Pub Date : 2024-12-01Epub Date: 2024-10-15DOI: 10.1016/j.jsp.2024.101383
Debora L. Roorda, Suzanne Jak
{"title":"Corrigendum to “Gender match in secondary education: The role of student gender and teacher gender in student-teacher relationships” [Journal of School Psychology, volume: 107, article number: 101363, pages 1–16]","authors":"Debora L. Roorda, Suzanne Jak","doi":"10.1016/j.jsp.2024.101383","DOIUrl":"10.1016/j.jsp.2024.101383","url":null,"abstract":"","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101383"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142792579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students presenting externalizing behaviors often exhibit reduced levels of student engagement, posing academic and well-being challenges. Among potential protective factors, the role of parental involvement in school is relatively unexplored. The objective of this study was to examine whether parental involvement could mitigate lower levels of engagement among these students. Data were collected from 742 Canadian elementary students at the beginning and the end of the school year. Latent moderated structural equation modeling was employed to assess the moderating role of four dimensions of parental involvement (i.e., expectations, communication, homework support, and school-based involvement) on behavioral, cognitive, and affective engagement. Results indicated that externalizing behaviors were negatively associated with behavioral engagement only when parental expectations were low (b = −0.394, p = .035) and with cognitive engagement only when homework support was low (b = −0.383, p < .001). These findings suggest the importance of promoting parental involvement, especially among students who exhibit high levels of externalizing behaviors.
{"title":"Externalizing behaviors and student engagement: Exploring the protective role of parental involvement in school using latent moderated structural equation modeling","authors":"Julie Goulet , Isabelle Archambault , Elizabeth Olivier , Julien Morizot","doi":"10.1016/j.jsp.2024.101365","DOIUrl":"10.1016/j.jsp.2024.101365","url":null,"abstract":"<div><div>Students presenting externalizing behaviors often exhibit reduced levels of student engagement, posing academic and well-being challenges. Among potential protective factors, the role of parental involvement in school is relatively unexplored. The objective of this study was to examine whether parental involvement could mitigate lower levels of engagement among these students. Data were collected from 742 Canadian elementary students at the beginning and the end of the school year. Latent moderated structural equation modeling was employed to assess the moderating role of four dimensions of parental involvement (i.e., expectations, communication, homework support, and school-based involvement) on behavioral, cognitive, and affective engagement. Results indicated that externalizing behaviors were negatively associated with behavioral engagement only when parental expectations were low (<em>b</em> = −0.394, <em>p</em> = .035) and with cognitive engagement only when homework support was low (<em>b</em> = −0.383, <em>p</em> < .001). These findings suggest the importance of promoting parental involvement, especially among students who exhibit high levels of externalizing behaviors.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101365"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358608","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}
Pub Date : 2024-12-01Epub Date: 2024-11-19DOI: 10.1016/j.jsp.2024.101395
Gianluca Gini, Federica Angelini, Tiziana Pozzoli
Peer victimization has long been recognized as a significant issue among adolescents, with potentially harmful consequences for their psychological and social well-being. However, studies adopting a longitudinal, multilevel approach to explore the complexity of peer victimization dynamics are still lacking. This study aimed to test short-term longitudinal associations between peer victimization, internalizing problems, and satisfaction with friends over the course of 6 months. The sample included 1299 adolescents at T1 (48.3% female adolescents, Mage = 13.6 years) attending 67 school classes. Data were collected through self-report questionnaires administered at two time-points during the same school year. Multivariate multilevel analysis indicated that, at the individual level, T2 victimization was positively predicted by T1 internalizing problems (proportional reduction in variance [PRV] = 0.7%) and negatively by satisfaction with friends (PRV = 1.6%), whereas internalizing problems at T2 were predicted by peer victimization at T1 (PRV = 0.7%). Satisfaction with friends was negatively predicted by peer victimization (PRV = 3.6%). At the class level, T2 victimization was more likely in classrooms with lower levels of satisfaction with friends in the fall (PRV = 15%). Moreover, class-level ethnic diversity contributed to explain between-class variability in satisfaction with friends (PRV = 9.1%). These findings highlight the need for interventions that promote positive peer relationships and provide support for victimized adolescents to reduce internalizing problems. Additionally, they underscore the importance of fostering friendship quality as a protective factor against victimization.
{"title":"Peer victimization, internalizing problems, and satisfaction with friends: A two-wave analysis of individual and class-level associations in adolescence","authors":"Gianluca Gini, Federica Angelini, Tiziana Pozzoli","doi":"10.1016/j.jsp.2024.101395","DOIUrl":"10.1016/j.jsp.2024.101395","url":null,"abstract":"<div><div>Peer victimization has long been recognized as a significant issue among adolescents, with potentially harmful consequences for their psychological and social well-being. However, studies adopting a longitudinal, multilevel approach to explore the complexity of peer victimization dynamics are still lacking. This study aimed to test short-term longitudinal associations between peer victimization, internalizing problems, and satisfaction with friends over the course of 6 months. The sample included 1299 adolescents at T1 (48.3% female adolescents, <em>M</em><sub>age</sub> = 13.6 years) attending 67 school classes. Data were collected through self-report questionnaires administered at two time-points during the same school year. Multivariate multilevel analysis indicated that, at the individual level, T2 victimization was positively predicted by T1 internalizing problems (proportional reduction in variance [PRV] = 0.7%) and negatively by satisfaction with friends (PRV = 1.6%), whereas internalizing problems at T2 were predicted by peer victimization at T1 (PRV = 0.7%). Satisfaction with friends was negatively predicted by peer victimization (PRV = 3.6%). At the class level, T2 victimization was more likely in classrooms with lower levels of satisfaction with friends in the fall (PRV = 15%). Moreover, class-level ethnic diversity contributed to explain between-class variability in satisfaction with friends (PRV = 9.1%). These findings highlight the need for interventions that promote positive peer relationships and provide support for victimized adolescents to reduce internalizing problems. Additionally, they underscore the importance of fostering friendship quality as a protective factor against victimization.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101395"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707429","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}
Pub Date : 2024-12-01Epub Date: 2024-09-05DOI: 10.1016/j.jsp.2024.101362
Katrina J. Debnam , Chelsea A. Kaihoi , Elise T. Pas , Catherine P. Bradshaw
The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we report outcomes of the multi-component, school-wide Double Check model, testing the combined impacts of school-wide data-based decision-making along with staff professional development on school-level discipline, culturally responsive practices, classroom contextual factors, and classroom coaching using the Double Check version of the Classroom Check-up. The results from the 41 middle-school RCT indicated significant impacts on proximal outcomes of culturally responsive teacher self-efficacy, observations of instructional support, and indicators of student engagement, but no effect on other intended outcomes (e.g., observations of culturally responsive practices, suspensions). Findings suggest an effect of the Double Check on select teachers' classroom management strategies and student behaviors moderated by key classroom contextual factors. The contextual findings suggest implications for future tailoring of Double Check coaching supports in classrooms with low levels of tier 1 PBIS supports and high levels of disruptive student behavior.
{"title":"A school-wide approach to cultural responsivity and student engagement: A randomized trial of Double Check in middle schools","authors":"Katrina J. Debnam , Chelsea A. Kaihoi , Elise T. Pas , Catherine P. Bradshaw","doi":"10.1016/j.jsp.2024.101362","DOIUrl":"10.1016/j.jsp.2024.101362","url":null,"abstract":"<div><p>The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we report outcomes of the multi-component, school-wide Double Check model, testing the combined impacts of school-wide data-based decision-making along with staff professional development on school-level discipline, culturally responsive practices, classroom contextual factors, and classroom coaching using the Double Check version of the Classroom Check-up. The results from the 41 middle-school RCT indicated significant impacts on proximal outcomes of culturally responsive teacher self-efficacy, observations of instructional support, and indicators of student engagement, but no effect on other intended outcomes (e.g., observations of culturally responsive practices, suspensions). Findings suggest an effect of the Double Check on select teachers' classroom management strategies and student behaviors moderated by key classroom contextual factors. The contextual findings suggest implications for future tailoring of Double Check coaching supports in classrooms with low levels of tier 1 PBIS supports and high levels of disruptive student behavior.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101362"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000827/pdfft?md5=d4b03b7a847598f1b6148ddfc794f2e9&pid=1-s2.0-S0022440524000827-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151346","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}
Pub Date : 2024-12-01Epub Date: 2024-11-21DOI: 10.1016/j.jsp.2024.101400
Björn Sjögren , Robert Thornberg , Jun Sung Hong
Numerous empirical studies have contributed to the understanding of factors connected to students' bystander behaviors in peer victimization situations. Nevertheless, a crucial gap remains concerning the scarcity of longitudinal studies. Drawing on social cognitive theory, the present study examined whether moral disengagement and defender self-efficacy predicted bystander behaviors a year later. Participants were 1346 Swedish adolescents (MageT1 = 13.6 years, MageT2 = 14.6 years) who answered a web-based self-report questionnaire in seventh and eighth grades. Random intercept models showed that higher levels of moral disengagement in seventh grade were associated with more pro-aggressive bystanding in eighth grade (Est = 0.19, p < .001), with interaction analyses revealing that this effect was particularly pronounced in students with high defender self-efficacy (Est = 0.05, p < .01). The results also revealed that higher levels of defender self-efficacy in seventh grade were associated with more defending (Est = 0.18, p < .001) and less passive bystanding (Est = −0.11, p < .001) in eighth grade. Interaction analyses further demonstrated that the negative association between defender self-efficacy and passive bystanding was significant only at low levels of moral disengagement (Est = 0.09, p < .001). Our findings suggest that moral disengagement is more strongly related to the inhibitive form of moral agency among bystanders, whereas defender self-efficacy is more strongly related to proactive moral agency. Thus, interventions aiming to reduce pro-aggressive bystanding and promote defending need to consider both moral disengagement and defender self-efficacy.
大量的实证研究有助于人们了解学生在同伴受害情况下的旁观者行为的相关因素。然而，纵向研究的缺乏仍是一个重要的空白。本研究以社会认知理论为基础，考察了道德脱离和维护者自我效能感是否能预测一年后的旁观者行为。1346 名瑞典青少年（MageT1 = 13.6 岁，MageT2 = 14.6 岁）在七年级和八年级时回答了一份基于网络的自我报告问卷。随机截距模型显示，七年级时较高的道德偏离水平与八年级时较高的亲攻击性(Est = 0.19, p <.001)相关，交互作用分析表明，这种效应在具有较高防御者自我效能感的学生中尤为明显(Est = 0.05, p <.01)。结果还显示，七年级时较高的防卫者自我效能感与八年级时较多的防卫（Est = 0.18，p < .001）和较少的被动旁观（Est = -0.11，p < .001）相关。交互分析进一步表明，只有在道德脱离程度较低的情况下，防御者自我效能感与消极旁观之间的负相关才显著（Est = 0.09, p <.001）。我们的研究结果表明，道德脱离与旁观者的抑制性道德代理关系更为密切，而维护者自我效能感则与积极主动的道德代理关系更为密切。因此，旨在减少亲攻击性旁观和促进防卫的干预措施需要同时考虑道德脱离和防卫者自我效能。
{"title":"Moral disengagement and defender self-efficacy as predictors of bystander behaviors in peer victimization in middle school: A one-year longitudinal study","authors":"Björn Sjögren , Robert Thornberg , Jun Sung Hong","doi":"10.1016/j.jsp.2024.101400","DOIUrl":"10.1016/j.jsp.2024.101400","url":null,"abstract":"<div><div>Numerous empirical studies have contributed to the understanding of factors connected to students' bystander behaviors in peer victimization situations. Nevertheless, a crucial gap remains concerning the scarcity of longitudinal studies. Drawing on social cognitive theory, the present study examined whether moral disengagement and defender self-efficacy predicted bystander behaviors a year later. Participants were 1346 Swedish adolescents (<em>M</em><sub>ageT1</sub> = 13.6 years, <em>M</em><sub>ageT2</sub> = 14.6 years) who answered a web-based self-report questionnaire in seventh and eighth grades. Random intercept models showed that higher levels of moral disengagement in seventh grade were associated with more pro-aggressive bystanding in eighth grade (<em>Est</em> = 0.19, <em>p</em> < .001), with interaction analyses revealing that this effect was particularly pronounced in students with high defender self-efficacy (<em>Est</em> = 0.05, <em>p</em> < .01). The results also revealed that higher levels of defender self-efficacy in seventh grade were associated with more defending (<em>Est</em> = 0.18, <em>p</em> < .001) and less passive bystanding (<em>Est</em> = −0.11, <em>p</em> < .001) in eighth grade. Interaction analyses further demonstrated that the negative association between defender self-efficacy and passive bystanding was significant only at low levels of moral disengagement (<em>Est</em> = 0.09, <em>p</em> < .001). Our findings suggest that moral disengagement is more strongly related to the inhibitive form of moral agency among bystanders, whereas defender self-efficacy is more strongly related to proactive moral agency. Thus, interventions aiming to reduce pro-aggressive bystanding and promote defending need to consider both moral disengagement and defender self-efficacy.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101400"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707430","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}
Pub Date : 2024-12-01Epub Date: 2024-11-02DOI: 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.
{"title":"Dependability of individualized Direct Behavior Rating Multi-Item Scales (DBR-MIS) for academic enablers","authors":"Tat Shing Yeung , Robert J. Volpe , Amy M. Briesch , Brian Daniels , Gino Casale","doi":"10.1016/j.jsp.2024.101389","DOIUrl":"10.1016/j.jsp.2024.101389","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101389"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01Epub Date: 2024-09-26DOI: 10.1016/j.jsp.2024.101364
Benjamin A. Motz
When making comparisons between groups of students, a common technique is to analyze whether there are statistically significant differences between the means of each group. This convention, however, is problematic when data are negatively skewed and bounded against a performance ceiling, features that are typical of data in education settings. In such a situation, we might be particularly interested to observe group differences in the left tail, specifically among students who have room to improve, and conventional analyses of group means have limitations for detecting such differences. In this article, an alternative to these conventions is presented. Rather than comparing the means of two groups, we can instead compare how closely student data are concentrated toward the modes of each group. Bayesian methods provide an ideal framework for this kind of analysis because they enable us to make flexible comparisons between parameter estimates in custom analytical models. A Bayesian approach for examining concentration toward the mode is outlined and then demonstrated using public data from a previously reported classroom experiment. Using only the outcome data from this prior experiment, the proposed method observes a credible difference in concentration between groups, whereas conventional tests show no significant overall differences between group means. The present article underscores the limitations of conventional statistical assumptions and hypotheses, especially in school psychology and related fields, and offers a method for making more flexible comparisons in the concentration of data between groups.
{"title":"Concentration toward the mode: Estimating changes in the shape of a distribution of student data","authors":"Benjamin A. Motz","doi":"10.1016/j.jsp.2024.101364","DOIUrl":"10.1016/j.jsp.2024.101364","url":null,"abstract":"<div><div>When making comparisons between groups of students, a common technique is to analyze whether there are statistically significant differences between the means of each group. This convention, however, is problematic when data are negatively skewed and bounded against a performance ceiling, features that are typical of data in education settings. In such a situation, we might be particularly interested to observe group differences in the left tail, specifically among students who have room to improve, and conventional analyses of group means have limitations for detecting such differences. In this article, an alternative to these conventions is presented. Rather than comparing the means of two groups, we can instead compare how closely student data are concentrated toward the modes of each group. Bayesian methods provide an ideal framework for this kind of analysis because they enable us to make flexible comparisons between parameter estimates in custom analytical models. A Bayesian approach for examining concentration toward the mode is outlined and then demonstrated using public data from a previously reported classroom experiment. Using only the outcome data from this prior experiment, the proposed method observes a credible difference in concentration between groups, whereas conventional tests show no significant overall differences between group means. The present article underscores the limitations of conventional statistical assumptions and hypotheses, especially in school psychology and related fields, and offers a method for making more flexible comparisons in the concentration of data between groups.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101364"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323998","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}
Pub Date : 2024-12-01Epub Date: 2024-10-30DOI: 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; Mage = 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.
{"title":"Perceptions of teachers' responses to children's peer victimization: Agreement (and lack of agreement) among teachers and students","authors":"Victoria E. Johnson , Laura E. Stanley , Wendy Troop-Gordon","doi":"10.1016/j.jsp.2024.101388","DOIUrl":"10.1016/j.jsp.2024.101388","url":null,"abstract":"<div><div>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; <em>M</em><sub>age</sub> = 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.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101388"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01Epub Date: 2024-11-02DOI: 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.
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Pub Date : 2024-12-01Epub Date: 2024-10-04DOI: 10.1016/j.jsp.2024.101380
Yixuan Zheng , Cecilia Rollano , Charlotte Bagnall , Caroline Bond , Jia Song , Pamela Qualter
This study synthesized the literature from international and Chinese databases regarding the associations between loneliness and the quality of affective teacher-student relationships (TSRs) among children and adolescents ages 5.34–17.09 years. Forty-seven studies published between 2005 and 2023 were included in a cross-sectional meta-analysis using a multi-level approach. Moderators of the relationship, including culture, study, sample, and measurement characteristics, were also examined. Findings indicated a significant medium effect size (r = −0.226) between loneliness and TSRs with effects moderated by students' gender and national cultural background (i.e., Hofstede's Power Distance and Long-term/Short-term Orientation Dimensions). Longitudinal meta-analyses were performed with six studies by using cross-lagged regression to investigate the prospective effects between these two variables. Results showed that loneliness predicted subsequent TSRs (β = −0.1661) and TSRs predicted subsequent loneliness (β = −0.0917), indicating a reciprocal prospective relationship over time. The findings emphasize not only the role of teachers in students' experiences of loneliness, but also the role that loneliness has on an individual's relationships with others. Recommendations for intervention include (a) increasing teacher awareness of student loneliness and (b) ensuring that any school-based work considers the specific social-cultural perspective.
本研究综合了国际和国内数据库中有关孤独感与 5.34-17.09 岁儿童和青少年情感师生关系（TSR）质量之间关系的文献。采用多层次方法对 2005 年至 2023 年间发表的 47 项研究进行了横断面荟萃分析。同时还研究了这一关系的调节因素，包括文化、研究、样本和测量特征。研究结果表明，孤独感和 TSR 之间存在明显的中等效应（r = -0.226），学生的性别和国家文化背景（即霍夫斯泰德的权力距离和长期/短期取向维度）对其影响有调节作用。通过使用交叉滞后回归法对六项研究进行了纵向元分析，以调查这两个变量之间的前瞻性影响。结果表明，孤独感可预测随后的 TSR（β = -0.1661），而 TSR 可预测随后的孤独感（β = -0.0917），这表明随着时间的推移，这两个变量之间存在互为因果的前瞻性关系。研究结果不仅强调了教师在学生孤独感体验中的作用，还强调了孤独感对个人与他人关系的影响。干预建议包括：（a）提高教师对学生孤独感的认识；（b）确保任何以学校为基础的工作都考虑到特定的社会文化视角。
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