Journal of School Psychology最新文献_第10页

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

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

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

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

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

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

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引用次数: 0

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

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

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

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

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

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

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引用次数: 0

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

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

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

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

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

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

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引用次数: 0

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

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

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

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

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

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

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引用次数: 0

Developmental heterogeneity of school burnout across the transition from upper secondary school to higher education: A 9-year follow-up study 从高中到高等教育过渡期间学校倦怠的发展异质性：为期九年的跟踪研究

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-10-22 DOI: 10.1016/j.jsp.2024.101385

Lindsey Nadon , Alexandre J.S. Morin , William Gilbert , Elizabeth Olivier , Katariina Salmela-Aro

This study utilized piecewise linear growth mixture analysis to examine the developmental heterogeneity of school burnout among a sample of 513 (67.6% females) Finnish students as they transitioned from upper secondary school to higher education (ages 17–25 years). Encompassing five measurement points (two before the transition and three after), our results revealed four distinct burnout trajectory profiles, including (a) High and Decreasing (Profile 1), (b) Moderate and Decreasing (Profile 2), (c) Low and Increasing (Profile 3), and (d) Low and Stable (Profile 4). High initial levels of self-esteem and mastery-extrinsic goals served as personal resources and high-performance goals served as personal risk factors, making students more likely to belong to more (i.e., Profile 4) or less (e.g., Profile 1) adaptive profiles of burnout trajectories, respectively. Profile 4 displayed the lowest and most stable levels of burnout, thus protecting students from adverse outcomes like school dropout, underachievement, and substance use. Conversely, Profile 1 displayed the highest and least stable levels of burnout and was associated with higher risk of burnout, lower academic achievement, greater alcohol use and problems, and higher drug use relative to the other trajectory profiles. Together, these findings offer novel person-centered, longitudinal insight into the developmental heterogeneity of burnout across the transition to higher education and lend support for the self-equilibrium hypothesis in the context of school burnout. Importantly, our results underscore the importance of early intervention efforts aimed at increasing mastery goals and self-esteem to prevent burnout and its associated consequences.

本研究采用片断线性增长混合分析法，对513名芬兰学生（67.6%为女性）从高中升入高等教育阶段（17-25岁）的学校倦怠发展异质性进行了研究。我们在五个测量点（两个在升学前，三个在升学后）进行了测量，结果发现了四种不同的职业倦怠轨迹，包括（a）高且不断降低（轨迹 1），（b）适度且不断降低（轨迹 2），（c）低且不断增加（轨迹 3），以及（d）低且稳定（轨迹 4）。高水平的初始自尊和主观外在目标是个人资源，而高绩效目标则是个人风险因素，这使得学生更有可能分别属于倦怠轨迹中适应性较强（即特征 4）或适应性较弱（如特征 1）的特征。特征 4 显示出最低和最稳定的职业倦怠水平，从而保护学生免受辍学、成绩不佳和药物使用等不良后果的影响。相反，特征 1 的职业倦怠程度最高且最不稳定，与其他轨迹特征相比，它与更高的职业倦怠风险、更低的学业成绩、更多的酒精使用和问题以及更高的药物使用相关联。总之，这些研究结果提供了以人为本的纵向新见解，揭示了升学过程中职业倦怠的发展异质性，并为学校职业倦怠的自我平衡假说提供了支持。重要的是，我们的研究结果强调了早期干预工作的重要性，旨在提高掌握目标和自尊，以防止倦怠及其相关后果。

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引用次数: 0

Loneliness and teacher-student relationships in children and adolescents: Multilevel cross-cultural meta-analyses of cross-sectional and longitudinal studies 儿童和青少年的孤独感与师生关系：横断面和纵向研究的多层次跨文化荟萃分析

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-10-04 DOI: 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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引用次数: 0

Externalizing behaviors and student engagement: Exploring the protective role of parental involvement in school using latent moderated structural equation modeling 外化行为与学生参与：利用潜在调节结构方程模型探索父母参与学校活动的保护作用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-09-30 DOI: 10.1016/j.jsp.2024.101365

Julie Goulet , Isabelle Archambault , Elizabeth Olivier , Julien Morizot

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.

有外化行为的学生往往表现出学生参与度降低，给学业和福祉带来挑战。在潜在的保护性因素中，父母参与学校事务的作用相对来说尚未被研究。本研究旨在探讨家长的参与能否缓解这些学生参与程度较低的问题。本研究在学年开始和结束时收集了 742 名加拿大小学生的数据。研究采用了潜在调节结构方程模型来评估父母参与的四个方面（即期望、沟通、家庭作业支持和学校参与）对行为、认知和情感参与的调节作用。结果表明，只有当父母期望低时，外化行为才与行为参与负相关（b = -0.394，p = .035）；只有当家庭作业支持低时，外化行为才与认知参与负相关（b = -0.383，p <.001）。这些研究结果表明了促进家长参与的重要性，尤其是对那些表现出高度外化行为的学生而言。

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引用次数: 0

Racial/ethnic disparities in academic achievement in U.S. middle schools: An integrated multilevel modeling approach 美国中学学习成绩中的种族/族裔差异：综合多层次建模方法

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-09-28 DOI: 10.1016/j.jsp.2024.101377

Hye-Young Yun , Sabina Low

Using data from a large sample (N = 3115, 48% female; M_ageT1 = 11 years; 40% Latino, 31% Black, and 29% White) of US students attending 36 urban public middle schools in the Midwest, this study explored the effects of parents, teachers, and school context at the beginning of middle school (fall of sixth grade) on academic achievement at the end of middle school (spring of eighth grade). The results of a hierarchical linear model indicated that a higher level of parental monitoring (b = 0.31, p < .001), positive student-teacher relationships (b = 0.12, p = .030), and greater school racial and ethnic diversity (b = 1.08, p = .044) were independently associated with higher academic achievement. An examination of mesosystem effects revealed that for Latina/o students, attending a more racially and ethnically diverse school was associated with higher academic achievement, especially for those who reported having positive relationships with teachers (b = 0.42, p = .002). Moreover, parental monitoring was particularly beneficial for students attending low-socioeconomic schools (b = 0.92, p = .002). Implications for educational practice and policy aimed at reducing racial and ethnic disparities in education are discussed.

本研究使用了中西部 36 所城市公立中学的大量美国学生样本数据（样本数 = 3115，48% 为女性；MageT1 = 11 岁；40% 为拉丁裔，31% 为黑人，29% 为白人），探讨了初中开始阶段（六年级秋季）家长、教师和学校环境对初中结束阶段（八年级春季）学业成绩的影响。分层线性模型的结果表明，较高水平的家长监督（b = 0.31，p < .001）、积极的师生关系（b = 0.12，p = .030）以及较高的学校种族和民族多样性（b = 1.08，p = .044）与较高的学业成绩独立相关。对中观系统效应的研究表明，对于拉丁裔美国学生来说，就读种族和民族更加多元化的学校与学业成绩的提高有关，尤其是对于那些与教师关系良好的学生（b = 0.42，p = .002）。此外，家长的监督对就读于社会经济地位较低学校的学生尤其有益（b = 0.92，p = .002）。本文讨论了旨在减少教育中种族和民族差异的教育实践和政策的意义。

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引用次数: 0

Development and validation of domain specific school diversity model scales among pupils and teachers: A multilevel approach 在学生和教师中开发和验证特定领域的学校多样性模型量表：多层次方法

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-09-28 DOI: 10.1016/j.jsp.2024.101378

Roy Konings , Jozefien De Leersnyder , Orhan Agirdag

The present study consisted of the development and validation of a novel multi-rater Domain-Specific School Diversity Model scale (DS-SDM) that captures pupils' and teachers' perceptions of the extent to which their school adopts assimilationist, colorblind, and pluralist approaches to the domains of (a) languages, (b) religions, (c) the curriculum, and (d) students' identities. Using data collected from 3073 students ages 10–12 years and 816 teachers from 59 primary schools in Flanders, Belgium, we performed multilevel exploratory factor analyses and confirmatory factor analyses to evaluate these novel scales. We identified a total of nine measurement scales among students and seven among teachers that were reliable (internal consistency range = 0.63–0.86) and invariant across different subgroups of pupils (i.e., ethnic minoritized versus majority pupils). Interestingly, we found that perceptions by pupils and teachers within the same school were often notably different, especially in the domains of curriculum and identities. Overall, this study offers novel tools to capture perceptions of school diversity models among students and teachers in more nuanced and domain-specific ways. As such, it paves the way for future school psychological or educational studies and interventions targeting domain-specific diversity practices that are most strongly related to ethnic minoritized and majority students' well-being and school achievement.

本研究包括开发和验证一种新颖的多评分者特定领域学校多样性模型量表（DS-SDM），该量表可捕捉学生和教师对其学校在(a)语言、(b)宗教、(c)课程和(d)学生身份等领域采用同化、色盲和多元化方法的程度的看法。我们利用从比利时佛兰德斯地区 59 所小学的 3073 名 10-12 岁学生和 816 名教师那里收集到的数据，进行了多层次探索性因子分析和确认性因子分析，以评估这些新量表。我们在学生和教师中分别确定了 9 个和 7 个可靠的测量量表（内部一致性范围 = 0.63-0.86），并且在不同的小学生亚群（即少数民族小学生和多数民族小学生）中保持不变。有趣的是，我们发现同一所学校的学生和教师的认知往往存在明显差异，尤其是在课程和身份认同方面。总之，这项研究提供了新颖的工具，以更加细致入微和针对特定领域的方式来捕捉学生和教师对学校多元化模式的看法。因此，本研究为未来的学校心理或教育研究以及针对特定领域多样性实践的干预措施铺平了道路，这些领域与少数族裔学生和多数族裔学生的福祉和学业成绩关系最为密切。

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引用次数: 0

Bayesian approach to piecewise growth mixture modeling: Issues and applications in school psychology 片断增长混合模型的贝叶斯方法：学校心理学中的问题与应用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-09-27 DOI: 10.1016/j.jsp.2024.101366

Ihnwhi Heo, Sarah Depaoli, Fan Jia, Haiyan Liu

Bayesian piecewise growth mixture models (PGMMs) are a powerful statistical tool based on the Bayesian framework for modeling nonlinear, phasic developmental trajectories of heterogeneous subpopulations over time. Although Bayesian PGMMs can benefit school psychology research, their empirical applications within the field remain limited. This article introduces Bayesian PGMMs, addresses three key methodological considerations (i.e., class separation, class enumeration, and prior sensitivity), and provides practical guidance for their implementation. By analyzing a dataset from the Early Childhood Longitudinal Study-Kindergarten Cohort, we illustrate the application of Bayesian PGMMs to model piecewise growth trajectories of mathematics achievement across latent classes. We underscore the importance of considering both statistical criteria and substantive theories when making decisions in analytic procedures. Additionally, we discuss the importance of transparent reporting of the results and provide caveats for researchers in the field to promote the wide usage of Bayesian PGMMs.

贝叶斯片断增长混合模型（PGMMs）是一种基于贝叶斯框架的强大统计工具，用于模拟异质亚群随时间变化的非线性、阶段性发展轨迹。尽管贝叶斯增长成长模型（Bayesian PGMMs）有利于学校心理学研究，但其在该领域的实证应用仍然有限。本文介绍了贝叶斯 PGMM，阐述了三个关键的方法论注意事项（即类分离、类枚举和先验敏感性），并为其实施提供了实用指导。通过分析 "幼儿纵向研究-幼儿园队列 "的数据集，我们说明了如何应用贝叶斯 PGMM 建立跨潜在班级的数学成绩片断增长轨迹模型。我们强调了在分析程序中做出决策时同时考虑统计标准和实质性理论的重要性。此外，我们还讨论了透明报告结果的重要性，并为该领域的研究人员提供了注意事项，以促进贝叶斯 PGMMs 的广泛应用。

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引用次数: 0