Journal of School Psychology最新文献

Evaluating the treatment utility of the Cognitive Assessment System: A meta-analysis of reading and mathematics outcomes 评估认知评估系统的治疗效用：阅读和数学成果的荟萃分析

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-14 DOI: 10.1016/j.jsp.2024.101384

Richard J. McNulty , Randy G. Floyd , Emily K. Lewis , Patrick J. McNicholas , John H. Kranzler , Nicholas F. Benson

There has been a long search for cognitive assessments that reveal aptitudes thought to be useful for treatment planning. In this regard, since the 1990s, there has been some enthusiasm for the Cognitive Assessment System (CAS) and its potential promise for informing treatment due to its alignment of theory, assessment instrument, and suite of interventions. The purpose of this meta-analytic review was to synthesize research pertinent to the treatment utility of the CAS according to a taxonomy of treatment utility. A total of 252 articles were produced by an electronic search and eligibility screening yielded 16 articles meeting criteria for consideration. Most studies described in these articles utilized obtained difference designs, focused on the Planning composite scores from the CAS, and addressed math interventions. Only seven studies with publication dates from 1995 to 2010 yielded sufficient information to be included in the meta-analysis. A random effects model was employed to determine the overall treatment utility effect across 114 participants apportioned to 14 groups and comprising eight comparisons. Results yielded an overall moderate effect size (0.64, 95% CI [0.24, 1.03], p = .002), but it was associated with significant imprecision (due to a low number of viable studies and small sample sizes across most studies) that prohibits reliable conclusions from being drawn. Assessment of between-study heterogeneity and moderator analysis was not possible. Considering these findings, additional research is needed to support the treatment utility of the CAS—even after more than 27 years of study. Furthermore, there are no published studies regarding the treatment utility of the second edition of the CAS, which was published in 2014. These results suggest that there is insufficient empirical grounding to enable practitioners to use this instrument to develop effective treatments for reading, mathematics, or writing. More direct interventions designed to enhance academic skill development should be employed.

长期以来，人们一直在寻找能够揭示对治疗规划有用的能力倾向的认知评估方法。在这方面，自 20 世纪 90 年代以来，认知评估系统（CAS）受到了一些人的热捧，由于其理论、评估工具和一整套干预措施的一致性，该系统在为治疗提供信息方面具有潜在的前景。本荟萃分析综述的目的是根据治疗效用分类法，综合与认知评估系统治疗效用相关的研究。通过电子检索和资格筛选，共有 252 篇文章符合审议标准。这些文章中描述的大多数研究都采用了获得性差异设计，侧重于 CAS 的规划综合分数，并涉及数学干预措施。只有 7 项发表于 1995 年至 2010 年的研究提供了足够的信息，可以纳入荟萃分析。采用随机效应模型确定了 114 名参与者的总体治疗效用效应，这些参与者被分配到 14 个小组，并进行了 8 次比较。结果显示，总体效应大小适中（0.64，95% CI [0.24，1.03]，p = .002），但存在明显的不精确性（由于可行的研究较少，且大多数研究的样本量较小），因此无法得出可靠的结论。无法评估研究之间的异质性和调节分析。考虑到这些发现，还需要更多的研究来支持 CAS 的治疗效用--即使是在超过 27 年的研究之后。此外，关于2014年出版的第二版CAS的治疗效用，目前还没有公开发表的研究。这些结果表明，目前还没有足够的经验基础，使从业人员能够使用该工具来开发有效的阅读、数学或写作治疗方法。应采用更直接的干预措施，以加强学术技能的发展。

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引用次数: 0

The CARES classroom observation tool: Psychometrics of an observational measure of culturally responsive practices CARES 课堂观察工具：文化适应性实践观察测量的心理测量学

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-09 DOI: 10.1016/j.jsp.2024.101381

Meredith P. Franco , Jessika H. Bottiani , Katrina J. Debnam , Wes Bonifay , Toshna Pandey , Juliana Karras , Catherine P. Bradshaw

There is growing interest in improving and assessing teachers' use of culturally responsive practices (CRP) in the classroom, yet relatively few research-based approaches exist to address these measurement gaps. This article presents findings on the psychometric properties of a newly developed classroom observation measure of CRP, called the CARES Observational Assessment Tool, where CARES refers to five theorized domains of CRP. We used a sample of 268 30-min video observations across urban classrooms (Grades 4–9) from the Measures of Effective Teaching Project (Bill and Melinda Gates Foundation, 2014). These videos were scored using the CARES to establish initial construct validity of the measure, assess measurement invariance across teacher and student racial composition, and evaluate convergent, divergent, and concurrent validity within a nomological validity network utilizing item analysis and exploratory structural equation modeling. Results confirmed the five-factor structure of the CARES and reduced the original 41-item version of the CARES to a 19-item classroom observation tool (ω = .73; CFI = .977, TLI = .952, RMSEA = .028, SRMR = .030). Configural measurement invariance was unable to be established across student and teacher racial groups, raising important questions about CRP measurement in the context of racially homogeneous versus heterogeneous classrooms. Some evidence of nomological validity emerged with positive correlations between observed CRP and classroom-level student engagement and academic performance. This study addressed an unmet need regarding the assessment of teacher CRP through observational assessment, which in turn will further inform research regarding the contextual factors associated with indicators of CRP.

人们对改进和评估教师在课堂上使用文化顺应实践（CRP）的兴趣与日俱增，然而，以研究为基础的方法却相对较少，无法解决这些测量方面的差距。本文介绍了新开发的 CRP 课堂观察测量工具 CARES 的心理测量特性，CARES 是指 CRP 的五个理论领域。我们使用了 "有效教学衡量项目"（比尔及梅林达-盖茨基金会，2014 年）中 268 个城市课堂（4-9 年级）的 30 分钟视频观察样本。我们使用 CARES 对这些视频进行了评分，以建立测量的初步建构效度，评估教师和学生种族构成的测量不变性，并利用项目分析和探索性结构方程建模，在名义效度网络中评估收敛效度、发散效度和并发效度。结果证实了 CARES 的五因素结构，并将原来 41 个项目的 CARES 减少为 19 个项目的课堂观察工具（ω = .73；CFI = .977；TLI = .952；RMSEA = .028；SRMR = .030）。在不同学生和教师种族群体之间，无法建立配置测量不变量，这就提出了在种族同质和异质课堂背景下 CRP 测量的重要问题。观察到的 CRP 与课堂上学生的参与度和学业成绩之间存在正相关，这在一定程度上证明了名义有效性。这项研究满足了通过观察评估来评估教师 CRP 的未满足需求，这反过来又将进一步为研究与 CRP 指标相关的背景因素提供信息。

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引用次数: 0

Profiles of principal stress and coping: Concurrent and prospective correlates 校长的压力和应对方式：并发和前瞻性相关因素

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-07 DOI: 10.1016/j.jsp.2024.101387

James Sebastian, David Aguayo, Wenxi Yang, Wendy M. Reinke, Keith C. Herman

This study utilized latent profile analysis (LPA) to examine patterns of principal stress and coping and its relations with principal (n = 125), teacher (n = 3671), and student (n = 19,390) outcomes. LPA analysis of school principals based on their reports of stress and coping showed that most principals were classified as having high stress and high coping (74%) whereas 19% of principals were classified as high stress and low coping. Only a small percentage of principals (7%) were characterized by low stress and high coping. We also examined whether stress and coping profiles of school principals predicted concurrent and prospective measures of principal and teacher well-being and efficacy, principal and teacher perceptions of school climate, and measures of student behavior and dispositions. The principal latent profiles significantly predicted concurrent and prospective measures of principal and teacher well-being, with large effect sizes for prospective principal health (Cohen's d = 1.93) and satisfaction (d = 0.94), and a medium effect size for prospective teacher health (d = 0.68). Changes in principal health (d = 1.30) and satisfaction (d = 0.49) over time were also significant. However, the latent profiles did not predict prospective measures of principal and teacher efficacy, perceptions of school climate, and student classroom behaviors. The results of this study show that examining patterns of principal stress and coping together is important to understand and improve principal and teacher well-being.

本研究利用潜在特征分析（LPA）研究了校长压力和应对模式及其与校长（n = 125）、教师（n = 3671）和学生（n = 19390）的关系。根据校长的压力和应对报告对校长进行的 LPA 分析表明，大多数校长被归类为压力大、应对能力强（74%），而 19% 的校长被归类为压力大、应对能力差。只有一小部分校长（7%）具有低压力和高应对能力的特点。我们还研究了校长的压力和应对特征是否能预测校长和教师的幸福感和效能感、校长和教师对学校氛围的看法以及学生的行为和倾向。校长潜特征对校长和教师幸福感的同期和前瞻性测量结果有明显的预测作用，对前瞻性校长健康（Cohen's d = 1.93）和满意度（d = 0.94）有较大的效应量，对前瞻性教师健康（d = 0.68）有中等效应量。校长健康（d = 1.30）和满意度（d = 0.49）随时间的变化也很显著。然而，潜在特征并不能预测未来校长和教师的效能感、对学校氛围的看法以及学生的课堂行为。本研究的结果表明，将校长的压力和应对模式结合起来进行研究，对于了解和改善校长和教师的幸福感非常重要。

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引用次数: 0

Emotional intersection: Delineating test anxiety, emotional disorders, and student well-being 情感交叉：划分考试焦虑、情绪障碍和学生福祉

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-05 DOI: 10.1016/j.jsp.2024.101390

David W. Putwain , Nathaniel P. von der Embse , Laura J. Nicholson , Martin Daumiller

Previous studies have shown how test anxiety is positively related to symptoms of emotion disorder and that highly test anxious persons can meet diagnostic thresholds for emotion disorder. However, many studies are somewhat dated and based on older conceptualizations of key constructs. In addition, well-being is rarely considered alongside test anxiety and emotion disorder. In the present study, we addressed this limitation by using contemporaneous conceptualizations of test anxiety and emotion disorder, alongside school-related well-being (SRWB), using two analytic methods that are rarely combined to establish how constructs are related. The sample comprised 1167 participants (n_male = 500, n_female = 621, n_non-binary = 21, n_{declined to report} = 25; M_age = 15.4 years, SD = 1.81) from secondary and upper secondary education. Data were analyzed using psychometric network analysis and receiver-operator characteristic (ROC) curve analysis. The psychometric network analysis showed that test anxiety, generalized anxiety, panic disorder, social anxiety, major depression, and SRWB formed distinct and largely coherent communities. Generalized anxiety was principally linked to the worry and tension components of test anxiety, panic disorder to the physiological indicator's component, social anxiety and SRWB to the worry and cognitive interference components, and major depression to the cognitive interference component. The ROC curve analysis indicated that test anxiety scores from the 63rd to 75th scale percentiles could predict clinical risk with relatively high accuracy (0.79–0.88) and acceptable levels of sensitivity (0.75–0.86) and specificity (0.70–0.77). Results suggest that test anxiety, emotion disorder, and SRWB are distinct, albeit related constructs. Although constrained by the cross-sectional design, our findings suggest that high test anxiety presents an elevated risk for the development of emotion disorder.

以往的研究表明，考试焦虑与情感障碍的症状呈正相关，高度考试焦虑的人可以达到情感障碍的诊断标准。然而，许多研究都有些过时，而且是基于较早的关键概念。此外，人们很少将幸福感与考试焦虑和情绪障碍一并考虑。在本研究中，我们针对这一局限性，在使用与学校相关的幸福感（SRWB）的同时，还使用了与考试焦虑和情绪障碍同时出现的概念，并使用了两种很少被结合起来的分析方法来确定这些概念之间的关系。样本包括来自中学和高中教育的 1167 名参与者（男性 = 500，女性 = 621，非二元 = 21，拒绝报告 = 25；年龄 = 15.4 岁，标准差 = 1.81）。数据分析采用了心理测量网络分析和接受者-操作者特征（ROC）曲线分析。心理测量网络分析显示，考试焦虑、广泛性焦虑、惊恐障碍、社交焦虑、重度抑郁和 SRWB 形成了不同且基本一致的群体。广泛性焦虑主要与测试焦虑的担忧和紧张成分相关，惊恐障碍与生理指标成分相关，社交焦虑和 SRWB 与担忧和认知干扰成分相关，重度抑郁与认知干扰成分相关。ROC 曲线分析表明，第 63 到 75 个百分位数的考试焦虑分数可以预测临床风险，准确度相对较高（0.79-0.88），灵敏度（0.75-0.86）和特异度（0.70-0.77）也在可接受范围内。研究结果表明，考试焦虑、情绪障碍和 SRWB 是不同的概念，但又相互关联。尽管受到横断面设计的限制，但我们的研究结果表明，高度考试焦虑会增加情绪障碍的发病风险。

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引用次数: 0

Universal Teacher-Child Interaction Training in early childhood special education: Identifying mechanisms of action that explain why it works 幼儿特殊教育中的师幼互动通用培训：确定解释其为何有效的作用机制

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-04 DOI: 10.1016/j.jsp.2024.101392

W. Andrew Rothenberg , Ellyn Schmidt , Bridget Davidson , Dainelys Garcia , Miya Barnett , Corina Fernandez , Kaylen Mills , Jason F. Jent , Eileen Davis

Teacher-Child Interaction Training-Universal (TCIT-U) is effective for increasing teachers' use of strategies that promote positive child behavior; however, the exact mechanisms of change are unknown. Using a cluster randomized control trial in a sample of 410 racially- and ethnically-diverse children (M_age = 41.73 months; 50% White, 45% Black/African-American, 4% Multiracial, 1% Asian; 59% Hispanic; 87% with disabilities) taught by 102 teachers from 38 classrooms in eight schools, we attempted to identify these mechanisms of action. Results identified two mechanisms of action by which TCIT-U worked to benefit children in this sample. Enrollment in TCIT-U helped teachers learn to provide labeled praise for child behaviors (as measured by observer ratings) and appropriately follow through on commands (as measured by observer ratings) they issued, which subsequently caused children to experience better socioemotional functioning (as measured by on the teacher-reported Devereux Early Childhood Assessment) and fewer externalizing problems (as measured by the Sutter-Eyberg Student Behavior Inventory – Revised). Specifically, being in the TCIT-U intervention predicted more teacher use of labeled praise at post-treatment, which predicted lower child SESBI-Intensity scores at 1-month follow-up (Indirect Effect B = −1.97, SE = 0.73, p < .01). Additionally, being in the TCIT-U intervention predicted teacher follow-up on a greater proportion of direct commands post-treatment, which was associated with fewer student externalizing problem behaviors post-treatment (Indirect Effect B = −1.47, SE = 0.70, p = .04) and with higher student DECA Total Protective Factor scale scores post-treatment (Indirect Effect B = 3.72, SE = 1.63, p = .02). We discuss reasons why changing these two teacher behaviors might serve as mechanisms of change in our sample. Current findings reveal why TCIT-U might be effective as a universal prevention program that promotes socioemotional functioning and reduces externalizing behavior in racially- and ethnically-diverse samples of children with disabilities.

教师与儿童互动通用培训（TCIT-U）能有效提高教师对促进儿童积极行为的策略的使用；然而，变化的确切机制尚不清楚。我们对来自 8 所学校 38 个班级的 102 名教师所教的 410 名不同种族和民族的儿童（年龄 = 41.73 个月；50% 白人、45% 黑人/非裔美国人、4% 多种族、1% 亚洲人；59% 西班牙裔；87% 残疾儿童）进行了分组随机对照试验，试图找出这些作用机制。结果表明，TCIT-U 有两种作用机制使样本中的儿童受益。参加 TCIT-U 有助于教师学会对儿童的行为进行有标签的表扬（以观察者的评分为准），并适当地落实他们发出的指令（以观察者的评分为准），从而使儿童的社会情感功能得到改善（以教师报告的德弗里幼儿评估为准），外化问题减少（以萨特-艾伯格学生行为量表-修订版为准）。具体来说，参加 TCIT-U 干预预示着教师在治疗后会更多地使用标记表扬，这预示着儿童在 1 个月随访时的 SESBI-Intensity 分数会更低（间接效应 B = -1.97, SE = 0.73, p <.01）。此外，参加 TCIT-U 干预项目还预示着教师在治疗后会跟进更多的直接命令，这与治疗后学生外化问题行为的减少有关（间接效应 B = -1.47, SE = 0.70, p = .04），也与治疗后学生 DECA 总保护因子量表得分的提高有关（间接效应 B = 3.72, SE = 1.63, p = .02）。我们将讨论在我们的样本中，改变这两种教师行为可能成为改变机制的原因。目前的研究结果揭示了为什么 TCIT-U 可以有效地作为一项通用预防计划，在不同种族和民族的残疾儿童样本中促进社会情感功能并减少外化行为。

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引用次数: 0

Dependability of individualized Direct Behavior Rating Multi-Item Scales (DBR-MIS) for academic enablers 针对学习促进因素的个性化直接行为分级多项目量表（DBR-MIS）的可信度

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-02 DOI: 10.1016/j.jsp.2024.101389

Tat Shing Yeung , Robert J. Volpe , Amy M. Briesch , Brian Daniels , Gino Casale

The present study examined the dependability of three newly developed direct behavior rating multi-item scales (DBR-MIS) of academic enablers (i.e., academic engagement, interpersonal skills, and study skills). Twenty-two K–5 teachers completed all three 5-item DBR-MIS daily for 1 week for one student in their class. Teachers' ratings on each item during the first occasion were used to create individualized DBR scales with 1–4 items. Items with the lowest ratings (indicating least frequent academic enablers) were included first and subsequent items were added in ascending order. Dependability of both full DBR-MIS and individualized DBR scales was evaluated using generalizability theory. Results indicated that the full DBR-MIS demonstrated high dependability and required only 1–4 assessment occasions (i.e., < 10 as the criterion) to inform absolute decision-making for progress monitoring. The three- and four-item individualized DBR-MIS demonstrated comparable dependability to their respective full five-item DBR-MIS. Dependability estimates of individualized scales in general were higher than standard D study-derived estimates with the same number of items (i.e., dependability estimates obtained by manipulating the number of items from the full standard scales modeled in D studies). Results support continued investigation of the DBR-MIS as a viable progress monitoring tool for school-based applications. Further research and implications for practice were discussed.

本研究考察了三个新开发的学业促进因素（即学业参与、人际交往技能和学习技能）直接行为评级多项目量表（DBR-MIS）的可靠性。22 名幼儿园至 5 年级的教师在一周内每天为班上的一名学生完成所有三个五项的 DBR-MIS 量表。教师在第一次评价中对每个项目的评分被用来创建个性化的 DBR 量表，其中包含 1-4 个项目。评分最低的项目（表示最不常用的学业促进因素）首先被纳入，随后的项目按升序添加。我们使用泛化理论对完整的 DBR-MIS 和个性化 DBR 量表的可靠性进行了评估。结果表明，完整的 DBR-MIS 具有很高的可信度，只需要 1-4 次评估（即以 10 次为标准）就能为进展监测的绝对决策提供信息。三项式和四项式个性化 DBR-MIS 与各自的五项式 DBR-MIS 具有相当的可信度。总体而言，个性化量表的可信度估计值要高于具有相同项目数的标准 D 研究估计值（即通过操纵 D 研究中模拟的完整标准量表的项目数而获得的可信度估计值）。研究结果支持继续对 DBR-MIS 进行研究，将其作为一种可行的进展监测工具用于校本应用。会议还讨论了进一步的研究和对实践的影响。

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引用次数: 0

Dual-factor mental health in adolescence: Comparing classification methods 青少年的双因素心理健康：比较分类方法

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-02 DOI: 10.1016/j.jsp.2024.101391

Kelly N. Clark , Grace Blyth , Meagan Plant , Kyle Wilson , Christine K. Malecki

Addressing adolescent mental health difficulties often begins by first correctly identifying students who are at risk when using universal mental health screeners in the school setting. A comprehensive conceptualization of mental health may enhance school psychologists' ability to effectively understand the mental health of students they serve. The dual-factor model of mental health posits a more holistic approach to mental health by capturing subjective-wellbeing scores alongside psychopathology. When employing the dual-factor model, practitioners have various ways to classify students as at risk for mental health difficulties, including locally normed cut scores and latent profile analysis (LPA); without an empirical comparison between the two approaches, practitioners may be uninformed in their decision making. The present study surveyed 404 adolescents on subjective wellbeing and psychopathology and examined how mental health classification varied when two common dual-factor approaches were employed (i.e., locally normed cut scores and LPA). Results indicated that 71.2% of the sample were classified in the same dual-factor mental health group across the two approaches, whereas 28.8% of adolescents' mental health classifications changed. The lack of agreement between the two approaches for a sizable proportion of the present sample presents an area for future research to ensure the correct identification of at-risk students and appropriately allocate services in schools.

要解决青少年的心理健康问题，通常首先要在学校环境中使用通用的心理健康筛查工具，正确识别有心理健康风险的学生。全面的心理健康概念可以提高学校心理学家有效了解所服务学生心理健康的能力。心理健康的双因素模型通过捕捉主观幸福感分数和心理病理学，提出了一种更全面的心理健康方法。在采用双因素模型时，从业人员有多种方法将学生划分为有心理健康问题的高危人群，包括当地标准切分分数和潜在特征分析（LPA）；如果不对这两种方法进行实证比较，从业人员在做出决策时可能会不知所措。本研究对 404 名青少年进行了主观幸福感和心理病理学方面的调查，并研究了在采用两种常见的双因素方法（即当地标准切分分数和 LPA）时，心理健康分类有何不同。结果显示，71.2% 的样本在两种方法中被归入同一双因素心理健康组，而 28.8% 的青少年的心理健康分类发生了变化。这两种方法在相当大比例的样本中缺乏一致性，这为今后的研究提供了一个领域，以确保正确识别高危学生并合理分配学校服务。

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引用次数: 0

Parental incarceration in school psychology publications: A scoping review, content analysis, and comparison to related disciplines 学校心理学出版物中的父母监禁：范围审查、内容分析以及与相关学科的比较

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-02 DOI: 10.1016/j.jsp.2024.101382

Elizabeth L. Shaver, Anne M. Floyd, Amanda L. Sullivan

Parental incarceration touches the lives of millions of school-aged children and youth. School psychologists are positioned to support students who have experienced the incarceration of a loved one and to consult with school team members to boost students' long-term outcomes. This scoping review aimed to assess the scope and extent of parental incarceration's presence in the peer-reviewed and practitioner-oriented literature of school psychology, as well as to compare school psychology to the related disciplines of school counseling and special education. Twenty-three school psychology, school counseling, and special education peer-reviewed and practitioner-oriented publications were examined for articles that mentioned parental incarceration and were published between 2000 and 2023. A comprehensive strategy of database, manual, forward, and backward searches yielded 58 articles that met eligibility criteria. Of the three disciplines examined, school psychology proportionally had the second-most articles mentioning parental incarceration, trailing school counseling journals. School psychology only had one article with a sole focus on the topic of parental incarceration, with all other articles mentioning it as one of multiple concepts within the article or mentioning it only briefly. These findings highlight the necessity for targeted high-quality research in school psychology to focus on parental incarceration and to assess training and professional development needs within the field on this topic.

父母入狱影响着数百万学龄儿童和青少年的生活。学校心理学家有能力为经历过亲人入狱的学生提供支持，并与学校团队成员一起为提高学生的长期学习成绩提供咨询。本次范围界定综述旨在评估学校心理学同行评审和从业人员导向的文献中有关父母入狱的范围和程度，并将学校心理学与学校咨询和特殊教育等相关学科进行比较。我们研究了 23 种学校心理学、学校咨询和特殊教育同行评议和从业人员导向的出版物，以查找 2000 年至 2023 年间发表的提及父母入狱的文章。通过数据库检索、人工检索、前向检索和后向检索等综合策略，共检索到 58 篇符合资格标准的文章。在所研究的三个学科中，学校心理学在提及父母入狱的文章数量上位居第二，仅次于学校咨询期刊。学校心理学只有一篇文章只关注父母入狱这一主题，其他所有文章都将其作为文章中的多个概念之一，或只是简单提及。这些发现突出表明，学校心理学有必要开展有针对性的高质量研究，重点关注父母入狱问题，并评估该领域在这一主题上的培训和专业发展需求。

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引用次数: 0

Perceptions of teachers' responses to children's peer victimization: Agreement (and lack of agreement) among teachers and students 教师对儿童遭受同伴伤害的应对措施的看法：教师和学生之间的一致意见（和不一致意见

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-10-30 DOI: 10.1016/j.jsp.2024.101388

Victoria E. Johnson , Laura E. Stanley , Wendy Troop-Gordon

Recent research has underscored the importance of teachers' responses to students' peer victimization as well as students' expectations for how their teacher responds to this victimization. However, little research has examined the extent to which teachers and their students have a shared understanding of their teacher's efforts, or lack of efforts, to manage peer victimization. This study addressed this issue using longitudinal data collected on 410 students (47.1% boys; 86.8% White; M_age = 10.29 years) from 26 fourth-grade and fifth-grade classrooms. In the fall and spring, students reported on their teacher's use of six responses to peer victimization and teachers completed self-reports of their use of these same six responses. Peer reports of aggressive behavior and peer victimization were obtained in the fall. Significant agreement among classmates was found for only three teacher responses, including contacting parents, advising independent coping (i.e., telling the student to handle it on their own), and suggesting avoidance, and there was little indication that there was greater agreement among same-gender classmates or among children either high or low in aggression or peer victimization. Overall, there was little association between teachers and their students as to the teachers' uses of the six response strategies. Based on these findings, fostering a shared understanding of the consequences and expectations regarding students' engagement in bullying should be examined as a potential target of anti-bullying interventions.

最近的研究强调了教师对学生同伴伤害行为的反应以及学生对教师如何应对这种伤害行为的期望的重要性。然而，很少有研究探讨教师和学生在多大程度上对教师处理同伴伤害问题的努力或缺乏努力有共同的理解。本研究利用从 26 个四年级和五年级班级收集到的 410 名学生（47.1% 为男生；86.8% 为白人；年龄 = 10.29 岁）的纵向数据来探讨这一问题。在秋季和春季，学生们报告了他们的老师使用六种应对同伴伤害的方法，而老师们也完成了他们使用这六种方法的自我报告。秋季则收集了同伴对攻击行为和同伴受害情况的报告。结果发现，只有三种教师应对措施（包括联系家长、建议独立应对（即告诉学生自己处理）和建议回避）在同学之间有明显的一致性，而且几乎没有迹象表明，同性别的同学之间或攻击行为或同伴伤害行为严重或轻微的儿童之间有更大的一致性。总体而言，教师与学生之间在教师使用六种应对策略方面几乎没有关联。基于这些研究结果，应将培养学生对参与欺凌的后果和期望的共同理解作为反欺凌干预措施的潜在目标。

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引用次数: 0

Motivational interviewing for students in school settings: A meta-analysis 在学校环境中对学生进行动机访谈：荟萃分析

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-10-25 DOI: 10.1016/j.jsp.2024.101386

Jenna A. Gersib , Megan Rojo , Sarah G. King , Christian T. Doabler

Motivational Interviewing (MI) is a brief counseling intervention with demonstrated efficacy in ameliorating unhealthy habits across populations, behaviors, and settings. Although prior research underscores its benefit with adolescents, a comprehensive examination of its application in school settings remains unexplored. Therefore, the primary aim of the present meta-analysis was to calculate the average estimated effect of all studies examining the use of MI with students in school settings. Second, we sought to examine heterogeneity in effects through meta-regression models. Our final model included a meta-analysis of 38 studies with 207 effect sizes evaluating the efficacy of school-based MI. We estimated multivariate models using robust variance estimation with and without outliers. Our results demonstrate a significant estimated effect in favor of using MI to treat an array of behaviors (g = 0.18, 95% Prediction Interval [−0.26, 0.61]). Findings from the meta-regression analyses indicated three significant moderators: (a) the role of the interventionist, (b) target behaviors, and (c) dosage. We offer potential explanations of the findings and discuss current limitations and implications for future work regarding MI in school settings.

动机访谈法（MI）是一种简短的咨询干预方法，在改善不同人群、不同行为和不同环境中的不健康习惯方面具有明显的效果。尽管之前的研究强调了其对青少年的益处，但对其在学校环境中的应用的全面研究仍未进行。因此，本荟萃分析的主要目的是计算所有研究在学校环境中对学生使用多元智能的平均估计效果。其次，我们试图通过元回归模型来检验效果的异质性。我们的最终模型包含了对 38 项研究的荟萃分析，其中有 207 项研究对校内多元智能的效果进行了评估。我们使用稳健的方差估计法对有异常值和无异常值的多变量模型进行了估计。我们的结果表明，使用多元智能治疗一系列行为的估计效果显著（g = 0.18，95% 预测区间 [-0.26, 0.61]）。元回归分析结果表明，有三个重要的调节因素：(a) 干预者的角色，(b) 目标行为和 (c) 剂量。我们对研究结果提出了可能的解释，并讨论了目前在学校环境中进行多元智能干预的局限性和对未来工作的影响。

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引用次数: 0