Journal of School Psychology最新文献

Profiles and transitions of bullying involvement among Chinese elementary school students: School-level predictors and well-being outcomes 中国小学生恃强凌弱卷入的概况和转变：学校水平的预测因素和幸福感结果

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-06-01 Epub Date: 2026-03-06 DOI: 10.1016/j.jsp.2026.101547

Qingna Du , E. Scott Huebner , Lili Tian

Bullying is a complex social phenomenon and prevalent form of violence in school environments that encompasses various overlapping participant roles, including bullies, victims, and bystanders. The elementary school years are a critical period for the development of bullying involvement. Numerous studies have documented the adverse effects of bullying involvement on students' well-being. However, they have primarily focused on Western populations or adolescent samples, with limited attention given to Chinese elementary school students. Furthermore, due to a predominant reliance on cross-sectional designs, the relations between different profiles and transitions of bullying involvement and key antecedents and outcomes have not been explored fully. By combining person-centered and variable-centered approaches, this study examined the heterogeneous profiles and transitions of bullying involvement, including perpetration, victimization and three types of bystander behaviors (i.e., pro-bullying, passive bystanding, and defending) among Chinese elementary school students, along with their school-level predictors and well-being outcomes. A total of 2510 Chinese elementary school students (54.7% boys, Mage = 9.47) participated in self-report assessments on four occasions employing six-month intervals. Five distinct profiles were identified: non-involved; moderate victimization; moderate pro-bullying and passive bystanding; low perpetration, victimization and bystanding; and high perpetration-moderate victimization and bystanding. The non-involved profile revealed the highest stability over time. Students experiencing more psychological maltreatment by teachers and peer relationship problems were at higher risk of bullying involvement. In addition, students who were not involved in bullying reported the highest levels of well-being. These findings underscore the complex and dynamic nature of bullying involvement, highlighting the need for school professionals to provide targeted prevention and intervention strategies in schools taking into account group differences as well as developmental and cultural considerations.

欺凌是一种复杂的社会现象，也是学校环境中普遍存在的暴力形式，它包含了各种重叠的参与者角色，包括欺凌者、受害者和旁观者。小学阶段是霸凌卷入发展的关键时期。许多研究都证明了欺凌行为对学生健康的不利影响。然而，他们主要关注西方人群或青少年样本，对中国小学生的关注有限。此外，由于主要依赖于横截面设计，欺凌参与的不同侧面和转变与关键前因和结果之间的关系尚未得到充分探讨。本研究结合以人为中心和以变量为中心的研究方法，研究了中国小学生恃强凌弱卷入的异质性特征和转变，包括施暴者、受害者和三种旁观者行为（即支持欺凌、被动旁观和防御），以及他们的学校水平预测因素和幸福感结果。共有2510名中国小学生（男生54.7%,Mage = 9.47）参加了4次自述评估，每次评估间隔为6个月。确定了五种不同的概况：未参与；温和的受害;适度支持欺凌和被动旁观；犯罪率、受害率和袖手旁观率低；高犯罪率，中等程度的受害和袖手旁观。随着时间的推移，未涉及的轮廓显示出最高的稳定性。遭受教师心理虐待和同伴关系问题较多的学生参与欺凌的风险较高。此外，没有参与欺凌的学生报告的幸福感水平最高。这些发现强调了欺凌行为的复杂性和动态性，强调学校专业人员需要在考虑群体差异以及发展和文化因素的情况下，在学校提供有针对性的预防和干预策略。

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引用次数: 0

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-06-01 Epub Date: 2026-03-04 DOI: 10.1016/j.jsp.2025.101521

Qingqing Du , Marjolein Zee , Helma M.Y. Koomen , Debora L. Roorda

In the present study, we investigated the unique role of teachers' and students' personality traits as well as the personality (dis)similarity between personality traits of both partners in the affective quality of dyadic student–teacher relationships (i.e., closeness and conflict). To explore these associations, we used a Chinese sample of 4638 upper elementary students and their 104 class teachers who reported about their own personality traits and the quality of their mutual relationship. Using multilevel polynomial regression modeling with response surface analysis, we found that both students' and teachers' agreeableness, conscientiousness, and openness were generally positively associated with closeness and negatively associated with conflict. Neuroticism was found to be negatively associated with closeness and positively associated with conflict. In particular, for agreeableness and openness, these associations held true regardless of the informant (i.e., who reported about the levels of closeness and conflict). Regarding personality similarity, relationships were found to be closer and less conflictual when both relationship partners were similarly high in agreeableness, conscientiousness, and openness, and low in neuroticism, compared to when both teacher and student were similarly low in agreeableness, conscientiousness, and openness, and high in neuroticism. These results were evident both in student-reported and teacher-reported relationship quality. Regarding dissimilarity, we only found that a higher level of personality dissimilarity in openness was associated with less teacher-perceived conflict. Together, these findings provide a more comprehensive understanding of the role of personality traits and personality (dis)similarity in student–teacher relationships, and suggest that a focus on personality may be a promising avenue for understanding students' affective relationships with teachers.

在本研究中，我们探讨了教师和学生的人格特质在师生二元关系（即亲密和冲突）情感质量中的独特作用，以及双方人格特质之间的人格（非）相似性。为了探讨这些关联，我们使用了4638名高年级小学生及其104名班主任的中国样本，他们报告了自己的人格特征和相互关系的质量。运用多水平多项式回归模型结合反应面分析，我们发现师生的亲和性、严谨性和开放性与亲密度呈显著正相关，与冲突呈显著负相关。神经质被发现与亲密负相关，与冲突正相关。特别是，对于宜人性和开放性而言，这些关联无论被调查者是谁（即谁报告了亲密和冲突的程度）都是成立的。在人格相似性方面，当关系双方在随和性、尽责性和开放性方面都同样高，而在神经质方面都同样低时，与师生在随和性、尽责性和开放性方面都同样低，而在神经质方面都同样高时，关系被发现更紧密，冲突更少。这些结果在学生报告和教师报告的关系质量中都很明显。关于差异，我们只发现开放性的人格差异水平越高，教师感知的冲突越少。总之，这些发现提供了对人格特质和人格（非）相似性在师生关系中的作用的更全面的理解，并表明对人格的关注可能是理解学生与教师情感关系的一个有希望的途径。

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引用次数: 0

Pragmatic measurement of mechanisms: Does use of coping strategies mediate the effects of a teacher stress intervention? 机制的实用测量：应对策略的使用是否介导教师压力干预的效果？

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-06-01 Epub Date: 2026-03-12 DOI: 10.1016/j.jsp.2026.101561

Colleen Lloyd Eddy , Keith C. Herman , Francis L. Huang , Tanya Weigand , Sindhu Venkat , Carolyn Conway

Supporting teachers to cope with occupational stress is an important area of research. Many studies have examined the initial efficacy of teacher stress interventions; however, none have tested potential causal mechanisms. A previous study of a bibliotherapy teacher stress intervention based in cognitive-behavioral therapy (CBT) revealed positive effects on stress, coping, depression, and anxiety (n = 52, Eddy et al., 2022). The purpose of the present study was to examine the use of coping strategies as a mediator of treatment effects in the previously reported randomized control trial study. Growth modeling analyses revealed that reported use of coping strategies increased throughout the course of the intervention with the slope favoring the treatment group (moderate growth treatment d = 0.43; and overall treatment effect of d = 0.88). Reported use of coping strategies mediated the intervention effects on stress (31% of the total treatment effect) and coping (69% of the total direct effect) but did not mediate the intervention effects on depression or anxiety. These findings suggest that participants' reported use of coping strategies led to immediate benefits of stress reduction and improved coping but were not associated with distal effects on depression and anxiety. Future teacher stress studies should consider including repeated measures of theory driven mechanisms to examine changes over time and hypothesized causal pathways to intervention effects.

支持教师应对职业压力是一个重要的研究领域。许多研究已经检验了教师压力干预的初步效果；然而，没有人测试过潜在的因果机制。先前一项基于认知行为疗法（CBT）的阅读疗法教师压力干预研究显示，对压力、应对、抑郁和焦虑有积极影响（n = 52, Eddy et al., 2022）。本研究的目的是在先前报道的随机对照试验研究中检验应对策略作为治疗效果的中介。生长模型分析显示，在整个干预过程中，报告的应对策略的使用增加，斜率有利于治疗组（中等生长治疗d = 0.43；总体治疗效果d = 0.88）。报告的应对策略的使用介导了对压力（占总治疗效果的31%）和应对（占总直接效果的69%）的干预效果，但没有介导对抑郁或焦虑的干预效果。这些发现表明，参与者报告的应对策略的使用带来了压力减轻和改善应对能力的直接好处，但与抑郁和焦虑的远端影响无关。未来的教师压力研究应考虑包括理论驱动机制的重复测量，以检查随时间的变化和干预效果的假设因果途径。

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引用次数: 0

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 : 2026-04-01 Epub 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 : 2026-04-01 Epub 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

Reporting guidelines for single-case experimental design research: Recommendations for data analysis 单例实验设计研究报告指南：数据分析建议

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-04-01 Epub Date: 2026-02-12 DOI: 10.1016/j.jsp.2025.101528

Thomas R. Kratochwill , John Ferron , Joel R. Levin

This paper proposes new data-analysis reporting guidelines for researchers conducting single-case experimental design (SCED) research. Statistical analyses of SCED data are being used with higher frequency and across a wider range of disciplines in the health sciences, behavioral sciences, and education. Building on prior reporting standards for other domains of quantitative intervention research, we present the role of visual and statistical analysis of SCED data, with specific tabled recommendations for professional reporting guidelines. We expand the Journal Article Reporting Standards (JARS) presented by Appelbaum et al. (2018) and the Single-Case Reporting Guideline In Behavioral Interventions (SCRIBE) 2016 Checklist (Tate et al., 2016). In particular, we feature expanded guidelines for visual and statistical analysis of SCED intervention methodology, including guidelines within both nonrandomized and randomized design domains. These recommendations are intended as a guide for conducting original research to establish evidence-based practices.

本文为研究人员进行单例实验设计（SCED）研究提出了新的数据分析报告指南。在健康科学、行为科学和教育等更广泛的学科中，越来越多地使用对经济及社会发展局数据的统计分析。在其他量化干预研究领域的先前报告标准的基础上，我们提出了经济及经济发展局数据的可视化和统计分析的作用，并为专业报告指南提供了具体的表格建议。我们扩展了Appelbaum等人（2018）提出的期刊文章报告标准（JARS）和行为干预单例报告指南（SCRIBE） 2016年清单（Tate等人，2016）。特别地，我们的特点是扩展了SCED干预方法的视觉和统计分析指南，包括非随机和随机设计领域的指南。这些建议旨在作为开展原创性研究以建立循证实践的指南。

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 : 2026-04-01 Epub 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

Defending victimized peers in unique ways: Profiles and transitions in defending strategies and their associations with youth social-emotional adjustment 以独特的方式保护受害同伴：保护策略的概况和转变及其与青少年社会情绪调整的关系

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2026-04-01 Epub Date: 2026-02-07 DOI: 10.1016/j.jsp.2025.101524

Guomin Jin , Luhao Wei , Zixuan Wang , Huiguang Ren , Junsheng Liu

Bystanders can use various strategies to combat bullying and help their victimized peers. This three-wave longitudinal study used latent transition analysis to examine the stability and change in youth's engagement in multiple defending strategies (i.e., defending profiles) and their associations with social-emotional adjustment. Participants were 1259 Chinese youth (M_age = 10.90 years, SD = 0.96, 42.6 % girls) who completed self-reported measures of defending behaviors, peer victimization, and depressive symptoms, and received peer nominations of peer preference. Four defending profiles were identified consistently across time points: aggressive and non-aggressive defenders, average defenders, infrequent defenders, and nonaggressive defenders. Further, results revealed that the nonaggressive defender and average defender profiles were relatively stable, while the aggressive and non-aggressive defender and infrequent defender profiles showed more transitions across time. Importantly, profile membership and change patterns were differentially associated with social-emotional adjustment. The stable membership in or transition to the nonaggressive defender profile was associated with optimal adjustment, whereas membership in or transition to the aggressive and non-aggressive defender profile conferred greater social risk. The findings advance our understanding of the heterogeneity and dynamic in youth's defending strategy and their unique implications for youth's social-emotional development, which may inform interventions tailored to promote safer defending in bullying situations.

旁观者可以使用各种策略来对抗欺凌并帮助他们的受害同伴。本研究采用三波纵向分析，探讨了青少年在多种防卫策略（即防卫档案）参与中的稳定性和变化及其与社会情绪适应的关系。参与者为1259名中国青年（年龄= 10.90岁，SD = 0.96, 42.6%为女孩），他们完成了自我报告的防御行为、同伴受害和抑郁症状测量，并接受了同伴偏好的同伴提名。四种防守特征在不同的时间点上被一致地识别出来：侵略性防守者和非侵略性防守者，一般防守者，不经常防守者和非侵略性防守者。此外，研究结果还显示，非攻击性防守者和一般防守者的特征相对稳定，而攻击性和非攻击性防守者和不频繁防守者的特征则随着时间的推移呈现出更多的变化。重要的是，档案成员和变化模式与社会情绪调整有不同的关联。稳定的非攻击性防卫者身份或向非攻击性防卫者身份过渡与最优调整相关，而攻击性防卫者和非攻击性防卫者身份或向其过渡会带来更大的社会风险。这些发现促进了我们对青少年防卫策略的异质性和动态性的理解，以及它们对青少年社会情感发展的独特影响，这可能为量身定制的干预措施提供信息，以促进欺凌情况下更安全的防卫。

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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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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