Journal of School Psychology最新文献_第3页

Education training to support the collection and use of Intervention Selection Profile-Function data: Two randomized controlled trials 教育培训支持干预选择资料的收集和使用：两项随机对照试验

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-12-01 Epub Date: 2025-10-25 DOI: 10.1016/j.jsp.2025.101503

Stephen Kilgus , Katie Eklund , Nathaniel P. von der Embse , Miranda Zahn , Lauren Meyer , Casie Peet , Jessica Willenbrink

Recent research has supported the technical adequacy of the Intervention Selection Profile–Function (ISP-Function), a brief instrument intended for use in abbreviated functional assessment at Tier 2. The purpose of this investigation was to examine the extent to which training and practice were necessary to support the accuracy with which educators collect and use ISP-Function data to inform intervention-related decisions. Two randomized controlled trials were conducted with elementary school educator participants. Within both studies, participants were randomized to three groups: (a) Control (pretest-posttest only), (b) Basic Training, and (c) Basic Training + Practice. Study 1 (n = 102) training and practice opportunities were specific to the collection of ISP-Function data, examining the accuracy with which educators rated videos of students in classroom settings. In Study 2 (n = 198), training and practice opportunities were specific to the interpretation and use of ISP-Function data, examining the accuracy of educators' intervention-related decisions when examining ISP-Function data vignettes. Study 1 findings suggested the Basic Training and Basic Training + Practice conditions consistently outperformed Control. However, there was no clear benefit of practice opportunities in promoting rater accuracy. Study 2 results suggested that basic training, with or without practice opportunities, was sufficient to promote the accuracy of overall decisions regarding the function of student behavior. Overall, results suggested that with few exceptions, basic training and practice (and occasionally basic training alone) could promote the accuracy of educator ISP-Function ratings and decisions at posttest.

最近的研究支持干预选择概况-功能（isp -功能）的技术充分性，这是一种用于第2级简化功能评估的简短工具。本调查的目的是检查培训和实践在多大程度上是必要的，以支持教育工作者收集和使用isp功能数据以告知干预相关决策的准确性。以小学教育工作者为研究对象，进行了两项随机对照试验。在这两项研究中，参与者被随机分为三组：(a)对照组（仅前测后测），(b)基础训练组，(c)基础训练+练习组。研究1 （n = 102）的培训和实践机会专门针对isp功能数据的收集，检查教育工作者在课堂环境中评估学生视频的准确性。在研究2 （n = 198）中，培训和实践机会是针对isp功能数据的解释和使用的，检查教育者在检查isp功能数据小片段时干预相关决策的准确性。研究1的结果表明，基础训练组和基础训练+练习组的表现始终优于对照组。然而，实践机会在提高准确率方面并没有明显的好处。研究2的结果表明，有或没有实践机会的基础训练足以提高关于学生行为函数的整体决策的准确性。总的来说，结果表明，除了少数例外，基础培训和实践（偶尔单独的基础培训）可以提高教育者isp功能评分和后测决策的准确性。

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引用次数: 0

Anti-racist methodological approaches to ethnic-racial identity and critical consciousness scholarship 种族认同与批判意识研究的反种族主义方法论途径

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-12-01 Epub Date: 2025-11-24 DOI: 10.1016/j.jsp.2025.101493

Michael A. Medina , Channing J. Mathews , Wendy de los Reyes , Anshita Singh , Matthew Diemer , Tina M. Durand

Research on ethnic-racial identity (ERI) and critical consciousness (CC) provide relevant and timely insights into youth development, particularly among youth of color. Simultaneously, developmental and educational research are re-examining their methodologies in terms of their use (or lack) of anti-racist practices and policies. In the current examination, we consider past and modern methodologies in ERI and CC work, ways in which they are and may be theoretically founded, and how we may best advance anti-racist research methodology in these areas. To do so, we discuss the processes of ERI and CC development within a developmentally relevant timeframe and context: adolescence and school spaces.

对种族认同（ERI）和批判意识（CC）的研究为青年发展，特别是有色人种青年的发展提供了相关和及时的见解。与此同时，发展研究和教育研究正在重新审查它们的方法是否使用（或缺乏）反种族主义做法和政策。在当前的研究中，我们考虑了ERI和CC工作中过去和现代的方法，它们在理论上建立的方式，以及我们如何在这些领域最好地推进反种族主义研究方法。为此，我们在与发展相关的时间框架和背景下（青少年和学校空间）讨论了ERI和CC的发展过程。

引用次数: 0

Commentary on Journal of School Psychology Special Issue: Bayesian Statistics 《学校心理学杂志》特刊评论：贝叶斯统计

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-12-01 Epub Date: 2025-10-15 DOI: 10.1016/j.jsp.2025.101515

David Kaplan

引用次数: 0

Investigating trends in U.S.-based empirical research on racism in school psychology 调查美国学校心理种族主义实证研究的趋势

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-12-01 Epub Date: 2025-11-11 DOI: 10.1016/j.jsp.2025.101490

Peter D. Goldie , Dana Bincoletto , Sally L. Grapin

School psychology scholars have historically failed to acknowledge that studying and naming racism is essential for their work. Recent calls to action have implored school psychology researchers to interrogate the field's perpetuation of and complicity in racial oppression and white supremacy through research. Building on prior work, the present study investigated the content of articles published in 10 school psychology journals between 2011 and 2021 by examining (a) how often the school psychology literature has empirically studied racism, (b) whether the number of racism-focused publications varied by year and journal, and (c) which racial groups and topics were the foci of these studies. Results indicated that 6.3 % of US-based empirical articles focused on racism, with a gradual increase in the publication of such articles over time (4.0 % in 2011, 11.2 % in 2021). There was variability in the representation of this work across journals. Black and white populations were most represented in samples, and most articles on racism focused on K–12 students' academic, social, emotional, and behavioral functioning. Our findings underscore the urgency of centering racial justice topics in school psychology research to work toward anti-colonialism in the field and better serve all youth.

学校心理学学者历来未能认识到，研究和命名种族主义对他们的工作至关重要。最近的行动呼吁要求学校心理学研究人员通过研究来质疑种族压迫和白人至上主义的延续和同谋。在先前工作的基础上，本研究调查了2011年至2021年期间在10个学校心理学期刊上发表的文章的内容，通过检查(a)学校心理学文献对种族主义进行实证研究的频率，(b)以种族主义为重点的出版物的数量是否因年份和期刊而异，以及(c)哪些种族群体和主题是这些研究的焦点。结果表明，6.3%的美国实证文章关注种族主义，随着时间的推移，这类文章的发表量逐渐增加（2011年为4.0%，2021年为11.2%）。不同期刊对这项工作的表述存在差异。黑人和白人人口在样本中最具代表性，大多数关于种族主义的文章都集中在K-12学生的学业、社交、情感和行为功能上。我们的研究结果强调了在学校心理学研究中集中种族正义主题的紧迫性，以便在该领域开展反殖民主义工作，更好地为所有青少年服务。

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引用次数: 0

Conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research: The contextually informed research model 理解干预研究中的语境、身份和文化影响的概念和方法进展：语境知情的研究模式

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-12-01 Epub Date: 2025-10-29 DOI: 10.1016/j.jsp.2025.101505

Keith C. Herman, Wolfgang Wiedermann, Wendy M. Reinke

Recent literature has questioned the reproducibility of educational and social behavior scientific findings. Although some aspects of the replication crisis are rooted in questionable research practices, we contend that much of the problem may be attributed to the lack of appropriate theories and methods for capturing the role of contexts in intervention effectiveness research. Although many new methodologies and measures have been developed that can address questions about context, these methods are currently underutilized in school-based research. Moreover, the field lacks coherent theories for guiding study designs and hypotheses for understanding context effects. The special issue introduces a range of methods with examples of applications in school-based research to facilitate their expanded use by school psychology researchers. Additionally, the special issue includes papers that can advance theory and conceptual frameworks to guide research questions about the role of context in intervention evaluations and dissemination. In this overview article, we describe the limitations of current theories, measures, and methodologies for examining context and the effects of these limitations on the development of knowledge. After summarizing papers in the special issue, we present a framework for conceptualizing culture, identity, and context in intervention research.

最近的文献对教育和社会行为科学发现的可重复性提出了质疑。虽然复制危机的某些方面源于有问题的研究实践，但我们认为，大部分问题可能归因于缺乏适当的理论和方法来捕捉背景在干预有效性研究中的作用。虽然已经开发了许多新的方法和措施来解决有关背景的问题，但这些方法目前在学校研究中未得到充分利用。此外，该领域缺乏指导研究设计的连贯理论和理解语境效应的假设。这期特刊介绍了一系列的方法，并举例说明了在校本研究中的应用，以促进学校心理学研究人员扩大使用这些方法。此外，该特刊还包括可以推进理论和概念框架的论文，以指导有关背景在干预评估和传播中的作用的研究问题。在这篇综述文章中，我们描述了当前用于检查上下文的理论、措施和方法的局限性，以及这些局限性对知识发展的影响。在总结了特刊上的论文之后，我们提出了一个概念化干预研究中的文化、身份和背景的框架。

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引用次数: 0

Racial and ethnic differences in the risks for reading difficulties across elementary school 小学阅读困难风险的种族差异

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-12-01 Epub Date: 2025-11-07 DOI: 10.1016/j.jsp.2025.101504

Paul L. Morgan , Eric Hengyu Hu

We investigated the early onset, over-time stability, and explanatory factors of racial and ethnic differences in the risks for reading difficulties including repeatedly across elementary school. We did so through analyses of a nationally representative cohort (N = 16,088). Fourteen percent, 17 %, and 14 % of Black, Hispanic, and Native American students compared to about 6 % and 8 % of White and Asian American students, respectively, displayed reading difficulties in kindergarten. Large differences continued to occur through fifth grade. About 26 % of Black, Hispanic, or Native American students compared to about 10 % of White or Asian American students ever displayed reading difficulties from first to fifth grade. Sixteen percent of Black students, 17 % of Hispanic students, and 12 % of Native American students displayed repeated reading difficulties. About 7 % and 4 % of White and Asian American students did so. Results from multivariable risk and resilience logistic regression models using the antecedent-opportunity-propensity theoretical framework indicated that other explanatory factors fully explained initially observed racial or ethnic differences in the risks for reading difficulties during elementary school. Particularly strong kindergarten predictors were the family's socioeconomic status (adjusted odds ratio range [aOR] of 0.75 to 0.86) and the student's reading achievement (aOR range of 0.16 to 0.56), mathematics achievement (aOR range of 0.33 to 0.50), working memory (aOR range of 0.70 to 0.79), and inhibitory control (aOR range of 0.71 to 0.83). Negative binomial regression models of repeated reading difficulties and robustness checks further supported the findings. Economic and educational policies to address racial and ethnic differences in the risks for reading difficulties including repeatedly over time may need to begin by kindergarten.

我们调查了阅读困难风险的早期发病、长期稳定性以及种族和民族差异的解释因素，包括小学时期的反复阅读困难。我们通过分析一个具有全国代表性的队列（N = 16088）来做到这一点。在黑人、西班牙裔和美洲原住民学生中，分别有14%、17%和14%的学生在幼儿园表现出阅读困难，而白人和亚裔美国学生的这一比例分别为6%和8%。这种差异一直持续到五年级。从一年级到五年级，大约26%的黑人、西班牙裔或美洲原住民学生表现出阅读困难，而白人或亚裔学生的这一比例约为10%。16%的黑人学生、17%的西班牙裔学生和12%的美洲原住民学生表现出反复的阅读困难。分别有7%和4%的白人和亚裔美国学生这样做。采用前因-机会-倾向理论框架的多变量风险和弹性logistic回归模型结果表明，其他解释因素完全解释了小学阶段阅读困难风险的种族或民族差异。特别强的幼儿园预测因子是家庭的社会经济地位（调整比值比范围[aOR]为0.75至0.86）、学生的阅读成绩（aOR范围为0.16至0.56）、数学成绩（aOR范围为0.33至0.50）、工作记忆（aOR范围为0.70至0.79）和抑制控制（aOR范围为0.71至0.83）。重复阅读困难的负二项回归模型和稳健性检验进一步支持了研究结果。经济和教育政策，以解决种族和民族差异的阅读困难的风险，包括随着时间的推移，可能需要从幼儿园开始。

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引用次数: 0

Racial and ethnic disparities in middle school suspension trajectories: An integrated bioecological approach 中学休学轨迹中的种族和民族差异：一个综合的生物生态学方法

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-12-01 Epub Date: 2025-10-21 DOI: 10.1016/j.jsp.2025.101487

Hye-Young Yun , Sabina Low

School suspensions disproportionately affect Black and Latine students, perpetuating racial and ethnic disparities in education. Guided by Bronfenbrenner's mature bioecological framework, this study utilized longitudinal data from a racially and ethnically diverse sample of students (N = 3115; 48 % female; M__ageT1 = 11 years; 40 % Latine, 31 % Black, 29 % White) from 36 urban public middle schools in the Midwest. Longitudinal latent class analysis identified three distinct suspension trajectories: rare, occasional, and frequent. Multilevel multinomial logistic models examined how individual (e.g., aggression, delinquency), interpersonal (parental monitoring, teacher trust), and contextual (e.g., school poverty, racial and ethnic composition) factors independently and interactively influenced trajectory membership. Findings revealed that Black students, particularly Black female students, were disproportionately represented in the frequent suspension trajectory group, reflecting disciplinary biases. Aggression predicted membership in both the occasional and frequent suspension trajectories, while delinquency uniquely predicted membership in the frequent trajectory. Parental monitoring offered limited protective effects, whereas teacher trust significantly reduced the risk of suspensions. At the school level, poverty was positively associated with membership in the frequent suspension trajectory, while higher proportions of Black and Latine students were associated with membership in the rare and occasional trajectories. These results highlight the need for systemic reforms aimed at creating inclusive and equitable school environments.

学校停学对黑人和拉丁裔学生的影响尤为严重，使教育中的种族和民族差异永久化。在Bronfenbrenner成熟的生物生态学框架的指导下，本研究利用了来自中西部36所城市公立中学的学生（N = 3115, 48%为女性，M_ageT1 = 11岁，40%为拉丁裔，31%为黑人，29%为白人）的种族和民族多样性样本的纵向数据。纵向潜类分析确定了三种不同的悬浮轨迹：罕见，偶尔和频繁。多层次多项逻辑模型检验了个体因素（如攻击性、犯罪）、人际关系因素（如父母监督、教师信任）和情境因素（如学校贫困、种族和民族构成）如何独立和互动地影响轨迹成员。调查结果显示，黑人学生，尤其是黑人女学生，在经常被停学的群体中所占比例过高，这反映了学科偏见。攻击性预测了偶尔和频繁停职轨迹的成员资格，而犯罪只预测了频繁停职轨迹的成员资格。父母的监督提供了有限的保护作用，而教师的信任显著降低了停学的风险。在学校层面，贫困与频繁停学轨迹的成员正相关，而黑人和拉丁裔学生比例较高，与罕见和偶尔的轨迹的成员相关。这些结果突出表明，需要进行系统性改革，以创造包容和公平的学校环境。

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引用次数: 0

Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial 普遍创伤知情干预对学生心理健康的积极影响：POWER项目试验

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-10-01 Epub Date: 2025-08-04 DOI: 10.1016/j.jsp.2025.101469

Tamar Mendelson , Laura K. Clary , Rashelle J. Musci , Steven Sheridan , Lindsey Webb , Erica Sibinga , Kristin Mmari , Alex Welna , Nicholas Ialongo

Effective school-based universal interventions to prevent or reduce mental health problems among upper middle school students are lacking, particularly for student populations with chronic exposure to adversity. To address this gap, we conducted an efficacy trial that compared RAP (Relax, Aware, Personal rating) Club, a trauma-informed universal intervention, with an active control health education program called Healthy Topics (HT). We hypothesized that, compared with HT, RAP Club would improve student mental health. Eighth graders across 29 public schools serving under-resourced urban communities were randomized to receive RAP Club or HT (n = 644). Both programs were delivered during school by study staff and co-facilitated by young adults from the community. Multilevel models were estimated to test group differences in self-reported mental health outcomes at post-test and 4- and 12-month follow-ups. As compared with HT, RAP Club significantly reduced post-traumatic stress disorder (PTSD) symptoms (β = −2.69, p = 0.02, d = −0.30) and trended toward reduction of depressive symptoms (β = −0.62, p = 0.05, d = −0.24) at 4-month follow up and significantly reduced symptoms of PTSD (β = −3.48, p = 0.02, d = −0.39), depression (β = −1.52, p = 0.01, d = −0.42), and anxiety (β = −3.69, p = 0.02, d = −0.36), as well as behavior problems (β = −2.19, p = 0.02, d = −0.37), at 12-month follow-up. Findings indicate RAP Club has mental health benefits for eighth graders, which increase in strength and scope across the high school transition. Future research should explore implementation strategies to promote program sustainability and scale up.

缺乏有效的以学校为基础的普遍干预措施，以预防或减少高中学生的心理健康问题，特别是对于长期处于逆境中的学生群体。为了解决这一差距，我们进行了一项疗效试验，将RAP（放松，意识，个人评级）俱乐部（一种创伤知情的普遍干预措施）与积极控制的健康教育计划（称为健康话题（HT））进行比较。我们假设，与HT相比，RAP俱乐部会改善学生的心理健康。29所服务于资源不足的城市社区的公立学校的八年级学生被随机分为RAP俱乐部或HT组（n = 644）。这两个项目都是在校期间由学习人员提供的，并由社区的年轻人共同促进。在测试后和4个月和12个月的随访中，估计了多水平模型来测试自我报告的心理健康结果的组间差异。与HT相比,说唱俱乐部显著降低创伤后应激障碍(PTSD)症状(β=−2.69,p = 0.02, 0.30 d =−)和趋势减少抑郁症状(β=−0.62,p = 0.05, 0.24 d =−)在4个月的跟进和显著降低创伤后应激障碍的症状(β=−3.48,p = 0.02, 0.39 d =−)、抑郁(β=−1.52,p = 0.01, 0.42 d =−),和焦虑(β=−3.69,p = 0.02, 0.36 d =−),以及行为问题(β=−2.19,p = 0.02, 0.37 d =−),在12个月的随访。研究结果表明，RAP俱乐部对八年级学生的心理健康有益，在高中过渡期间，其强度和范围都有所增加。未来的研究应探索实施策略，以促进项目的可持续性和规模。

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引用次数: 0

The differences in school refusal networks among Chinese adolescents under varying cumulative ecological risks 不同累积生态风险下中国青少年拒学网络的差异

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-10-01 Epub Date: 2025-08-30 DOI: 10.1016/j.jsp.2025.101468

Haidong Liu , Zheng Zhang , Baojuan Ye

The phenomenon of adolescent school refusal is closely associated with their ecological environment. While numerous studies have examined the impact of a single risk factor on adolescent school refusal, few have delved into the cumulative effects of multiple ecological risk factors across various backgrounds. This study surveyed 808 Chinese middle school students using a self-compiled cumulative ecological risk scale and a school refusal scale based on the cumulative ecological risk model. Networks of school refusal were constructed for students experiencing high and lower cumulative ecological risk, exploring network structural features and core symptoms of school refusal. Findings revealed commonalities and discrepancies in core symptoms between adolescents experiencing high and lower cumulative ecological risk. Among those with lower cumulative ecological risk, core symptoms included “boredom”, “burden”, and “avoidance of studying”. Conversely, among those with highecumulative ecological risk, core symptoms were “boredom”, “lack of planning”, and “study pressure”. Additionally, structural differences were observed in the school refusal networks between high and lower cumulative ecological risk groups. This study systematically delineated structural differences in adolescent school refusal networks and core symptoms across varying degrees of cumulative ecological risk, offering a foundation for scientifically preventing and effectively managing adolescent school refusal.

青少年拒学现象与其所处的生态环境密切相关。虽然有许多研究调查了单一风险因素对青少年拒绝上学的影响，但很少有人深入研究不同背景下多种生态风险因素的累积效应。本研究采用自编累积生态风险量表和基于累积生态风险模型的拒学量表对808名中国中学生进行了问卷调查。针对高、低累积生态风险学生构建拒学网络，探索拒学网络的结构特征和核心症状。研究结果揭示了经历高和低累积生态风险的青少年在核心症状上的共性和差异。在累积生态风险较低的人群中，核心症状包括“无聊”、“负担”和“逃避学习”。相反，在累积生态风险高的人群中，核心症状是“无聊”、“缺乏规划”和“学习压力”。此外，在高、低累积生态风险群体之间，拒学网络存在结构性差异。本研究系统描绘了不同累积生态风险程度下青少年拒学网络和核心症状的结构差异，为科学预防和有效管理青少年拒学提供了基础。

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引用次数: 0

Discussions of race/ethnicity related differences in school psychology journals: A descriptive review 学校心理学期刊中种族/民族相关差异的讨论：描述性回顾

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-10-01 Epub Date: 2025-08-31 DOI: 10.1016/j.jsp.2025.101488

Victor Villarreal , Lisa S. Peterson , Laura M. Peña , Danette Y. Martinez , Cha Yong Patterson

In recent years there has been growing awareness of the importance of addressing equity issues in school psychology. This awareness extends to school psychology research, where there remains a need for systematic analysis to better understand how race/ethnicity and race/ethnic group differences, specifically, are reported in research. In this article, we present a descriptive review of the treatment of race/ethnicity analyses in quantitative research articles published in five major school psychology journals from 2021 to 2023. 117 articles meeting specific inclusion criteria were coded across article sections (i.e., introduction, method, and discussion) for the presence and handling of race/ethnicity-related group differences content. Descriptive statistics were employed to explore the extent and substantive focus of the discussions of race/ethnicity differences in journal articles. Results indicate widespread inclusion of race/ethnicity in journal article introduction and discussion sections, with a similar number of articles presenting race from an anti-deficit perspective than from a context-free, atheoretical perspective. However, we found that a sizable proportion of articles center the White experience and fail to discuss any limitations regarding the use of race in research. Guided by deficit thinking conceptualizations and quantitative critical methodologies, we offer recommendations to better inform and guide the research process and how research findings are communicated in school psychology journals.

近年来，人们越来越意识到解决学校心理公平问题的重要性。这种意识延伸到学校心理学研究，在那里仍然需要系统的分析，以更好地理解种族/民族和种族/民族群体的差异，具体来说，是如何在研究中报告的。在本文中，我们对2021年至2023年间发表在五家主要学校心理学期刊上的定量研究文章中种族/民族分析的处理方法进行了描述性回顾。117篇符合特定纳入标准的文章在文章部分（即介绍、方法和讨论）中进行编码，以呈现和处理与种族/民族相关的群体差异内容。使用描述性统计来探索期刊文章中种族/民族差异讨论的范围和实质性焦点。结果表明，在期刊文章的介绍和讨论部分广泛包含种族/民族，从反赤字角度呈现种族的文章数量与从上下文无关的理论角度呈现种族的文章数量相似。然而，我们发现相当大比例的文章以白人的经历为中心，没有讨论在研究中使用种族的任何限制。在缺陷思维概念和定量批判方法的指导下，我们提供建议，以更好地告知和指导研究过程，以及如何在学校心理学期刊上传达研究结果。

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引用次数: 0