Journal of School Psychology最新文献

A systematic review and single-case meta-analysis of performance feedback as teacher professional development 绩效反馈作为教师专业发展的系统回顾与个案元分析

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-01-13 DOI: 10.1016/j.jsp.2025.101527

Shana Levi-Nielsen, Art Dowdy, Renée M. Tobin, W. Joel Schneider

Given the importance of effective teaching to student achievement and teacher retention, teachers require sustained and efficient training in evidence-based practices. Performance feedback is one such practice explored extensively in the school psychology, applied behavior analysis, and special education literatures. Performance feedback interventions generally consist of multiple components such as classroom observation and delivery of contingent feedback, but also didactic training, modeling, and role plays. Single-case experimental design (SCED) is a rigorous methodology that is amenable to investigating effects of multicomponent training packages and their isolated characteristics. Although many SCED studies have been conducted investigating the effects of teacher performance feedback, it is unclear the extent to which specific intervention components are effective, for whom, and under what circumstances. To answer these questions, we conducted a systematic review and meta-analysis of SCED research on teacher performance feedback. In the 52 included SCED studies, characteristic and quality variables were coded, and Log Response Ratio (LRR) effect sizes were estimated. Effect sizes were meta-analyzed using random effects multilevel modeling. The average effect of teacher performance feedback was found to be significant, with LRR = 1.15 (95 % CI = 0.68–1.62), corresponding to a 215 % change in teacher behavior (95 % CI = 97–406), indicating that performance feedback is an evidence-based professional development strategy for teachers. Our findings are contextualized for practice and suggestions for future research are discussed.

鉴于有效教学对学生成绩和教师留任的重要性，教师需要在循证实践中接受持续和有效的培训。表现反馈就是在学校心理学、应用行为分析和特殊教育文献中被广泛探讨的一种实践。绩效反馈干预通常由多个组成部分组成，如课堂观察和偶然反馈的传递，还包括教学培训、建模和角色扮演。单案例实验设计（SCED）是一种严谨的方法，适用于调查多组件训练包的效果及其孤立特性。虽然许多经济与社会发展委员会的研究都在调查教师表现反馈的影响，但目前还不清楚哪些具体的干预成分是有效的，对谁有效，在什么情况下有效。为了回答这些问题，我们对教育与社会发展委员会关于教师绩效反馈的研究进行了系统回顾和元分析。在纳入的52项SCED研究中，对特征变量和质量变量进行编码，并估计对数响应比（LRR）效应量。效应量采用随机效应多水平模型进行meta分析。教师绩效反馈的平均效果显著，LRR = 1.15 (95% CI = 0.68-1.62)，对应于教师行为变化215% (95% CI = 97-406)，表明绩效反馈是一种循证的教师专业发展策略。本文将研究结果与实务结合，并讨论未来研究的建议。

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引用次数: 0

Paradigm compatibility within school consultation: Offering insight into consultee resistance 学校咨询中的范式兼容性：提供对咨询阻力的洞察

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-01-12 DOI: 10.1016/j.jsp.2025.101523

Courtenay A. Barrett , Daniel S. Newman , Lamia Bagasrawala

In the context of school-based collaboration and consultation, this conceptual article considers the question, “What if there is no such thing as consultee resistance?” Rather, we propose that “resistance” is a matter of paradigmatic incompatibility between consultants (e.g., school psychologists) and consultees (e.g., teachers). To address this question, three commonly cited paradigms (positivism, interpretivism, and critical theory) are reviewed, including the subsumed notions of ontology (assumptions about reality), epistemology (assumptions about knowledge), and axiology (assumptions about values). Specific examples tied to consultative problem solving, communication, and relationship development are provided with consideration given to consequences of paradigmatic incompatibility and compatibility. The role of paradigmatic self-awareness is raised, with relevance highlighted for consultation training, practice, and research.

在校本合作与咨询的背景下，这篇概念性文章考虑了这样一个问题：“如果没有咨询阻力这种东西会怎么样？”相反，我们认为“阻力”是咨询师（如学校心理学家）和被咨询者（如教师）之间的范式不相容问题。为了解决这个问题，我们回顾了三种常用的范式（实证主义、解释主义和批判理论），包括本体论（关于现实的假设）、认识论（关于知识的假设）和价值论（关于价值的假设）的概念。具体的例子与协商解决问题，沟通和关系发展提供考虑到范例不相容和相容的后果。提出了范式自我意识的作用，强调了咨询培训、实践和研究的相关性。

引用次数: 0

Understanding the interplay among parental involvement, parental self-regulation, and child adjustment: A latent profiles analysis and cross-validation 理解父母参与、父母自我调节和儿童适应之间的相互作用：潜在特征分析和交叉验证

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-01-12 DOI: 10.1016/j.jsp.2025.101526

Tianyi Ma , Cassandra L. Tellegen , Julie Hodges , Christopher Boyle , Matthew R. Sanders

High levels of parental involvement in children's learning and education bring considerable benefits to children and act as a protective factor for difficulties in children's social, emotional, and behavioral adjustment. Parental self-regulation and efficacy have been found to have positive associations with both their contributions to the home-school partnership and to children's wellbeing. However, most previous studies examining these relationships have applied an “average” approach that overlooked potential individual differences. Using latent profile analysis, this study aimed to investigate the individual differences in the interplay among parental involvement, parental self-regulation and parenting self-efficacy, and children's social, emotional, and behavioral problems. Data were drawn from a survey of 2265 parents of primary-school-aged children in Australia. The sample was randomly split into two similar sized subsamples (N = 1147 and N = 1125) to cross-validate the profile solution and the results of subsequent analyses. We identified four distinct parent profiles: proactive (42.4%), adequate (28.6%), help-seeking (16.9%), and disengaged (12.0%). Profile memberships were associated with a range of child and parent demographic factors, parenting practices, family adjustment, and parental emotional adjustment. These findings contribute to a better understanding of the considerable individual differences in the parent population. These findings also highlight the need for schools to utilize practical strategies to promote parenting capacity, strengthen home-school partnerships, and address child adjustment difficulties.

父母对儿童学习和教育的高度参与给儿童带来了相当大的好处，并对儿童在社会、情感和行为适应方面的困难起到了保护作用。研究发现，父母的自我调节和效能与他们对家庭-学校伙伴关系的贡献和孩子的幸福有着积极的联系。然而，大多数先前的研究都采用了“平均”方法，忽略了潜在的个体差异。本研究采用潜在剖面分析，探讨父母参与、父母自我调节和父母自我效能感对儿童社会、情绪和行为问题的影响。数据来自对澳大利亚2265名小学学龄儿童家长的调查。样本随机分为两个大小相近的子样本（N = 1147和N = 1125），以交叉验证剖面解和后续分析结果。我们确定了四种不同的父母特征：积极主动（42.4%），充分（28.6%），寻求帮助（16.9%）和不参与（12.0%）。档案成员与一系列儿童和父母的人口统计因素、父母的做法、家庭调整和父母的情绪调整有关。这些发现有助于更好地理解亲本群体中相当大的个体差异。这些发现也强调了学校需要运用实用的策略来提高父母的能力，加强家校伙伴关系，并解决儿童适应困难。

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引用次数: 0

Evaluating a pragmatic universal social behavioral screener: Confirmatory factor analysis, invariance testing, and predictive validity of the early identification system – Teacher report 评估一个实用的通用社会行为筛选：验证性因素分析，不变性测试，以及早期识别系统的预测有效性-教师报告

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-01-08 DOI: 10.1016/j.jsp.2025.101545

Wendy M. Reinke, Keith C. Herman, Aaron Thompson, Salowa Salam Shaoli, Pranay Bhuiyan

Despite the fact that as many as 1 in 5 youth in the United States experience social, behavioral, and emotional problems, few are identified and receive services. Further, studies suggest only a small fraction of schools engage in screening practices to detect such concerns. There is need for a feasible, efficient, and psychometrically sound universal screening measure in schools to support the identification, prevention and intervention of youth social, behavioral, and emotional problems. The purpose of this study was to confirm the factor structure, measurement invariance, and the predictive validity of the Early Identification System-Teacher Report (EIS-TR), a screener for social, emotional, and behavioral problems, using a sample of over 17,000 students in 31 Midwestern school buildings across kindergarten to 12th grade. The EIS-TR was developed by using extant literature on the risk indicators that lead to social, emotional, and behavioral challenges among children and youth. Participating schools screened the majority of their students (98 %). Confirmatory factor analyses identified six subscales with strong factor loadings on theoretically meaningful constructs. Further, the measure was invariant across school level (i.e., elementary, middle, and high school), gender, race, and free or reduced lunch status of students. Lastly, the EIS-TR subscales administered in the fall of the school year were predictive of important outcomes in spring, including attendance, disciplinary data, bully victimization, and academic achievement. The EIS-TR is a pragmatic and technically adequate screening tool in school settings.

尽管事实上有多达五分之一的美国年轻人经历过社会、行为和情感问题，但很少有人被发现并接受服务。此外，研究表明，只有一小部分学校采取筛查措施来发现这些问题。学校需要一种可行的、有效的、心理测量学上合理的普遍筛查措施，以支持青少年社会、行为和情感问题的识别、预防和干预。本研究的目的是确认早期识别系统-教师报告（EIS-TR）的因素结构、测量不变性和预测效度，EIS-TR是一个社会、情感和行为问题的筛选器，使用了中西部31所学校从幼儿园到12年级的17,000多名学生作为样本。EIS-TR是通过使用现有的关于导致儿童和青少年社会、情感和行为挑战的风险指标的文献而开发的。参与学校筛选了大部分学生（98%）。验证性因子分析确定了六个分量表在理论上有意义的构念上具有很强的因子负荷。此外，该测量在学校水平（即小学，初中和高中），性别，种族和学生的免费或减少午餐状态中是不变的。最后，在秋季进行的EIS-TR量表可以预测春季的重要结果，包括出勤率、纪律数据、欺凌受害者和学业成绩。在学校环境中，EIS-TR是一种实用且技术上足够的筛查工具。

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引用次数: 0

Leveraging the power of youth participatory action research to promote youth engagement and leadership in school psychology research 利用青年参与行动研究的力量，促进青年参与和领导学校心理学研究

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-01-07 DOI: 10.1016/j.jsp.2025.101520

Jennifer McGrory Cooper , Candice Aston , Sujay Sabnis

Within recent years, social justice has been identified as a core value of school psychological practice and there have been increasing calls for racial and social justice in schools and other youth-serving systems (Garcia-Vazquez et al., 2020). School psychologists have an ethical imperative to protect the educational rights and opportunities of all students while working to challenge the oppressive structures that harm marginalized youth. School psychology researchers have produced a rich body of research that can help improve outcomes for children. And yet, despite this commitment to social justice and children's wellbeing, there has been little inclusion or reflection of young people's voices in school psychology research. In working toward equitable educational outcomes, we must first recognize and value young people as legitimate co-researchers and partners in learning and practice. In drawing on principles from critical school psychology and critical race theory in education, we aim to highlight the value of embedding participatory approaches within school psychology research. Specifically, we provide an overview of core components of youth participatory action research (YPAR) and a summary of its current use in educational research and offer a case example of the application of YPAR to promote youth engagement and leadership in the field of school psychology. In doing so, we aim to highlight the potential of YPAR and invite school psychology researchers to engage young people in social change efforts that have a direct impact on their lives.

近年来，社会公正已被确定为学校心理实践的核心价值，在学校和其他青年服务系统中，越来越多的人呼吁种族和社会公正（Garcia-Vazquez et al., 2020）。学校心理学家在道德上有责任保护所有学生的受教育权利和机会，同时努力挑战伤害边缘青年的压迫性结构。学校心理学研究人员已经进行了大量的研究，这些研究可以帮助提高孩子们的成绩。然而，尽管学校致力于社会公正和儿童福祉，但在学校心理学研究中，年轻人的声音却很少被纳入或反映出来。在努力实现公平教育成果的过程中，我们必须首先承认并重视年轻人在学习和实践中的合法共同研究者和伙伴地位。在借鉴批判学校心理学和教育中的批判种族理论的原则时，我们的目标是强调在学校心理学研究中嵌入参与式方法的价值。具体来说，我们概述了青年参与性行动研究（YPAR）的核心组成部分，总结了其在教育研究中的当前应用，并提供了一个应用YPAR在学校心理学领域促进青年参与和领导的案例。在这样做的过程中，我们的目标是突出YPAR的潜力，并邀请学校心理学研究人员让年轻人参与到对他们生活有直接影响的社会变革努力中来。

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引用次数: 0

Identifying implementation strategies to address barriers to universal mental health screening implementation: An expert panel study 确定实施战略以解决普遍心理健康筛查实施的障碍：一项专家小组研究

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-01-07 DOI: 10.1016/j.jsp.2025.101525

Stephanie A. Moore , Viviana E. Padilla , Sarah Touati , Aaron R. Lyon

Implementation of universal mental health screening (UMHS) to systematically identify and respond to students' mental health strengths and needs is a core feature of multi-tiered systems of support (MTSS). Although MTSS is increasingly adopted, a multitude of barriers preclude schools or districts from adopting and implementing UMHS. School teams can strategically use implementation strategies to support UMHS implementation, however, guidance about which implementation strategies best address prominent UMHS barriers is limited. This study used a two-round, modified Delphi survey to generate expert recommendations about implementation strategies to address 14 UMHS barriers. We aimed to build consensus across three expert panels (N = 72), including school leaders, school mental health practitioners, and researchers. Experts were asked to select from a list and rank up to five strategies to address each barrier. Participants also had the opportunity to suggest additional strategies and to comment on their rankings. Descriptive analyses demonstrated that the total sample of experts reached consensus (i.e., chosen as one of the “top five” by at least 60 % of all experts) on two to five strategies per barrier (M = 4.0), with all three expert groups reaching consensus on at least one strategy for most barriers. There was heterogeneity in the recommendations provided across the UMHS barriers and by each type of expert. Participants' comments on their strategy rankings were organized into three major themes reflecting elaboration on barriers that affect UMHS implementation, ranking process and considerations, and components of causal pathway models that can inform how implementation strategies work. The strategies this study's experts recommended offer a useful starting point for implementation teams and researchers working to strategically address the implementation gap for UMHS.

实施普遍心理健康筛查（UMHS），系统地识别和应对学生的心理健康优势和需求，是多层次支持系统（MTSS）的核心特征。虽然越来越多地采用了MTSS，但许多障碍阻碍了学校或地区采用和实施UMHS。学校团队可以战略性地使用实施策略来支持UMHS的实施，然而，关于哪种实施策略最能解决突出的UMHS障碍的指导是有限的。本研究采用了两轮修正的德尔菲调查，以产生关于解决14个UMHS障碍的实施策略的专家建议。我们的目标是在三个专家小组（N = 72）之间建立共识，包括学校领导、学校心理健康从业人员和研究人员。专家们被要求从一份清单中进行选择，并对解决每个障碍的五个策略进行排名。与会者还有机会提出其他策略，并对其排名发表评论。描述性分析表明，专家的总样本对每个障碍（M = 4.0）的两到五个策略达成了共识（即，被至少60%的专家选为“前五名”之一），所有三个专家组对大多数障碍的至少一个策略达成了共识。在卫生保健系统各障碍和各类专家提供的建议中存在异质性。与会者对其战略排名的评论分为三个主要主题，反映了对影响UMHS实施的障碍的阐述，排名过程和考虑因素，以及可以告知实施战略如何运作的因果途径模型的组成部分。本研究的专家建议的策略为实施团队和研究人员提供了一个有用的起点，以战略性地解决UMHS的实施差距。

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引用次数: 0

Challenges in experimentally demonstrating racial bias in school discipline: Insights from a multi-study replication 在实验中证明学校纪律中的种族偏见的挑战：来自多研究复制的见解

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-12-17 DOI: 10.1016/j.jsp.2025.101492

Tory L. Ash , Megan Bruun , Nicole Huth , Joshua C. Felver

In an effort to better understand the ways in which racial biases might play out within classrooms among teachers and students, we attempted to replicate an experimental paradigm by Okonofua and Eberhardt (2015). The original study provided persuasive evidence of the ways in which teachers' racial biases might accumulate over the course of multiple interactions, which can serve to damage student-teacher relationships and give rise to racial discipline disproportionality. In replicating their study procedures, participants provided their perceptions and recommendations after reviewing a disciplinary file in which a student misbehaved twice. The race of the student was manipulated as a between-subjects factor. Across four studies with diverse samples of both teachers and undergraduates, we found limited evidence of replication for the core findings of Okonofua and Eberhardt (2015). Although research suggests that racial disparities are pervasive in teachers' disciplinary actions, we did not find evidence of racial biases using this experimental paradigm. Namely, participants did not feel more troubled by the behavior, recommend more severe punishment, more readily label the student as a troublemaker, or suggest that they would be more likely to suspend the Black student, relative to the White student. We discuss the practical and theoretical implications of these non-replication findings and emphasize the importance of replication attempts to understand the boundary conditions of an effect. By sharing and making sense of non-replication findings within the broader literature, researchers have an opportunity to refine theoretical mechanisms of change, formulate the conditions under which an effect occurs, and, ultimately, enrich the science of bias and bias reduction within school settings.

为了更好地理解课堂上教师和学生之间种族偏见可能产生的方式，我们试图复制Okonofua和Eberhardt（2015）的实验范式。最初的研究提供了有说服力的证据，证明教师的种族偏见可能在多种互动过程中积累，这可能会损害学生与教师的关系，并导致种族纪律不成比例。在复制他们的学习过程中，参与者在审查了一名学生两次行为不端的纪律文件后提供了他们的看法和建议。学生的种族被作为学科间因素加以操纵。在包含教师和本科生不同样本的四项研究中，我们发现Okonofua和Eberhardt（2015）的核心发现的复制证据有限。尽管研究表明，种族差异在教师的纪律行为中普遍存在，但我们没有发现使用该实验范式存在种族偏见的证据。也就是说，与白人学生相比，参与者并没有对这种行为感到更大的困扰，也没有建议更严厉的惩罚，更容易给学生贴上捣乱者的标签，也没有暗示他们更有可能让黑人学生停学。我们讨论了这些非重复性发现的实践和理论意义，并强调了重复性尝试对理解效应的边界条件的重要性。通过在更广泛的文献中分享和理解非重复性的发现，研究人员有机会完善变化的理论机制，制定影响发生的条件，并最终丰富学校环境中偏见和减少偏见的科学。

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引用次数: 0

A people's academy: (Re)imagining anti-racist research mentorship in psychology doctoral programs 一所人民学院：（重新）想象心理学博士项目的反种族主义研究指导

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-12-13 DOI: 10.1016/j.jsp.2025.101519

Erika Y. Niwa, Yana Kuchirko, Firdevs Yigiter, Kristina Arevalo, Tania Camarillo Contreras, Saige Stortz, Marina Piñeiro-Barrera, Marimar Pérez De León, Tashiya Hunter, Shristi Karim, Racquel Samuel, Diamond Krystal Camacho

Psychology doctoral students are trained in spaces historically designed by and for white, able-bodied, middle- to upper-class, straight, cisgender men. Within these settings, minoritized students encounter epistemic exclusion and discrimination that relegate them to academia's periphery. Extant research outlines various approaches to anti-racist research mentorship that support the well-being and academic success of minoritized students. In this paper, we expand on existing lines of inquiry by proposing a “wind chime” model of doctoral research mentorship, which blends the Cultural Research System Model and principles of Critical Race Theory. Drawing from experiences within our Diversity Science Research Collective, we illustrate how our practices—project gardens, lab meetings, authorship and expertise, and writing groups—(re)configure people, places, practices, and power to create affirmative and liberatory academic spaces. We contextualize our model within the broader context of underfunded public institutions of higher education and discuss structural constraints to actualizing anti-racist and just mentorship in revolting times characterized by epistemic exclusion, inequitable institutional policies, political censorship, and economic austerity. Finally, we provide suggestions on promoting anti-racist research mentorship of doctoral students across higher education spaces.

心理学博士生在历史上由白人、健全的中上层社会、直男、顺性别男性设计并为其设计的空间中接受培训。在这些环境中，少数民族学生遭遇认知排斥和歧视，使他们沦落到学术界的边缘。现存的研究概述了反种族主义研究指导的各种方法，这些方法支持少数民族学生的福祉和学业成功。在本文中，我们通过提出一种融合了文化研究系统模型和批判种族理论原则的博士研究指导的“风铃”模型，扩展了现有的探究线。从我们的多样性科学研究集体的经验中，我们说明了我们的实践-项目花园，实验室会议，作者和专业知识，以及写作小组-如何（重新）配置人员，地点，实践和权力，以创造肯定和解放的学术空间。我们将我们的模型置于资金不足的高等教育公共机构的更广泛背景下，并讨论在以知识排斥、不公平的制度政策、政治审查和经济紧缩为特征的起义时期实现反种族主义和公正指导的结构性限制。最后，我们提出了在高等教育领域促进博士生反种族主义研究指导的建议。

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引用次数: 0

Perceived discrimination of students from minoritized ethnic groups in Germany: Individual, family, and school conditions 对德国少数民族学生的歧视：个人、家庭和学校条件

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-12-13 DOI: 10.1016/j.jsp.2025.101491

Kristin Schotte , Aileen Edele , Birgit Heppt , Camilla Rjosk , Petra Stanat

Although numerous studies corroborated that perceived discrimination is a developmental risk factor for students from minoritized ethnic groups, less is known about conditions contributing to feelings of ethnic discrimination of adolescents, particularly in contexts outside the U.S. Based on a nationwide dataset, we investigate conditions of perceived discrimination among students from minoritized ethnic groups in Germany. We distinguish several minoritized ethnic groups, examine a variety of individual, family-related, and school-related factors, and focus on two types of discrimination (i.e., perceived personal and group discrimination). Using multilevel structural equation models with data from 4087 ninth graders from minoritized ethnic groups, we found that students with backgrounds from Turkey or an Arabic-speaking country reported more discrimination than their counterparts. In contrast, girls, students with a stronger national identity, students with higher grades, and students with more coethnic peers in their classroom reported lower levels of discrimination than their counterparts. The family's socioeconomic status and sociocultural background as well as the classroom's proportion of minoritized students, its ethnic diversity, and the attended school track were largely unrelated to students' perceived personal and group discrimination. Overall, our findings suggest that conditions at different levels shape perceptions of discrimination of minoritized ethnic groups in Germany.

尽管大量研究证实，感知歧视是少数民族学生的一个发展风险因素，但对导致青少年种族歧视感觉的条件知之甚少，特别是在美国以外的环境中。基于全国范围的数据集，我们调查了德国少数民族学生感知歧视的条件。我们区分了几个少数民族，研究了各种个人、家庭和学校相关的因素，并重点关注两种类型的歧视（即感知到的个人和群体歧视）。利用来自少数民族的4087名九年级学生的多层结构方程模型，我们发现来自土耳其或阿拉伯语国家的学生比他们的同龄人更容易受到歧视。相比之下，女生、民族认同感较强的学生、成绩较高的学生以及班级中同族同学较多的学生报告的歧视程度较低。家庭的社会经济地位和社会文化背景，以及班级中少数民族学生的比例、种族多样性和就读的学校轨迹，在很大程度上与学生感知到的个人和群体歧视无关。总体而言，我们的研究结果表明，不同层次的条件形成了对德国少数民族群体歧视的看法。

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引用次数: 0

Measuring teacher emotional language valence via sentiment analysis: Correlations with classroom practices 基于情感分析的教师情感语言效价测量：与课堂实践的相关性

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-12-12 DOI: 10.1016/j.jsp.2025.101518

María Reina Santiago-Rosario, Asha Yadav, Kent McIntosh, Haley Cerdan

This study explores the use of sentiment analysis (i.e., a natural language processing [NLP] technique) to assess teacher emotional valence in speech (i.e., whether language is positive, negative, or neutral) during classroom interactions. We analyzed the emotional valence of 131 teachers across eight rural elementary schools and examined the correlations with observed instructional and behavioral management practices (i.e., general praise, behavior specific praise [BSP], behavioral correction, harsh correction, opportunities to respond [OTRs]) across two-time windows: a full school day and 15-min of teacher-led large-group instruction. Sentiment scores were derived using Linguistic Inquiry Word Count (LIWC-22) software, capturing both tone and emotionality metrics. Findings revealed weak to moderate positive correlations between emotional valence and praise, particularly general and combined praises. Emotionality showed stronger association with praise to correction ratios and was more sensitive to short-term emotional expression. No significant correlations were found with harsh corrections or OTRs. Additionally, moderate temporal stability was observed between full-day and 15-min emotional valence scores. Initial findings identified emotionality—capturing explicit emotional language—as a promising complement to traditional observation methods. We discuss findings and implications for integrating sentiment metrics into technological tools to support teacher development and classroom climate monitoring. Future research is needed to expand and validate preliminary findings across diverse educational contexts and explore whether emotional valence moderates or mediates the effectiveness of instructional practices.

本研究探讨了使用情感分析（即自然语言处理[NLP]技术）来评估教师在课堂互动中的言语情感价（即语言是积极的、消极的还是中性的）。我们分析了8所农村小学131名教师的情绪效价，并通过两个时间窗口（一个完整的上学日和15分钟的教师主导的大群体教学），检验了观察到的教学和行为管理实践（即一般表扬、特定行为表扬[BSP]、行为纠正、严厉纠正、回应机会[OTRs]）与情绪效价的相关性。情绪得分是使用语言查询词计数（LIWC-22）软件得出的，捕捉语气和情绪指标。研究结果显示，情绪效价与表扬之间存在弱到中度的正相关关系，尤其是一般表扬和综合表扬。情绪性与表扬校正比的关联更强，对短期情绪表达更敏感。与苛刻的校正或otr没有发现显著的相关性。此外，在全天和15分钟情绪效价评分之间观察到适度的时间稳定性。最初的发现确定了情绪捕捉明确的情绪语言作为传统观察方法的一个有希望的补充。我们讨论了将情感指标整合到技术工具中以支持教师发展和课堂气氛监测的研究结果和影响。未来的研究需要在不同的教育背景下扩展和验证初步发现，并探索情绪效价是否调节或调节教学实践的有效性。

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引用次数: 0