mao, Zhengtian Zhang, Mo Yang, Siyu He, Xiaodong Yue, Chieh Li, Lixia Cui","doi":"10.1002/pits.23215","DOIUrl":"https://doi.org/10.1002/pits.23215","url":null,"abstract":"Loneliness is an important risk factor for problematic smartphone use (PSU) among adolescents and the mechanisms underlying this correlation remain unclear. In this study, a moderated serial mediation model was tested by administering the Problematic Smartphone Use Scale for Chinese Adolescents, the Loneliness Scale (LS), the Upward Social Comparison Scale, the Fear of Missing Out Scale, and the Self‐Identity Scale to 466 Chinese adolescents. The results showed that: (1) loneliness was positively correlated with PSU, (2) upward social comparison (USC) and fear of missing out served as sequential mediating factors in the correlation between loneliness and PSU, and (3) self‐identity played a moderating role between USC and fear of missing out. These findings shed new light on developing strategies to prevent and intervene in adolescents' PSU by revealing the underlying mechanisms between loneliness and PSU.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140673169","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":null,"pages":null},"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}
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