José J. López-Goñi, Begoña Haro, Alicia Peñalva-Vélez, María Asunción Vega-Osés
The objectives of this study were to establish the frequency of violent behaviors present in primary education (PE), to determine differences based on students' grade and gender, and to assess the evolution of behaviors between the fourth and sixth grades of PE. The research design was a cohort longitudinal ex post facto study with three measures. Data was collected at three different moments across fourth, fifth, and sixth grades of PE. The sample was composed of all the students of three public centers located in three localities of Autonomous Community of Navarra (Northern Spain). The centers had to present similar characteristics to each other and to the population of Navarra. The first three centers contacted agreed to participate. The sample was composed of 236 students (110 girls) in PE. Students completed the instrument School Violence Questionnaire-Revised. A descriptive analysis, a bivariate analysis, and a logistic regression model were performed. A gradual increase in the perception of different violent behaviors with differences between boys and girls was found. In fourth grade, there was hardly any perception of information and communication technology-related violence; it then increased until sixth grade. Boys perceived more violence from teachers toward students and among peers. Girls perceived more violent behavior between fourth and fifth grade. Preventive interventions targeting digital violence should be developed at this stage. Considering the differences found according to gender and age, it is highlighted the need to train the educative community in different areas, such as emotional competencies, school coexistence, and the detection and prevention of violent behavior.
{"title":"Violent behavior in primary education: Evolution from 9 to 12 years old as a function of gender","authors":"José J. López-Goñi, Begoña Haro, Alicia Peñalva-Vélez, María Asunción Vega-Osés","doi":"10.1002/pits.23174","DOIUrl":"https://doi.org/10.1002/pits.23174","url":null,"abstract":"The objectives of this study were to establish the frequency of violent behaviors present in primary education (PE), to determine differences based on students' grade and gender, and to assess the evolution of behaviors between the fourth and sixth grades of PE. The research design was a cohort longitudinal ex post facto study with three measures. Data was collected at three different moments across fourth, fifth, and sixth grades of PE. The sample was composed of all the students of three public centers located in three localities of Autonomous Community of Navarra (Northern Spain). The centers had to present similar characteristics to each other and to the population of Navarra. The first three centers contacted agreed to participate. The sample was composed of 236 students (110 girls) in PE. Students completed the instrument School Violence Questionnaire-Revised. A descriptive analysis, a bivariate analysis, and a logistic regression model were performed. A gradual increase in the perception of different violent behaviors with differences between boys and girls was found. In fourth grade, there was hardly any perception of information and communication technology-related violence; it then increased until sixth grade. Boys perceived more violence from teachers toward students and among peers. Girls perceived more violent behavior between fourth and fifth grade. Preventive interventions targeting digital violence should be developed at this stage. Considering the differences found according to gender and age, it is highlighted the need to train the educative community in different areas, such as emotional competencies, school coexistence, and the detection and prevention of violent behavior.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"13 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757530","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}
Using quantitative and qualitative methods, we explore students' engagement with critical feedback in an authentic university setting. Findings support the centrality of strong relationships in the feedback process. Study 1 was the first conceptual replication and extension of Yeager et al.'s (2014) wise feedback intervention to test the effectiveness/efficacy in a new setting. Undergraduate students (n = 94) were randomly assigned to receive a wise feedback message (explicitly stated the instructor's high expectations and belief in the student's ability to meet those expectations) or a control message. Although we did not replicate prior findings, we observed high initial levels of institutional and relational trust, which was maintained across the semester for students in both conditions. In Study 2, we conducted interviews with BIPOC (Black, Indigenous, People of Color) students (n = 6), to explore the underlying assumptions of wise feedback (i.e., attributional ambiguity) and their experiences with critical feedback in higher education. Although these discussions were nuanced, and will be unpacked further, generally students highlighted the role of feedback in bolstering or deteriorating their relationships with instructors. These findings have implications for educators who are tasked with providing critical feedback while simultaneously protecting relational dynamics with students.
{"title":"Wise feedback and trust in higher education: A quantitative and qualitative exploration of undergraduate students' experiences with critical feedback","authors":"Alexandra Troy, Hnubci Moua, Martin Van Boekel","doi":"10.1002/pits.23164","DOIUrl":"https://doi.org/10.1002/pits.23164","url":null,"abstract":"Using quantitative and qualitative methods, we explore students' engagement with critical feedback in an authentic university setting. Findings support the centrality of strong relationships in the feedback process. Study 1 was the first conceptual replication and extension of Yeager et al.'s (2014) wise feedback intervention to test the effectiveness/efficacy in a new setting. Undergraduate students (<i>n</i> = 94) were randomly assigned to receive a wise feedback message (explicitly stated the instructor's high expectations and belief in the student's ability to meet those expectations) or a control message. Although we did not replicate prior findings, we observed high initial levels of institutional and relational trust, which was maintained across the semester for students in both conditions. In Study 2, we conducted interviews with BIPOC (Black, Indigenous, People of Color) students (<i>n</i> = 6), to explore the underlying assumptions of wise feedback (i.e., attributional ambiguity) and their experiences with critical feedback in higher education. Although these discussions were nuanced, and will be unpacked further, generally students highlighted the role of feedback in bolstering or deteriorating their relationships with instructors. These findings have implications for educators who are tasked with providing critical feedback while simultaneously protecting relational dynamics with students.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"13 16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757570","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}
Ashley Parra López, Tiffany M. Jones, Angie Malorni, Autumn Diaz, Kristin McCowan
Relationships between students and teachers are a critical protective factor for all students, especially for Black, Indigenous, and youth of color (BIYOC). Critical racial consciousness is the ability to recognize and resist racism. This study explores how teacher critical racial consciousness contributes to shaping learning environments, how teachers perceive their interactions with BIYOC, and BIYOC perceptions of their relationships with their teachers and how their teachers create environments that foster belonging. Data collection consisted of interviews with school teachers (White, n = 7; Black, Indigenous, and people of color, n = 4) and BIYOC (n = 5). Conventional content analysis was used to analyze data. Results indicated that teachers who demonstrated evidence of critical racial consciousness did so by acknowledging their privileged identities, approaching and participating in racial conversations, and handling concerns of race and racism from both BIYOC and other teachers. In turn, students reported feeling a sense of school belonging when teachers created opportunities for BIYOC to raise any concerns surrounding racism and included positive racial/ethnic representation in classroom activities. Study findings provide insights into the importance of teacher critical racial consciousness in creating racially/ethnically inclusive environments that promote school belonging and enhance the quality of relationships between BIYOC and their teachers.
{"title":"The role of teacher critical racial consciousness in cultivating student–teacher relationships and school belonging for Black, Indigenous, and youth of color","authors":"Ashley Parra López, Tiffany M. Jones, Angie Malorni, Autumn Diaz, Kristin McCowan","doi":"10.1002/pits.23175","DOIUrl":"https://doi.org/10.1002/pits.23175","url":null,"abstract":"Relationships between students and teachers are a critical protective factor for all students, especially for Black, Indigenous, and youth of color (BIYOC). Critical racial consciousness is the ability to recognize and resist racism. This study explores how teacher critical racial consciousness contributes to shaping learning environments, how teachers perceive their interactions with BIYOC, and BIYOC perceptions of their relationships with their teachers and how their teachers create environments that foster belonging. Data collection consisted of interviews with school teachers (White, <i>n</i> = 7; Black, Indigenous, and people of color, <i>n</i> = 4) and BIYOC (<i>n</i> = 5). Conventional content analysis was used to analyze data. Results indicated that teachers who demonstrated evidence of critical racial consciousness did so by acknowledging their privileged identities, approaching and participating in racial conversations, and handling concerns of race and racism from both BIYOC and other teachers. In turn, students reported feeling a sense of school belonging when teachers created opportunities for BIYOC to raise any concerns surrounding racism and included positive racial/ethnic representation in classroom activities. Study findings provide insights into the importance of teacher critical racial consciousness in creating racially/ethnically inclusive environments that promote school belonging and enhance the quality of relationships between BIYOC and their teachers.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"254 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757525","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}
Extant research has consistently demonstrated that both irrational and rational beliefs contribute to the occurrence and persistence of procrastination. Most of these studies have focused on the role of general irrational and rational beliefs, without addressing domain-specific beliefs that may influence academic procrastination. This cross-sectional study aims to fill that gap by investigating the relationship between irrational/rational academic beliefs, fear of failure, and academic procrastination in a sample of undergraduate students (N = 354). The current findings suggest that irrational academic beliefs are indirectly associated with academic procrastination through fear of failure. Furthermore, the positive relationship between irrational academic beliefs and academic procrastination via fear of failure differs based on the level of rational academic beliefs. These findings suggest that interventions designed to improve domain-specific rational academic beliefs and reduce fear of failure may help prevent or reduce academic procrastination, especially among undergraduates with high levels of irrational beliefs.
{"title":"Academic procrastination and fear of failure: The role of irrational/rational academic beliefs","authors":"Murat Balkis, Sibel Duru, Erdinç Duru","doi":"10.1002/pits.23171","DOIUrl":"https://doi.org/10.1002/pits.23171","url":null,"abstract":"Extant research has consistently demonstrated that both irrational and rational beliefs contribute to the occurrence and persistence of procrastination. Most of these studies have focused on the role of general irrational and rational beliefs, without addressing domain-specific beliefs that may influence academic procrastination. This cross-sectional study aims to fill that gap by investigating the relationship between irrational/rational academic beliefs, fear of failure, and academic procrastination in a sample of undergraduate students (<i>N</i> = 354). The current findings suggest that irrational academic beliefs are indirectly associated with academic procrastination through fear of failure. Furthermore, the positive relationship between irrational academic beliefs and academic procrastination via fear of failure differs based on the level of rational academic beliefs. These findings suggest that interventions designed to improve domain-specific rational academic beliefs and reduce fear of failure may help prevent or reduce academic procrastination, especially among undergraduates with high levels of irrational beliefs.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"3 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679527","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}
In recent years, the positive correlation between mindfulness and resilience has gained visible importance. For this purpose, this study aims to increase the academic resilience and mindfulness level of vocational high school students with a low socioeconomic background, who often have lower resilience toward learning English as a foreign language (EFL) in Türkiye. The study adopted an experimental research design. Before and after an eight-session mindfulness-based intervention, the Academic Resilience Scale and Mindful Attention Awareness Scale-Adolescent measured the levels of mindfulness awareness and academic resilience. The pretest and posttest results in control and experimental groups were analyzed in SPSS, and independent samples t-test and analysis covariance analysis were conducted for data analysis. Focus-group interviews explored possible attributions toward mindfulness awareness and academic resilience, using MAXQDA. The results revealed that there is a significant difference between the groups in terms of academic resilience, but there is no significant difference in the case of mindfulness. On the other hand, most students reported that their academic resilience increased, and they had positive attitudes toward mindfulness-based practices. However, it was observed that their classmates' distractive and biased behaviors in the classroom setting mostly resulted in a lapse in their mindfulness.
近年来，正念与复原力之间的正相关性已获得了显而易见的重要性。为此，本研究旨在提高社会经济背景较差的职业高中学生的学习适应能力和正念水平，因为在土耳其，这些学生学习英语作为外语（EFL）的适应能力往往较低。本研究采用了实验研究设计。在为期八节的正念干预前后，"学业复原力量表 "和 "正念注意力意识量表-青少年 "测量了正念意识和学业复原力的水平。对照组和实验组的前测和后测结果均在 SPSS 中进行了分析，数据分析采用了独立样本 t 检验和协方差分析。焦点小组访谈采用 MAXQDA 对正念意识和学业韧性的可能归因进行了探讨。结果显示，两组学生在学业韧性方面存在显著差异，但在正念意识方面没有显著差异。另一方面，大多数学生表示他们的学业适应力有所提高，并且对正念实践持积极态度。然而，据观察，他们的同学在课堂环境中的分散注意力和偏颇行为大多导致他们的正念失效。
{"title":"Enhancing academic resilience through mindfulness-based practices in the schools: A study on vocational high school students","authors":"Nihan Erdemir, Ferhat Karanfil, Raziye Şengül","doi":"10.1002/pits.23168","DOIUrl":"https://doi.org/10.1002/pits.23168","url":null,"abstract":"In recent years, the positive correlation between mindfulness and resilience has gained visible importance. For this purpose, this study aims to increase the academic resilience and mindfulness level of vocational high school students with a low socioeconomic background, who often have lower resilience toward learning English as a foreign language (EFL) in Türkiye. The study adopted an experimental research design. Before and after an eight-session mindfulness-based intervention, the Academic Resilience Scale and Mindful Attention Awareness Scale-Adolescent measured the levels of mindfulness awareness and academic resilience. The pretest and posttest results in control and experimental groups were analyzed in SPSS, and independent samples <i>t</i>-test and analysis covariance analysis were conducted for data analysis. Focus-group interviews explored possible attributions toward mindfulness awareness and academic resilience, using MAXQDA. The results revealed that there is a significant difference between the groups in terms of academic resilience, but there is no significant difference in the case of mindfulness. On the other hand, most students reported that their academic resilience increased, and they had positive attitudes toward mindfulness-based practices. However, it was observed that their classmates' distractive and biased behaviors in the classroom setting mostly resulted in a lapse in their mindfulness.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"11 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679437","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}
Christopher M. Fleming, Hannah G. Calvert, Lindsey Turner
Psychological safety is a psychosocial construct that reflects an individual's perception of social risk in the work environment, and is related to employee performance and well-being, including job satisfaction and burnout. Psychological safety remains relatively understudied among educators, including its patterns over time and relationships with other aspects of the school environment. This study explored patterns of psychological safety over 4 years among 769 staff at 20 rural K-12 schools, before and during the COVID-19 pandemic, and the associations of these patterns with work-associated well-being and organizational context outcomes. Repeated measures latent profile analyses identified a 3-class solution of stable-high (51.0%), stable-medium (44.8%), and dynamic-low (4.2%) psychological safety classes. Those in the stable-high class had consistently better outcomes, including less burnout and greater self-efficacy, and better perceived organizational context and climate, compared to other classes. Among educators, psychological safety is generally stable, and reliably differentiates other important outcomes. Interventions fostering greater psychological safety may improve perceptions of the school environment and reduce burnout.
{"title":"Psychological safety among K-12 educators: Patterns over time, and associations with staff well-being and organizational context","authors":"Christopher M. Fleming, Hannah G. Calvert, Lindsey Turner","doi":"10.1002/pits.23165","DOIUrl":"https://doi.org/10.1002/pits.23165","url":null,"abstract":"Psychological safety is a psychosocial construct that reflects an individual's perception of social risk in the work environment, and is related to employee performance and well-being, including job satisfaction and burnout. Psychological safety remains relatively understudied among educators, including its patterns over time and relationships with other aspects of the school environment. This study explored patterns of psychological safety over 4 years among 769 staff at 20 rural K-12 schools, before and during the COVID-19 pandemic, and the associations of these patterns with work-associated well-being and organizational context outcomes. Repeated measures latent profile analyses identified a 3-class solution of stable-high (51.0%), stable-medium (44.8%), and dynamic-low (4.2%) psychological safety classes. Those in the stable-high class had consistently better outcomes, including less burnout and greater self-efficacy, and better perceived organizational context and climate, compared to other classes. Among educators, psychological safety is generally stable, and reliably differentiates other important outcomes. Interventions fostering greater psychological safety may improve perceptions of the school environment and reduce burnout.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"19 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679376","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}
Gender and, to a lesser extent, sexual identity, are relevant factors in understanding variance in the prevalence, consequences, and treatment of conduct problems. The current study uses thematic analysis to explore how youth with early-onset conduct problems and extensive histories of school-based service use perceive gender and sexuality as impacting their service use experiences. Qualitative analysis of interviews with 41 youth (17–21 years old; 53.7% women) yielded themes pertaining to gender, sexual identity, and discrimination in service use contexts. Identified themes included homophobia in service use and adjacent school contexts, stereotypes around masculinity and femininity as conditioning peer and school staff's behavior, and salience of sexuality across developmental stages and historical timeframes. Results suggest that increased school staff training and school-based interventions be implemented to support gender and sexual diversity, both within services for conduct problems and more broadly in school contexts. In particular, the current findings highlight homophobia as a factor limiting boys' access to mental health services.
{"title":"When we go to ask for help, they don't understand how to help us: Understanding how youth with childhood histories of conduct problems link sexuality and gender to school-based service use","authors":"Shayla Chilliak, Alexa Martin-Storey, Michèle Déry, Caroline Elizabeth Temcheff, Mélanie Lapalme","doi":"10.1002/pits.23157","DOIUrl":"https://doi.org/10.1002/pits.23157","url":null,"abstract":"Gender and, to a lesser extent, sexual identity, are relevant factors in understanding variance in the prevalence, consequences, and treatment of conduct problems. The current study uses thematic analysis to explore how youth with early-onset conduct problems and extensive histories of school-based service use perceive gender and sexuality as impacting their service use experiences. Qualitative analysis of interviews with 41 youth (17–21 years old; 53.7% women) yielded themes pertaining to gender, sexual identity, and discrimination in service use contexts. Identified themes included homophobia in service use and adjacent school contexts, stereotypes around masculinity and femininity as conditioning peer and school staff's behavior, and salience of sexuality across developmental stages and historical timeframes. Results suggest that increased school staff training and school-based interventions be implemented to support gender and sexual diversity, both within services for conduct problems and more broadly in school contexts. In particular, the current findings highlight homophobia as a factor limiting boys' access to mental health services.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"18 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679448","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 aim of this study was to adapt the Positive and Negative Affect Scale for Children (PANAS-C) developed by Laurent et al. into Turkish and to examine its validity and reliability on high school adolescents. The data of the study were analyzed with four different study groups. The first study group consisted of 414 high school adolescents, 262 girls (63.3%) and 152 boys (36.7%), between the ages of 14 and 19, with a mean age of 15.80 (SD = 1.15). Confirmatory factor analysis (CFA) was conducted with the first study group to determine the construct validity of the scale and a 14-item short form of the scale was obtained. A total of 295 adolescents, 159 girls (53.9%) and 136 boys (46.1%), between the ages of 14 and 19, with a mean age of 16.06 (SD = 1.16), participated in the second study group. CFA was conducted with this group for the construct validity of the short form; a two-dimensional structure was obtained as in the original form of the scale. In addition, multiple-group CFA was conducted with the data obtained from the second study group, and cross-validation of the scale regarding gender was ensured. The internal consistency coefficient, combined reliability values, and average variance extracted values of the scale were examined with both the first and second study groups, and the values obtained were found to be acceptable. The third study group consisted of 69 high school students, 36 girls, and 33 boys, with an average age of 15.67 (SD = 0.82). The criterion-related validity of the scale was examined with the third group. As a result of the criterion-related validity study, it was found that there was a moderately positive relationship between positive emotion and life satisfaction and a negative relationship between positive emotion and depression. On the other hand, there was a moderate negative relationship between negative emotion and life satisfaction and a significant positive relationship between negative emotion and depression. The test-retest reliability of the scale was examined with the fourth study group. For this purpose, 63 students were administered the PANAS-C at 3-week intervals. Significant relationships were found for test–retest reliability, r = .70, p < .01 for the positive emotion dimension, and r = .63, p < .01 for the negative emotion dimension. The results of the study were discussed and interpreted and suggestions for researchers were presented.
{"title":"Validating the Turkish adaptation of the Positive and Negative Affect Scale-Children (PANAS-C) for Turkish adolescents","authors":"Mehmet Ali Yıldız","doi":"10.1002/pits.23167","DOIUrl":"https://doi.org/10.1002/pits.23167","url":null,"abstract":"The aim of this study was to adapt the Positive and Negative Affect Scale for Children (PANAS-C) developed by Laurent et al. into Turkish and to examine its validity and reliability on high school adolescents. The data of the study were analyzed with four different study groups. The first study group consisted of 414 high school adolescents, 262 girls (63.3%) and 152 boys (36.7%), between the ages of 14 and 19, with a mean age of 15.80 (SD = 1.15). Confirmatory factor analysis (CFA) was conducted with the first study group to determine the construct validity of the scale and a 14-item short form of the scale was obtained. A total of 295 adolescents, 159 girls (53.9%) and 136 boys (46.1%), between the ages of 14 and 19, with a mean age of 16.06 (SD = 1.16), participated in the second study group. CFA was conducted with this group for the construct validity of the short form; a two-dimensional structure was obtained as in the original form of the scale. In addition, multiple-group CFA was conducted with the data obtained from the second study group, and cross-validation of the scale regarding gender was ensured. The internal consistency coefficient, combined reliability values, and average variance extracted values of the scale were examined with both the first and second study groups, and the values obtained were found to be acceptable. The third study group consisted of 69 high school students, 36 girls, and 33 boys, with an average age of 15.67 (SD = 0.82). The criterion-related validity of the scale was examined with the third group. As a result of the criterion-related validity study, it was found that there was a moderately positive relationship between positive emotion and life satisfaction and a negative relationship between positive emotion and depression. On the other hand, there was a moderate negative relationship between negative emotion and life satisfaction and a significant positive relationship between negative emotion and depression. The test-retest reliability of the scale was examined with the fourth study group. For this purpose, 63 students were administered the PANAS-C at 3-week intervals. Significant relationships were found for test–retest reliability, <i>r</i> = .70, <i>p</i> < .01 for the positive emotion dimension, and <i>r</i> = .63, <i>p</i> < .01 for the negative emotion dimension. The results of the study were discussed and interpreted and suggestions for researchers were presented.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679588","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}
Milena A. Keller-Margulis, Sarah S. Mire, Elías S. Loría Garro, Emily R. Jellinek-Russo, Ivana Lozano, Amanda R. Hut, My-Linh N. Luu, Amy K. Izuno-Garcia, Kristen H. Erps, Lindsey N. Landry Pierce, Samantha X. Tan, Morgan M. McNeel, Scarlett M. Gardner, Brenda J. Duran
School-based service providers must understand how to best measure academic skill development given its key role in improving long-term outcomes for individuals with autism spectrum disorder (ASD). Curriculum-based measurement (CBM), which has applications for foundational academic skill areas of reading, writing, and mathematics, may be one way to determine academic intervention targets and progress monitor academic skills for students with ASD, but the extent of the literature base is unknown. Results of this scoping review regarding use of CBM with autistic students indicated few studies, overall. Studies had a wide range of sample sizes and primarily focused on intervention, using CBM as progress or outcome measures. Numerous demographic characteristics and study elements were absent from the literature. Future directions for this area of research and the implications for assessment in response to instruction for students with ASD are presented.
{"title":"Measuring academic skill development for students with autism spectrum disorder using curriculum-based measurement: A scoping review and call for research","authors":"Milena A. Keller-Margulis, Sarah S. Mire, Elías S. Loría Garro, Emily R. Jellinek-Russo, Ivana Lozano, Amanda R. Hut, My-Linh N. Luu, Amy K. Izuno-Garcia, Kristen H. Erps, Lindsey N. Landry Pierce, Samantha X. Tan, Morgan M. McNeel, Scarlett M. Gardner, Brenda J. Duran","doi":"10.1002/pits.23154","DOIUrl":"https://doi.org/10.1002/pits.23154","url":null,"abstract":"School-based service providers must understand how to best measure academic skill development given its key role in improving long-term outcomes for individuals with autism spectrum disorder (ASD). Curriculum-based measurement (CBM), which has applications for foundational academic skill areas of reading, writing, and mathematics, may be one way to determine academic intervention targets and progress monitor academic skills for students with ASD, but the extent of the literature base is unknown. Results of this scoping review regarding use of CBM with autistic students indicated few studies, overall. Studies had a wide range of sample sizes and primarily focused on intervention, using CBM as progress or outcome measures. Numerous demographic characteristics and study elements were absent from the literature. Future directions for this area of research and the implications for assessment in response to instruction for students with ASD are presented.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"43 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679438","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 exploratory mixed methods study investigates the school psychology workforce shortage phenomenon and underlying contributing factors. The development of an Education Specialist school psychology program in the middle of the COVID-19 pandemic prompted the authors to explore variables impacting awareness of the school psychology profession. State policies were reviewed to identify how many states have adopted the nationally recommended 1:500 ratio for school psychologists. Additionally, undergraduate and postbaccalaureate student knowledge of the work of school-based mental health professionals, specifically school psychologists, was surveyed. Finally, the authors explore the need for new action frameworks to achieve this awareness and to promote workforce policy development. Based on findings, three key points for practitioners are the need to promote the adoption of policies that align with the 1:500 recommended ratio for school psychologists, increase awareness of the profession with preservice and in-service educators, and create coordinated training pathways and career opportunities for individuals to become school psychologists.
{"title":"School psychology: Increasing awareness, enhancing policies, and reducing shortages","authors":"Katherine A. Dockweiler, Roberta Kaufman","doi":"10.1002/pits.23162","DOIUrl":"https://doi.org/10.1002/pits.23162","url":null,"abstract":"This exploratory mixed methods study investigates the school psychology workforce shortage phenomenon and underlying contributing factors. The development of an Education Specialist school psychology program in the middle of the COVID-19 pandemic prompted the authors to explore variables impacting awareness of the school psychology profession. State policies were reviewed to identify how many states have adopted the nationally recommended 1:500 ratio for school psychologists. Additionally, undergraduate and postbaccalaureate student knowledge of the work of school-based mental health professionals, specifically school psychologists, was surveyed. Finally, the authors explore the need for new action frameworks to achieve this awareness and to promote workforce policy development. Based on findings, three key points for practitioners are the need to promote the adoption of policies that align with the 1:500 recommended ratio for school psychologists, increase awareness of the profession with preservice and in-service educators, and create coordinated training pathways and career opportunities for individuals to become school psychologists.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679501","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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