Journal of School Psychology最新文献

This study examined the concurrent (Study 1) and longitudinal (Study 2) links of the Five Cs (i.e., competence, confidence, connection, character, and caring) model of positive youth development (PYD) to adaptive (i.e., psychological needs satisfaction, school engagement, and contribution) and maladaptive (i.e., depression, anxiety, and stress) outcomes while controlling for socio-demographic covariates. Cross-sectional (n = 2283; M_age = 17.59 years) and longitudinal (n = 1620; M_age = 17.15 years) data were obtained from two independent samples of Filipino secondary school students (i.e., Grades 11–12). Results from structural equation modeling in Study 1 showed that the Five Cs had nuanced relations with positive (R² = 0.41–0.50) and negative outcomes (R² = 0.13–0.21). Results of the two-wave latent cross-lagged panel modeling in Study 2 demonstrated that PYD predicted subsequent school engagement (R² = 0.21), contribution (R² = 0.16), and negative mental health (R² = 0.13) via psychological needs satisfaction 6 months after the first data collection. Bi-directional relations were found between PYD as well as school engagement and negative mental health. Implications for youth researchers and practitioners in promoting adolescent thriving and well-being are discussed.

The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we report outcomes of the multi-component, school-wide Double Check model, testing the combined impacts of school-wide data-based decision-making along with staff professional development on school-level discipline, culturally responsive practices, classroom contextual factors, and classroom coaching using the Double Check version of the Classroom Check-up. The results from the 41 middle-school RCT indicated significant impacts on proximal outcomes of culturally responsive teacher self-efficacy, observations of instructional support, and indicators of student engagement, but no effect on other intended outcomes (e.g., observations of culturally responsive practices, suspensions). Findings suggest an effect of the Double Check on select teachers' classroom management strategies and student behaviors moderated by key classroom contextual factors. The contextual findings suggest implications for future tailoring of Double Check coaching supports in classrooms with low levels of tier 1 PBIS supports and high levels of disruptive student behavior.

A variety of early literacy assessments are available to monitor student response to instruction in early reading skills. The purpose of this study was to explore the degree to which growth during the second half of kindergarten on measures of alphabetic principle (i.e., nonsense word fluency [NWF]) and word reading (i.e., decodable real words and word reading fluency [WRF]) predicted oral reading fluency (ORF) at the end of kindergarten and first grade, over and above January baseline performance. A total of 394 kindergarten students were monitored on each assessment every 2 weeks between January and May. The unique contribution of this study was the evaluation of the degree to which the predictive value of growth on these measures differed as a function of student skills in oral reading via quantile regression. Doing so revealed whether different word-level assessments were better suited for less skilled or more skilled readers. In addition, the utility of growth in different metrics on measures of NWF (i.e., correct letter sequences [CLS] and whole words read [WWR]) was explored. Results suggested that measures of more complex skills such as WRF and NWF-WWR were most predictive of general reading outcomes among students with high subsequent ORF. The value of measuring growth, relative to baseline performance, was even more apparent when predicting performance at the end of first grade.

Improving school climate is important to reducing disparities in exclusionary discipline, yet the relationship between school climate and school discipline remains poorly understood. Although prior studies have largely relied on students' perceptions to measure school climate, few studies have examined how school contextual factors such as prior disciplinary history or school personnel may affect students' perception of school climate. In the present study, we used student responses from the annually administered New York City School Survey to examine the relationship between student perception of school climate and school personnel, drawing on a longitudinal student-level sample for public middle and high schools for the years 2011–2012 through 2018–2019 (N = 3,988,020 student-years). Using linear regression analyses to predict student perceptions of school climate, we found that various student and school characteristics had small but statistically significant associations with student perceptions (all effect sizes <0.1). Black male students and Black students receiving special education services were most likely to have negative perceptions of school climate. Students' perceptions of school climate were shaped more by teachers than school leaders. Teacher experience was associated with more positive student perceptions, whereas teacher and school leader turnover were associated with worse perceptions of school climate. School personnel diversity (i.e., the percentage of teachers, principals, or assistant principals who were Black or Latinx) was negatively associated with students' perceptions of school climate, although there was evidence of a positive association between school personnel diversity and school climate specifically for Black and Latinx students. The study adds to calls for investments in school personnel to improve school climate to reduce racial inequality in exclusionary discipline.

We conducted three studies focusing on gender differences in the quality of student-teacher relationships (i.e., closeness and conflict) in the first 2 years of secondary education. Furthermore, we examined whether boys shared more favorable relationships with male teachers and whether girls shared more favorable relationships with female teachers (i.e., gender match hypothesis). Students (N = 812 in Study 1, N = 789 in Study 2, N = 484 in Study 3) reported about their relationship with their homeroom teacher (Study 1), Dutch and mathematics teachers (Study 2), or Dutch, mathematics, English, and history teachers (Study 3). Structural equation modeling revealed that, in six out of seven relationships, boys experienced more conflict with teachers than girls. In three out of seven relationships, boys also reported less closeness with teachers than girls. Teacher gender did not affect relationship quality, except for conflict with the homeroom teacher in Study 1 (i.e., students reported more conflict with female homeroom teachers than with male homeroom teachers). Finally, girls tended to experience more favorable relationships with female teachers than boys, partly supporting the gender match hypothesis. Thus, relationship-focused interventions in secondary education might benefit by accounting for gender match between students and teachers.

Early career teachers experience exceptionally high rates of attrition from the profession, often due in part to elevated concerns about student behavior and poor occupational health. This study reports findings from a randomized controlled trial testing the combined effect of the PAX Good Behavior Game and MyTeachingPartner™ for 188 early career, early elementary teachers (Grades K–3). Of primary focus were observations of the quality of teachers' interactions with students and their self-reported occupational health over 2 consecutive school years. Results indicated that relative to comparison teachers, those in the intervention condition reported lower distress at follow-up (d = −0.23) and less decline in teacher affiliation across the 2-year period (d = 0.50). In addition, the intervention teachers who were highly distressed at baseline and who experienced high levels of disruptive behavior had higher quality interactions with students around emotional support (d = 0.27), classroom organization (d = 0.32), and instructional support (d = 0.69) at the end of 2 years than comparison teachers. This subgroup of intervention teachers also experienced more favorable changes over time in distress (d = −2.47) and teacher affiliation (d = 3.00) over the course of the study. Professional development focused on classroom management with coaching support may be particularly impactful for early career teachers experiencing higher levels of distress and in classrooms with higher rates of behavior problems.