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A comparison of general and special education teachers' attitudes toward evidence‐based practices for students with autism spectrum disorder 比较普通教育和特殊教育教师对自闭症谱系障碍学生循证实践的态度
IF 2 3区 心理学 Q2 Social Sciences Pub Date : 2024-03-21 DOI: 10.1002/pits.23195
Blaine Garman‐McClaine
Students identified with autism spectrum disorder (ASD) benefit from the implementation of evidence‐based practices (EBPs) in all educational settings, including general education classrooms. Research indicates that EBPs are not consistently implemented across educational placements, nor are they always implemented with fidelity. One contextual factor that can influence successful EBP implementation is teacher attitudes toward an EBP. This study examined and compared the attitudes of general education and special education teachers toward EBPs. Study results suggest that special education teachers have more positive attitudes toward EBPs, while general education teachers are more likely to diverge from EBPs to support students with ASD. These findings have implications for improving the implementation of EBPs in both general and special education classrooms for students with disabilities, particularly students with ASD.
在包括普通教育课堂在内的所有教育环境中实施循证实践 (EBPs),可使患有自闭症谱系障碍 (ASD) 的学生受益。研究表明,EBPs 并非在所有教育环境中都得到一致实施,也并非总是忠实实施。影响 EBP 成功实施的一个环境因素是教师对 EBP 的态度。本研究考察并比较了普通教育教师和特殊教育教师对 EBP 的态度。研究结果表明,特殊教育教师对 EBPs 的态度更为积极,而普通教育教师则更有可能偏离 EBPs 来支持患有 ASD 的学生。这些研究结果对改进在普通教育和特殊教育课堂上为残疾学生,尤其是 ASD 学生实施 EBPs 有着重要意义。
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引用次数: 0
The experiences of menstruation in schools in high income countries: A systematic review and line‐of‐argument synthesis 高收入国家学校中的月经经历:系统回顾与论据综述
IF 2 3区 心理学 Q2 Social Sciences Pub Date : 2024-03-16 DOI: 10.1002/pits.23192
Ciara Thomas, G. J. Melendez‐Torres
Menstruation is a global public health issue with negative discourses of shame, embarrassment, and disgust. There is growing anecdotal evidence linking negative menstruation experiences at school to absenteeism. This systematic review and line‐of‐argument synthesis aims to develop a conceptual understanding of menstruation experiences in schools in high‐income countries. MEDLINE (Ovid), PsycINFO (Ovid), EMBASE (Ovid), HMIC (Ovid), and ERIC databases were searched. NVivo was used for thematic synthesis and reciprocal translation to generate third‐order constructs: overarching themes that interpretatively describe social processes around menstruation in schools. One thousand three hundred and thirty‐three studies were screened, with 19 meeting inclusion criteria. Six third‐order constructs were identified and integrated into a synthesized line‐of‐argument illustrating menstrual injustice at school. To ensure menstruating students do not face academic disadvantage because of schools’ failure to accommodate menstrual needs, schools should challenge stigma, provide facilities to improve students’ capability and confidence to manage menstruation, and provide academic support to menstruating students who miss classes. Future research should explore experiences of period poverty in HIC schools, examining the influence of gender identity, disability, race, and class on menstruation experiences.
月经是一个全球性的公共卫生问题,存在着羞耻、尴尬和厌恶等负面言论。越来越多的轶事证据表明,在学校的负面月经经历与旷课有关。本系统综述和论据综述旨在从概念上理解高收入国家学校中的月经经历。检索了 MEDLINE (Ovid)、PsycINFO (Ovid)、EMBASE (Ovid)、HMIC (Ovid) 和 ERIC 数据库。使用 NVivo 进行主题综合和互译,以生成三阶建构:解释性描述学校月经相关社会过程的总体主题。共筛选出 133 项研究,其中 19 项符合纳入标准。我们确定了六个三阶结构,并将其整合为一个综合论证思路,说明了学校中的月经不公正现象。为确保经期学生不会因学校未能满足其经期需求而在学业上处于不利地位,学校应挑战污名化,提供设施以提高学生管理经期的能力和信心,并为缺课的经期学生提供学业支持。未来的研究应探讨在高收入国家的学校中月经贫困的经历,研究性别认同、残疾、种族和阶级对月经经历的影响。
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引用次数: 0
Time‐lagged effects of student misbehavior on teacher counterproductive work behaviors: The role of negative affect and regulatory focus 学生不良行为对教师反工作行为的时滞效应:消极情绪和监管重点的作用
IF 2 3区 心理学 Q2 Social Sciences Pub Date : 2024-03-16 DOI: 10.1002/pits.23193
Farshad Ghasemi
Student misbehavior is a significant occupational stressor for educators, with numerous emotional consequences threatening their mental well‐being. However, research to date has failed to study the behavioral consequences of student misbehavior among teachers, as such stressors may lead to counterproductive workplace behaviors (CWB) that could decline teachers' performance and school functioning. The current study builds on the stressor–emotion model and frustration‐aggression theory to fill this major gap in the literature. The proposed research model examines the association between student misbehavior and teacher CWB through two indirect pathways. It was hypothesized that job‐related negative affect would mediate the relationship between student misbehavior and CWB, and regulatory prevention focus would moderate the path from student misbehavior to CWB. Data collected from a sample of 330 teachers at two time points revealed that student misbehavior was directly associated with CWB and was indirectly associated with CWB through job‐related negative affect. Additionally, the regulatory prevention focus moderated the relationship between student misbehavior and CWB. The findings of the study help clarify the processes underlying the stressor‐behavior link, as well as the boundary conditions of these processes, which could provide a framework for schools to guide policies and practices regarding supporting educators in their interpretation and response to classroom misbehavior.
对教育工作者而言,学生的不良行为是一种重大的职业压力,会对他们的心理健康造成许多情绪后果。然而,迄今为止的研究都没有研究学生不良行为对教师造成的行为后果,因为这种压力可能会导致教师在工作场所的反作用行为(CWB),从而降低教师的工作绩效和学校功能。本研究以压力源-情绪模型和挫折-攻击理论为基础,填补了文献中的这一重大空白。所提出的研究模型通过两个间接途径来研究学生不良行为与教师 CWB 之间的关联。假设与工作相关的消极情绪会调解学生不良行为与 CWB 之间的关系,而监管预防重点会缓和学生不良行为与 CWB 之间的关系。从 330 名教师的样本中收集的两个时间点的数据显示,学生的不当行为与 CWB 直接相关,并通过与工作相关的负面情绪与 CWB 间接相关。此外,监管预防重点调节了学生不良行为与 CWB 之间的关系。研究结果有助于澄清压力源与行为之间联系的基本过程,以及这些过程的边界条件,从而为学校提供一个框架,以指导有关支持教育工作者解释和应对课堂不良行为的政策和实践。
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引用次数: 0
Bullying prevention training for Chinese preservice teachers' efficacy and beliefs toward bullying 针对中国职前教师的预防欺凌培训对欺凌的影响和信念
IF 2 3区 心理学 Q2 Social Sciences Pub Date : 2024-03-13 DOI: 10.1002/pits.23194
Qianyu Zhu, Cixin Wang
Bullying is prevalent in many schools worldwide. Providing bullying prevention training to preservice teachers can make a significant difference in preventing school bullying. There is a lack of training in bullying prevention for preservice teachers in China, and the effectiveness of such training for bullying prevention has not yet been established. The present study examined the effectiveness of bullying prevention training on antibullying self‐efficacy and incorrect beliefs about bullying among Chinese preservice teachers. A total of 139 preservice teachers (Mage = 20.76 years, SD = 0.80 years, ranging from 19 to 23 years; 90.6% women) were randomly assigned to the bullying prevention training (n = 73) or the control group (n = 66). Preservice teachers completed pre‐ and posttraining surveys. The participants in the treatment group completed a 5‐week bullying prevention training program (1.5 h per week). Measures of antibullying self‐efficacy and incorrect beliefs about bullying were used to evaluate the effectiveness of the bullying prevention training. Results indicated that the training increased preservice teachers' antibullying self‐efficacy but did not decrease their incorrect beliefs about bullying. Practical implications, limitations, and future directions of these findings are discussed.
全世界许多学校都普遍存在欺凌现象。为职前教师提供预防校园欺凌的培训,可以在预防校园欺凌方面发挥重要作用。目前,中国缺乏针对职前教师的预防欺凌培训,而此类培训对预防欺凌的效果也尚未确定。本研究考察了预防欺凌培训对中国职前教师反欺凌自我效能感和不正确的欺凌信念的影响。139名职前教师(年龄20.76岁,SD 0.80岁,19至23岁不等;90.6%为女性)被随机分配到预防欺凌培训组(73人)或对照组(66人)。职前教师完成了培训前和培训后的问卷调查。治疗组的参与者完成了为期 5 周的预防欺凌培训课程(每周 1.5 小时)。采用反欺凌自我效能感和对欺凌的不正确看法的测量方法来评估预防欺凌培训的效果。结果表明,培训提高了职前教师的反欺凌自我效能感,但并没有减少他们对欺凌的不正确看法。本文讨论了这些研究结果的实际意义、局限性和未来发展方向。
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引用次数: 0
School psychologists' training and experience in providing grief support 学校心理学家在提供悲伤支持方面的培训和经验
IF 2 3区 心理学 Q2 Social Sciences Pub Date : 2024-03-12 DOI: 10.1002/pits.23185
Jacqueline A. Brown, Kara M. Snider, Hannah G. Hall, Jennifer L. Rotzal, Morgan M. Gow
School-based mental health professionals consistently report that they are either not prepared to support grieving students, or do not have time to integrate crisis intervention support into their hectic schedule. Given that inadequate school mental health services can increase a bereaved student's risk of developing emotional problems, it is critical that school psychologists increase their comfort in grief. This study surveyed 75 school psychologists in the Northwestern United States regarding their training and experience in grief support. A reflexive thematic analysis identified four themes related to the challenges and recommendations in grief support: lack of training, limited role of the school psychologist, lack of formalized grief response system, and lack of school and community resources. Furthermore, only 3% of participants reported taking the lead in providing grief support and 64% provide grief support fewer than five times a year. The majority (81%) reported that they had zero courses devoted to grief support during their graduate degree, with more participants (67%) obtaining grief training postdegree. Study limitations, areas for further research, and implications for schools and school psychologists are also discussed.
学校心理健康专业人员一致表示,他们要么没有准备好为悲伤的学生提供支持,要么没有时间将危机干预支持纳入繁忙的日程表中。鉴于学校心理健康服务不足会增加丧亲学生出现情绪问题的风险,因此学校心理学家必须提高他们对悲伤的适应能力。本研究调查了美国西北部 75 名学校心理学家在悲伤支持方面的培训和经验。通过反思性主题分析,确定了与悲伤支持方面的挑战和建议相关的四个主题:缺乏培训、学校心理学家的角色有限、缺乏正式的悲伤应对系统以及缺乏学校和社区资源。此外,仅有 3% 的参与者表示自己带头提供悲伤支持,64% 的参与者每年提供悲伤支持的次数少于五次。大多数参与者(81%)表示,他们在攻读研究生学位期间没有专门针对悲伤支持的课程,更多的参与者(67%)在获得学位后接受了悲伤培训。研究的局限性、有待进一步研究的领域以及对学校和学校心理学家的影响也在讨论之列。
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引用次数: 0
Embedding social emotional learning from the bottom up in multi-tiered services and supports frameworks 自下而上地将社会情感学习纳入多层次服务和支持框架中
IF 2 3区 心理学 Q2 Social Sciences Pub Date : 2024-03-11 DOI: 10.1002/pits.23183
Jessie D. Guest, Robbie A. Ross, Tasha M. Childs, Kate E. Ascetta, Rachelle Curcio, Aidyn Iachini, Lauren Griffiths
Student mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma-informed (TI) approaches, social and emotional learning (SEL), and others can lead to confusion and potentially less effective implementation of services and supports for students. In this paper, we aim to mitigate this confusion and offer a solution that integrates several of these approaches into a single complementary model with a special emphasis on the role of SEL. We first present an overview of commonly used SMH frameworks. Next, we present the Trauma-Informed Multi-Tiered Systems of Support Model (TI-SEL MTSS)–an adaptation of the TITI-SEL MTSS–to include and emphasize the specific role of SEL as a critical foundational layer within a multi-tiered system of support. The proposed adapted model maintains the key structure of a MTSS while highlighting the importance of embedding SEL pedagogy in daily teaching practices and all aspects of school life. A case study is used to illustrate how the proposed model adaptations can be used in practice and in tandem with TI and SMH services without being conflated as the same service as SEL. Practical implications for implementation are discussed.
在美国,学生的心理健康需求持续上升,许多学生和家庭依赖学校提供的服务来满足这些需求。然而,现有的学校心理健康(SMH)框架和方法数量过多,围绕学校心理健康支持的术语也相互重叠,如创伤知情(TI)方法、社会和情感学习(SEL)等,这些都会导致混乱,并可能降低为学生提供服务和支持的效率。在本文中,我们旨在减少这种混淆,并提供一种解决方案,将上述几种方法整合到一个单一的互补模式中,并特别强调社会和情感学习的作用。我们首先概述了常用的 SMH 框架。接下来,我们介绍了创伤知情多层支持系统模型(TI-SEL MTSS)--对 TITI-SEL MTSS 的改编,以纳入并强调 SEL 作为多层支持系统中关键基础层的特殊作用。改编后的模型保留了 MTSS 的关键结构,同时强调了将 SEL 教学法嵌入日常教学实践和学校生活各个方面的重要性。通过一个案例研究,说明了如何在实践中使用所建议的模式调整,以及如何与 TI 和 SMH 服务相结合,而不被混淆为与 SEL 相同的服务。讨论了实施的实际意义。
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引用次数: 0
Loneliness, gratitude, and entitlement among Israeli and Polish college students: A serial mediation model 以色列和波兰大学生的孤独感、感激之情和权利感:串联调解模型
IF 2 3区 心理学 Q2 Social Sciences Pub Date : 2024-03-11 DOI: 10.1002/pits.23188
Roni Laslo-Roth, Sivan George-Levi, Rafał Iwański, Małgorzata Wałejko, Malka Margalit
Loneliness has recently been defined as a public health problem, and college students from various cultures are considered a vulnerable group. As college students must cope with new personal, social, and academic challenges, their perceptions regarding their entitlement from their environment, and their gratefulness for the assistance they receive, may make a unique contribution to their experience of loneliness. In the current study we examined the associations between loneliness, gratitude, and two types of entitlement (active and academic) among college students in two countries: Israel and Poland. A total of 313 Israeli students and 275 Polish students completed a series of questionnaires. The results indicated that Israeli students experienced lower levels of loneliness and academic entitlement, and higher levels of active entitlement and gratitude, in comparison to Polish students. The two types of entitlement and gratitude mediated the association between students' country and loneliness. Active entitlement predicted more gratitude, which predicted lower levels of loneliness. However, academic entitlement predicted lower levels of gratitude, which predicted more loneliness. Our focus on entitlement, gratitude, and loneliness offers insights into the understanding of the psychological and social dynamics among college students in two countries, with implications for theoretical understanding and intervention planning in higher education.
最近,孤独被定义为一个公共健康问题,来自不同文化背景的大学生被认为是一个易受伤害的群体。由于大学生必须应对新的个人、社会和学业挑战,他们对自己从环境中获得的权利的看法,以及他们对所获得的帮助的感激之情,可能会对他们的孤独体验产生独特的影响。在本研究中,我们考察了两个国家的大学生的孤独感、感激之情和两种类型的权利(积极权利和学术权利)之间的关联:以色列和波兰。共有 313 名以色列学生和 275 名波兰学生填写了一系列调查问卷。结果表明,与波兰学生相比,以色列学生的孤独感和学术权益水平较低,而积极权益和感恩水平较高。这两种应享权利和感激之情在学生的国家和孤独感之间起到了中介作用。积极权利预示着更多的感激之情,而感激之情预示着更低的孤独感。然而,学业权利预示着较低的感恩水平,而感恩水平预示着更多的孤独感。我们对权利、感恩和孤独感的关注为了解两个国家大学生的心理和社会动态提供了启示,对高等教育的理论理解和干预规划具有重要意义。
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引用次数: 0
Check yourself! Exploring current culturally responsive teaching assessment measures 检查自己探索当前的文化敏感性教学评估措施
IF 2 3区 心理学 Q2 Social Sciences Pub Date : 2024-03-08 DOI: 10.1002/pits.23189
Tamara K. Lawson, Jerica Knox, Emily Romero, Andrea Molina Palacios, Lindsay M. Fallon
Culturally responsive teaching (CRT) was introduced over 30 years ago and remains an educational framework used to guide instruction today. Although research has evidenced its utility and positive impact, little is known about available tools to guide practitioners in assessing and monitoring their implementation of CRT practices. This systematic review aimed to identify and describe available assessment tools that incorporate dimensions of CRT. Systematic search procedures produced 18 tools educators can access and use to assess the implementation of CRT in the classroom. All 18 instruments are self‐reported, and a few include alternate forms of evaluation, such as an observational section. All tools located encompass aspects of the CRT framework, including self‐efficacy, cultural competence, belonging, and relationship building. Results indicated that nearly half of the tools reviewed (44%) focus on educator self‐efficacy of CRT (i.e., I know I can do X), several (28%) focus on educators' action or implementation of CRT (i.e., I do X), and many (28%) focus on educators' cultural humility or competence (i.e., I understand how to support X). Limitations and implications for research and practice are discussed.
文化顺应性教学(CRT)在 30 多年前就已提出,至今仍是用于指导教学的教育框架。尽管研究证明了 CRT 的实用性和积极影响,但人们对可用来指导实践者评估和监控其实施 CRT 实践的工具却知之甚少。本系统性综述旨在确定和描述包含 CRT 要素的可用评估工具。通过系统搜索程序,教育工作者获得了 18 种工具,可用于评估 CRT 在课堂中的实施情况。所有 18 种工具都是自我报告的,少数工具还包括其他评估形式,如观察部分。所有工具都包含 CRT 框架的各个方面,包括自我效能、文化能力、归属感和关系建设。结果表明,近一半的工具(44%)关注教育者对 CRT 的自我效能感(即,我知道我能做到 X),一些工具(28%)关注教育者对 CRT 的行动或实施(即,我做到了 X),许多工具(28%)关注教育者的文化谦逊或能力(即,我了解如何支持 X)。本文讨论了研究与实践的局限性和影响。
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引用次数: 0
The power of the communicative approach: An investigation of classroom practices of English teachers working in vocational high schools 交际法的力量:职业高中英语教师课堂实践调查
IF 2 3区 心理学 Q2 Social Sciences Pub Date : 2024-03-08 DOI: 10.1002/pits.23191
Süleyman Karataş, Barış Aksoy, Orhan Göçer, Emine At, Saliha Çiftçi, Mustafa Caner
This research examines classroom methodologies aligned with the communicative approach, gauging the perspectives of English teachers working within vocational high schools (VHSs). The study, employing a qualitative case study research design, engaged 10 teachers from diverse backgrounds. The participants volunteered for the study and were selected through a maximum diversity sampling technique, a purposeful sampling method. The research methodology encompassed data collection through interviews, observations, and document analysis. Content analysis was applied to scrutinize interview data, whereas observational and document‐based findings were subjected to descriptive analysis techniques. The study revealed a prevalent utilization of teacher‐controlled activities and a predominant teacher‐centric classroom layout among teachers. Notably, a considerable proportion of in‐class time was allocated to grammar instruction, whereas comparatively lesser emphasis was placed on fostering reading, speaking, writing, and listening skills. Moreover, it was found that multiple‐choice tests and alternative assessment formats such as performance evaluations and projects were exclusively employed; using other alternative assessment approaches like observations, interviews, learning diaries, and portfolios was rare. It is also found that English instruction in VHSs heavily relies on textbooks, supplemented by the occasional integration of audiovisual materials. Overall, teachers expressed a consensus that there exists a need for enhancement in curricular frameworks, teaching aids, as well as assessment and evaluation tools within the English instruction domain.
本研究探讨了与交际法相一致的课堂教学方法,从职业高中(VHS)英语教师的角度进行了分析。本研究采用定性案例研究设计,邀请了 10 名来自不同背景的教师参与。参与研究的教师都是自愿参加的,他们是通过最大多样性抽样技术(一种有目的的抽样方法)挑选出来的。研究方法包括通过访谈、观察和文件分析收集数据。访谈数据采用内容分析法,而观察和基于文件的结果则采用描述性分析技术。研究显示,教师普遍使用教师控制的活动和以教师为中心的课堂布局。值得注意的是,相当一部分课堂时间被分配给了语法教学,而对培养阅读、口语、写作和听力技能的重视则相对较少。此外,研究还发现,教师只采用选择题测试和其他评估形式,如成绩评估和项目;很少采用其他评估方法,如观察、访谈、学习日记和档案袋。调查还发现,职高的英语教学严重依赖教科书,并偶尔结合视听材料加以补充。总之,教师们一致认为,英语教学领域的课程框架、教具以及评估和评价工具都需要改进。
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引用次数: 0
Social media addiction mediates the relationship between basic psychological needs satisfaction and academic procrastination 社交媒体成瘾是基本心理需求满足与学习拖延之间关系的中介
IF 2 3区 心理学 Q2 Social Sciences Pub Date : 2024-03-08 DOI: 10.1002/pits.23190
Fatma Kurker, Abdullah Surucu
Academic procrastination is the failure to perform academic tasks on time or not doing at all. It can cause undesirable consequences for students' academic development and mental health. It has a complex structure that includes cognitive and emotional components in addition to its behavioral dimension. This study seeks to answer whether social media addiction mediates the relationship between satisfaction of basic psychological needs and academic procrastination. The participants were 647 university students (70.6% female and 29.4% male) representative of all the programs in the College of Education at a public university in Turkey. We used two analytic approaches to test the mediation effect (regression with bootstrap and structural equation modeling) and arrived the same conclusion. Results showed that social media addiction partially mediated the relationship between university students' basic psychological needs and academic procrastination. While greater satisfaction of basic psychological needs was directly related to a reduction in academic procrastination, indirectly, it was associated with a further decrease in academic procrastination through social media addiction. Thus, we suggest that preventive and curative psychological services should focus on enhancing the satisfaction of basic psychological needs (autonomy, competence, and relatedness) to help mitigate the development of social media addiction, which further reduces academic procrastination.
学业拖延是指不能按时完成或根本不完成学业任务。它会对学生的学业发展和心理健康造成不良后果。它的结构复杂,除行为维度外,还包括认知和情感因素。本研究试图回答社交媒体成瘾是否会介导基本心理需求满足与学业拖延之间的关系。研究对象是土耳其一所公立大学教育学院所有专业的 647 名大学生(女生占 70.6%,男生占 29.4%)。我们使用了两种分析方法来检验中介效应(自引导回归法和结构方程模型),并得出了相同的结论。结果表明,社交媒体成瘾部分地调节了大学生基本心理需求与学业拖延之间的关系。基本心理需求的更大满足与学业拖延的减少直接相关,而通过社交媒体成瘾,基本心理需求的更大满足与学业拖延的进一步减少间接相关。因此,我们建议预防性和治疗性心理服务应侧重于提高基本心理需求(自主性、能力和相关性)的满足,以帮助缓解社交媒体成瘾的发展,从而进一步减少学业拖延。
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引用次数: 0
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Psychology in the Schools
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