Journal of School Psychology最新文献

Contributing to the reproducibility crisis in Psychology: The role of statistical software choice on factor analysis 促成心理学的可再现性危机：统计软件选择在因素分析中的作用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-22 DOI: 10.1016/j.jsp.2025.101462

Stefan C. Dombrowski

A potentially overlooked contributor to the reproducibility crisis in psychology is the choice of statistical application software used for factor analysis. Although the open science movement promotes transparency by advocating for open access to data and statistical methods, this approach alone is insufficient to address the reproducibility crisis. It is commonly assumed that different statistical software applications produce equivalent results when conducting the same statistical analysis. However, this is not necessarily the case. Statistical programs often yield disparate outcomes, even when using identical data and factor analytic procedures, which can lead to inconsistent interpretation of results. This study examines this phenomenon by conducting exploratory factor analyses on two tests of cognitive ability—the WISC-V and the MEZURE—using four different statistical programs/applications. Factor analysis plays a critical role in determining the underlying theory of cognitive ability instruments, and guides how those instruments should be scored and interpreted. However, psychology is grappling with a reproducibility crisis in this area, as independent researchers and test publishers frequently report divergent factor analytic results. The outcome of this study revealed significant variations in structural outcomes among the statistical software programs/applications. These findings highlight the importance of using multiple statistical programs, ensuring transparency with analysis code, and recognizing the potential for varied outcomes when interpreting results from factor analytic procedures. Addressing these issues is important for advancing scientific integrity and mitigating the reproducibility crisis in psychology particularly in relation to cognitive ability structural validity.

心理学中可重复性危机的一个潜在被忽视的因素是用于因素分析的统计应用软件的选择。尽管开放科学运动通过倡导开放获取数据和统计方法来促进透明度，但仅靠这种方法不足以解决可重复性危机。通常认为，在进行相同的统计分析时，不同的统计软件应用程序会产生相同的结果。然而，事实并非如此。即使使用相同的数据和因素分析程序，统计程序也经常产生不同的结果，这可能导致对结果的不一致解释。本研究采用四种不同的统计程序/应用程序，对WISC-V和mezure两项认知能力测试进行探索性因素分析，探讨了这一现象。因素分析在确定认知能力工具的基本理论方面起着至关重要的作用，并指导如何对这些工具进行评分和解释。然而，心理学正在努力解决这一领域的可重复性危机，因为独立研究人员和测试出版商经常报告不同的因素分析结果。本研究的结果揭示了统计软件程序/应用程序在结构结果上的显著差异。这些发现强调了使用多种统计程序的重要性，确保分析代码的透明度，以及在解释因子分析程序的结果时认识到不同结果的潜力。解决这些问题对于促进科学完整性和减轻心理学中的可重复性危机非常重要，特别是在认知能力结构有效性方面。

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引用次数: 0

Reconciling discrepant universal screening data to improve decision-making: A Bayesian logistic regression approach 协调不一致的普遍筛选数据以改善决策：贝叶斯逻辑回归方法

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-15 DOI: 10.1016/j.jsp.2025.101461

Nathaniel von der Embse , Sonja Winter , Wes Bonifay , Stephen Kilgus , Carly Oddleifson , Katie Eklund , Shannon Suldo , Joseph Latimer

There are a substantial number of students with mental health needs who do not receive timely support. Universal screening is a promising practice for facilitating early intervention services. Multi-informant assessment is noted as a best practice for valid decision-making. However, this practice has not yet been applied to universal screening data. Universal screening utilizing a single rater (teacher) likely results in a significant number of students not being identified for support. This study (1) employed a Bayesian statistical model to incorporate students' background information (e.g., demographic variables; disciplinary referrals; social, academic, and emotional risk statuses) to generate estimates of academic risk, (2) used this background information to generate cut scores in a training sample and validate them in a test sample, and (3) identified the unique value of adding teacher and student self-reports with regard to sensitivity and specificity. Results demonstrated the promise of incorporating background information in the accurate identification of students with low, medium, and high risk for mental health needs. Implications for research and practice are discussed.

有大量有心理健康需求的学生没有得到及时的支持。普遍筛查是促进早期干预服务的一种有前途的做法。多信息评估被认为是有效决策的最佳做法。然而，这种做法尚未应用于普遍筛查数据。使用单一评分者（教师）进行普遍筛查，很可能会导致大量学生无法被确定为需要支持的对象。本研究（1）采用贝叶斯统计模型，将学生的背景信息（如人口统计学变量；违纪转介；社会、学业和情绪风险状况）纳入其中，以生成学业风险估计值；（2）利用这些背景信息在训练样本中生成切分分数，并在测试样本中进行验证；（3）确定添加教师和学生自我报告在灵敏度和特异性方面的独特价值。结果表明，在准确识别有心理健康需求的低、中、高风险学生时，加入背景信息大有可为。本文讨论了研究和实践的意义。

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引用次数: 0

Anti-colonial methodology in school psychology research with Latine communities 拉丁社区学校心理学研究中的反殖民方法论

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-10 DOI: 10.1016/j.jsp.2025.101452

Rachel T. Santiago, David Aguayo

Latine youth are one of the fastest-growing youth populations in the U.S., with tremendous diversity in culture and language. Despite the importance of conducting culturally relevant, responsible research with Latine youth and families, school psychology research often does not include theories or methods aligned with Latine cultures. The purpose of the present paper is to discuss key theories relevant to research with Latine communities and provide actionable recommendations for researchers. Recommendations are discussed within five domains: rethinking knowledge production, distinguishing and measuring race and ethnicity, oral storytelling and testimonio, the role of community, and the role of researchers in the process. Implications for practice, limitations, and future research directions are discussed.

拉丁裔青年是美国增长最快的青年人口之一，他们在文化和语言上有着巨大的多样性。尽管对拉丁青年和家庭进行与文化相关的、负责任的研究很重要，但学校心理学研究通常不包括与拉丁文化相一致的理论或方法。本文的目的是讨论与拉丁社区研究相关的关键理论，并为研究人员提供可操作的建议。建议在五个领域进行了讨论：重新思考知识生产、区分和衡量种族和民族、口头叙述和证词、社区的作用以及研究人员在这一过程中的作用。讨论了该方法的实践意义、局限性和未来的研究方向。

引用次数: 0

Cultural adaptation of youth mental health first aid training for Asian American parents

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-08 DOI: 10.1016/j.jsp.2025.101448

Cixin Wang , Mazneen Havewala

Although often portrayed as “model minorities,” many Asian American adolescents struggle with mental health problems. Asian American youth are also less likely to receive school-based mental health services (SBMHS) compared with their non-Asian peers. Culturally adapting the Youth Mental Health Fist Aid (YMHFA) training program can be an effective way to engage Asian American parents to utilize SBMHS. Although many school districts have offered YMHFA trainings to staff and parents, no controlled studies have evaluated the efficacy of YMHFA in the United States. We culturally adapted YMHFA for Asian American parents through collaboration with schools and community organizations, and evaluated its efficacy using a blocked random assignment study design. We examined if (a) YMHFA impacted parents' mental health literacy (MHL), help-seeking intentions, stigma, attitudes towards professional help, confidence in MHFA skills, engagement in first-aid behaviors, and youth mental health (both parent and youth report); and (b) whether the improvement was maintained four months after the training. Parents (n = 99, M_age = 46.24; SD_age = 6.80, 89 % mothers) were randomly assigned to treatment and waitlist control groups. They completed measures before the intervention, one month after the intervention, and four months after the intervention. Parents in the experimental group showed decreased stigma, and improvements in MHL, attitudes towards help seeking, confidence in using first aid behavior, and actual engagement in first aid behavior after attending the training as compared to parents in the waitlist control group. Participants in waitlist control group also showed improvements in all above-mentioned areas after receiving the training. All treatment gains were maintained at 4-month follow-up. Findings contributed to the limited literature on how to culturally adapt YMHFA for Asian American parents at school, and provided evidence for the efficacy of YMHFA among Asian American parents.

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引用次数: 0

Validity evidence of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale: A systematic review & quantitative synthesis 社会、学业和情绪行为风险筛查--教师评分量表的有效性证据：系统回顾与定量综合

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-08 DOI: 10.1016/j.jsp.2025.101449

Annie Goerdt , Faith G. Miller , Danielle Dupuis , Anna Li , Jenna Rausch

Early identification of student social, emotional, and behavioral (SEB) concerns is vital to prevent and ameliorate future difficulties. Yet, assessment practices rely on sound validity arguments to accurately identify students who may benefit from support. As the strength of a validity argument relies on the extent of validity evidence, the synthesis of evidence may facilitate appropriate use and interpretation. Therefore, this systematic review synthesized peer-reviewed empirical studies and unpublished dissertations and theses of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS) conducted in educational settings. Studies were included if they assessed the validity of the revised version of the SAEBRS-TRS. Data were extracted and coded for sample characteristics, procedural characteristics, evidence of validity, and quality appraisal. Results of the systematic search identified 29 studies meeting inclusion criteria, consisting of 65,317 students across K-12 grade levels. Overall, evidence of validity for SAEBRS-TRS scores was promising yet limited in several respects. Findings highlight limitations in the existing literature concerning the diversity of samples, a lack of studies examining measurement bias, the relative weakness of the Emotional Behavior subscale, and the need for further exploration of the factor structure for the revised version of the measure. Future research is critical to gain a complete understanding of this measure.

早期识别学生的社会、情感和行为（SEB）问题对于预防和改善未来的困难至关重要。然而，评估实践依赖于合理的有效性论证来准确地识别可能受益于支持的学生。由于有效性论证的强度取决于有效性证据的程度，证据的综合可能有助于适当的使用和解释。因此，本系统综述综合了在教育环境中进行的社会、学术和情感行为风险筛选-教师评定量表（SAEBRS-TRS）的同行评议的实证研究和未发表的论文和论文。如果研究评估了SAEBRS-TRS修订版的有效性，则纳入研究。提取数据并对样本特征、程序特征、有效性证据和质量评价进行编码。系统检索的结果确定了29项符合纳入标准的研究，包括65,317名K-12年级的学生。总体而言，SAEBRS-TRS评分的有效性证据是有希望的，但在几个方面受到限制。研究结果强调了现有文献在样本多样性、测量偏倚研究的缺乏、情绪行为子量表的相对薄弱以及需要进一步探索修订版本的因素结构等方面的局限性。未来的研究对于全面了解这一措施至关重要。

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引用次数: 0

Examining the stability of SAEBRS scores, classifications, and latent profiles

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-08 DOI: 10.1016/j.jsp.2025.101438

Tyler L. Renshaw , Heather E. Ormiston , Brittany N. Zakszeski , Mei-ki Chan

We investigated the stability of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) using a naturalistic sample of teacher-report ratings for K–5 students (N = 1253) across three universal screening occasions (i.e., fall, winter, and spring) within one school year. We analyzed the stability of SAEBRS raw scores and classifications derived from these scores between screening occasions. Results showed strong raw score stability and moderate-to-strong classification stability for the SAEBRS total scale and subscales, with the Emotional Behavior subscale demonstrating the weakest relative stability. We also explored latent profiles indicated by SAEBRS subscale scores, the stability of membership in these profiles across occasions, and the role of student sociodemographic characteristics in predicting membership within these profiles. Findings indicated that two general risk profiles (i.e., at-risk and not at-risk) were identified and that membership in these profiles had strong stability across screening occasions. Moreover, we found that students' grade level, sex, race/ethnicity, special education, and free/reduced-price lunch status significantly predicted membership in the at-risk profile. Overall, results suggest that SAEBRS raw scores, classifications, and latent profiles all demonstrate good stability across three screening occasions within one school year. We discuss implications of these findings related to using the SAEBRS for universal screening in elementary settings and highlight key directions for future research.

我们调查了社会、学术和情感行为风险筛查（SAEBRS）的稳定性，使用了K-5学生（N = 1253）在一个学年的三个普遍筛查场合（即秋季、冬季和春季）的教师报告评分的自然样本。我们分析了SAEBRS原始评分和从这些评分得出的分类在筛查场合之间的稳定性。结果表明，SAEBRS总量表和子量表的原始评分稳定性较强，分类稳定性中至强，情绪行为子量表的相对稳定性最差。我们还探讨了SAEBRS子量表分数所显示的潜在特征，这些特征在不同场合下的成员稳定性，以及学生社会人口学特征在预测这些特征中的成员资格方面的作用。研究结果表明，确定了两种一般风险概况（即有风险和无风险），并且这些概况的成员在筛查场合具有很强的稳定性。此外，我们发现学生的年级水平、性别、种族/民族、特殊教育和免费/减价午餐状况显著地预测了风险概况的成员资格。总体而言，结果表明SAEBRS的原始分数、分类和潜在特征在一个学年的三次筛查中都表现出良好的稳定性。我们讨论了这些发现对在基础环境中使用SAEBRS进行普遍筛查的意义，并强调了未来研究的关键方向。

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引用次数: 0

An exploratory evaluation of universal social-emotional learning programs delivered during elementary school to Australian students 对澳大利亚学生小学阶段社会情感学习普及计划的探索性评估

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-05 DOI: 10.1016/j.jsp.2025.101447

Emma J. Carpendale , Melissa J. Green , Katherine L. Dix , Stacy Tzoumakis , Kate E. Williams , Sonia L.J. White , Vaughan J. Carr , Kristin R. Laurens

Whole-school Social-Emotional Learning (SEL) programs demonstrate promise as an avenue for universally and equitably fostering student social and emotional wellbeing. This study used population data collected in 2015 to examine the association of Australian elementary (primary) school-based SEL programs with students' late middle childhood functioning (aged 11–12 years) on the five social-emotional competencies defined by the Collaborative for Academic, Social, and Emotional Learning (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making). A total of 18,643 Year 6 students self-reported competencies on the Middle Childhood Survey–Social-Emotional Learning, and 569 school leaders reported on delivery of SEL to these students via the Survey of School Promotion of Emotional and Social Health. Multi-level regression, accounting for school clustering, compared competency levels among students who did and did not receive SEL at school. Secondary analyses determined the strength of effects for students receiving programs with a high-quality evidence base, for programs supported by little or no empirical evidence, and for evidence-based SEL programs that provided a high degree of explicit teaching (i.e., structured teaching and skills practice) of the targeted social-emotional competencies, each relative to students receiving no SEL programs. Positive significant effects of SEL were observed on four of five competencies (excluding Responsible Decision-Making), with effects being strongest for empirically-evidenced SEL programs that provided explicit teaching of the targeted competency. No significant effects of under-evidenced programs were observed. This novel, population-level evaluation demonstrates the universal benefit of evidence-based SEL programs in supporting elementary school students' development of social-emotional competencies.

{"title":"An exploratory evaluation of universal social-emotional learning programs delivered during elementary school to Australian students","authors":"Emma J. Carpendale , Melissa J. Green , Katherine L. Dix , Stacy Tzoumakis , Kate E. Williams , Sonia L.J. White , Vaughan J. Carr , Kristin R. Laurens","doi":"10.1016/j.jsp.2025.101447","DOIUrl":"10.1016/j.jsp.2025.101447","url":null,"abstract":"<div><div>Whole-school Social-Emotional Learning (SEL) programs demonstrate promise as an avenue for universally and equitably fostering student social and emotional wellbeing. This study used population data collected in 2015 to examine the association of Australian elementary (primary) school-based SEL programs with students' late middle childhood functioning (aged 11–12 years) on the five social-emotional competencies defined by the <em>Collaborative for Academic, Social, and Emotional Learning</em> (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making). A total of 18,643 Year 6 students self-reported competencies on the <em>Middle Childhood Survey–Social-Emotional Learning</em>, and 569 school leaders reported on delivery of SEL to these students via the <em>Survey of School Promotion of Emotional and Social Health.</em> Multi-level regression, accounting for school clustering, compared competency levels among students who did and did not receive SEL at school. Secondary analyses determined the strength of effects for students receiving programs with a high-quality evidence base, for programs supported by little or no empirical evidence, and for evidence-based SEL programs that provided a high degree of explicit teaching (i.e., structured teaching and skills practice) of the targeted social-emotional competencies, each relative to students receiving no SEL programs. Positive significant effects of SEL were observed on four of five competencies (excluding Responsible Decision-Making), with effects being strongest for empirically-evidenced SEL programs that provided explicit teaching of the targeted competency. No significant effects of under-evidenced programs were observed. This novel, population-level evaluation demonstrates the universal benefit of evidence-based SEL programs in supporting elementary school students' development of social-emotional competencies.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101447"},"PeriodicalIF":3.8,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conjectures and refutations in cognitive ability structural validity research: Insights from Bayesian structural equation modeling

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-03 DOI: 10.1016/j.jsp.2025.101432

Stefan C. Dombrowski , Ryan J. McGill , Gary L. Canivez , Marley W. Watkins , Alison E. Pritchard , Lisa A. Jacobson

The use of Bayesian structural equation modeling (BSEM) provided additional insight into the WISC–V theoretical structure beyond that offered by traditional factor analytic approaches (e.g., exploratory factor analysis and maximum likelihood confirmatory factor analysis) through the specification of all cross loadings and correlated residual terms. The results indicated that a five-factor higher-order model with a correlated residual between the Visual-Spatial and Fluid Reasoning group factors provided a superior fit to the four bifactor model that has been preferred in prior research. There were no other statistically significant correlated residual terms or cross loadings in the measurement model. The results further suggest that the WISC–V ten subtest primary battery readily attains simple structure and its index level scores may be interpreted as suggested in the WISC–V's scoring and interpretive manual. Moreover, BSEM may help to advance IQ theory by providing contemporary intelligence researchers with a novel tool to explore complex interrelationships among cognitive abilities—relationships that traditional structural equation modeling methods may overlook. It can also help attenuate the replication crises in school psychology within the area of cognitive assessment structural validity research through systematic evaluation of complex structural relationships obviating the need for CFA based post hoc specification searches which can be prone to confirmation bias and capitalization on chance.

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引用次数: 0

Randomized controlled trial of the early adolescent coping power program: Effects on emotional and behavioral problems in middle schoolers

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-01 DOI: 10.1016/j.jsp.2025.101437

Catherine P. Bradshaw , Heather McDaniel , Elise T. Pas , Katrina J. Debnam , Jessika H. Bottiani , Nicole Powell , Nicholas S. Ialongo , Antonio Morgan-Lopez , John E. Lochman

We report findings from a 40 middle school randomized controlled trial of an adapted version of Coping Power (Lochman & Wells, 2002a) for middle schoolers, called the Early Adolescent Coping Power (EACP) Program (Bradshaw et al., 2019) to determine the impact of EACP on adolescents' mental health outcomes, as indicated by student self-reported and teacher-ratings on the Behavior Assessment System for Children (BASC). The EACP was implemented over the course of students' 7th grade school year. The sample included 709 students who were identified at baseline through a teacher screening process for aggressive behavior and enrolled into the project (69.8 % African American and 59.4 % male). For teacher-reported outcomes, intent to treat (ITT) results indicated that EACP was associated with a decrease in externalizing problems over time. Exploration of effect modification suggested that girls in the EACP condition demonstrated statistically significant decreases in school problems over time, as well as a baseline by intervention effect whereby students and schools with greater baseline difficulties demonstrated decreased internalizing problems over time. For student-reported outcomes, there was a significant moderated effect, whereby girls in EACP demonstrated more favorable self-reported personal adjustment outcomes. Together, these results suggest that the early adolescent adaptation of Coping Power had preventive effects for 7th grade participants, and promotive effects specifically for girls, over time.

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引用次数: 0

Advancing the science and practice of school psychology, centering equity and justice, and promoting innovation

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-01 DOI: 10.1016/j.jsp.2025.101435

S. Andrew Garbacz

引用次数: 0