Journal of School Psychology最新文献_第4页

Reciprocal associations between teachers' use of disciplinary practices and aggression in elementary school students 教师使用惩戒措施与小学生攻击行为的相互关联

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-10-01 Epub Date: 2025-09-01 DOI: 10.1016/j.jsp.2025.101489

Roxane L'Écuyer , François Poulin , Frank Vitaro , Marie-Claude Salvas

Transactional theories of human development suggest that the association between teachers' disciplinary practices and students' aggressive behavior may be reciprocal. However, no study has tested this possibility. Therefore, this study examines reciprocal associations between teachers' use of disciplinary practices (educational and punitive) and aggressive behaviors in elementary school students. A sample comprising 1038 students (62 % boys) was assessed at the start and end of the kindergarten year and annually from grades one to four. At each assessment, teachers reported how frequently they used disciplinary practices with each participating student and completed a measure of the aggressive behaviors of these students. Results of a latent curve model with structured residuals (LCM-SR) revealed that higher-than-usual levels of teacher-reported kindergarten students' aggressive behaviors in the fall predicted higher-than-usual levels of teacher-reported punitive practices in the spring. Moreover, higher-than-usual levels of kindergarten teachers' punitive practices in the spring predicted higher-than-usual levels of students' aggressive behaviors in grade one. In the following years, no other reciprocal influences were found between punitive practices and aggression. Moreover, using educational disciplinary practices did not lead to a decrease in aggression. The results underscore the need to equip teachers with the skills to manage disruptive classroom behaviors, particularly in kindergarten and during the transition to grade one, to prevent aggressive behaviors from spiraling downward.

人类发展的交易理论认为，教师的惩戒行为和学生的攻击行为之间的联系可能是相互的。然而，还没有研究证实这种可能性。因此，本研究探讨了教师使用纪律实践（教育和惩罚）与小学生攻击行为之间的互惠关系。样本包括1038名学生（62%为男孩），在幼儿园学年开始和结束时以及每年从一年级到四年级进行评估。在每次评估中，教师报告他们对每个参与的学生进行纪律处分的频率，并完成对这些学生的攻击行为的测量。结构化残差潜曲线模型（LCM-SR）结果显示，教师报告的幼儿园学生秋季攻击行为高于平时水平，预示着教师报告的春季惩罚行为高于平时水平。此外，幼儿园教师在春季的惩罚行为水平高于平时，预示着一年级学生的攻击行为水平高于平时。在接下来的几年里，没有发现惩罚行为和侵略行为之间的其他相互影响。此外，使用教育纪律的做法并没有导致攻击性的减少。研究结果强调，教师需要掌握管理破坏性课堂行为的技能，尤其是在幼儿园和向一年级过渡期间，以防止攻击性行为螺旋式下降。

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引用次数: 0

Taking a playful approach to schoolwork: Associations with schoolwork engagement, school satisfaction, and school belonging 以有趣的方式完成学业：与学业投入、学校满意度和学校归属感的联系

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-10-01 Epub Date: 2025-08-21 DOI: 10.1016/j.jsp.2025.101486

Helga Bjørnøy Urke , Arnold B. Bakker , Jørn Hetland , Hege Eikeland Tjomsland

The present study investigates how students in lower secondary education may playfully design their schoolwork with fun and competition (i.e., playful study design) to shape their schoolwork engagement, school satisfaction and school belonging, and whether school boredom moderates these effects. We hypothesize that using fun and challenge fosters school satisfaction and school belonging through increased engagement in schoolwork, and that these associations are stronger on days when school boredom is high. One-hundred Norwegian lower secondary school students participated in a daily diary study across ten school days. Results from multilevel analyses show that daily designing fun was positively associated with daily schoolwork engagement and indirectly associated with daily school satisfaction and daily school belonging. Similarly, daily designing competition was positively associated with daily schoolwork engagement and indirectly associated with daily school satisfaction (but not school belonging). School boredom moderated the association between designing fun (but not designing competition) and schoolwork engagement. The indirect association between designing fun and school satisfaction through schoolwork engagement was strongest on days when students reported high school boredom. Conversely, the indirect association between designing competition and school satisfaction through schoolwork engagement was strongest on days when students reported low school boredom. We discuss theoretical contributions and practical implications of the findings.

本研究探讨了初中学生如何通过趣味性和竞争性的寓教于乐的学习设计（即寓教于乐的学习设计）来塑造他们的作业投入、学校满意度和学校归属感，以及学校无聊是否会调节这些影响。我们假设，使用乐趣和挑战可以通过增加对学业的参与来培养学校满意度和学校归属感，并且这些联系在学校无聊程度高的日子里会更强。100名挪威中学生参加了为期10天的每日日记研究。多层次分析的结果显示，日常设计乐趣与日常学业投入呈正相关，与日常学校满意度和日常学校归属感间接相关。同样，日常设计竞赛与日常学业投入呈正相关，与日常学校满意度间接相关（但与学校归属感无关）。学校无聊调节了设计乐趣（但不包括设计竞争）和学业投入之间的联系。设计乐趣和学校满意度之间的间接联系在学生报告高中无聊的日子里表现得最为明显。相反，设计竞赛和学校满意度之间的间接联系在学生报告学校无聊程度较低的日子里最为明显。我们讨论了这些发现的理论贡献和实际意义。

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引用次数: 0

Evaluating diversity training in schools: A narrative review of different measurement approaches 评估学校的多样性训练：不同测量方法的叙述性回顾

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-08-01 Epub Date: 2025-06-17 DOI: 10.1016/j.jsp.2025.101453

Tory L. Ash , Amy E. Fisher , Samantha C. Maguire , Jerica L. Knox , S. Andrew Garbacz

Educational leaders have enacted diversity training as a result of persistent racial disparities in educational outcomes. Diversity training is defined as professional development aimed at promoting inclusive attitudes, beliefs, and behaviors among school staff. Despite the widespread implementation of diversity training, research suggests that these trainings are often not evaluated in rigorous or meaningful ways. We provide a narrative review of the multi-disciplinary literature that takes stock of the measurement approaches that could be used to effectively evaluate school-based diversity training. Specifically, this integrative empirical review spans a variety of approaches, including qualitative, self-report, implicit attitudes, vignettes of student behavior, observational, and student-level data. We provide a comprehensive synthesis of the strengths and weaknesses of these measurement strategies by evaluating the extent to which they center the perspectives of students from minoritized groups and are relevant to promoting educational equity. We present a critique within and across different study outcomes as well as implications for advancing research and practice with school-based diversity trainings. Our review reaffirmed the need for more research evaluating diversity training within schools across a variety of different outcomes. Such evaluations will ideally be planned with the school context in mind, driven by a strong theory of change, informed by an understanding of the strengths and limitations of a given measurement approach, and guided by the anti-racist goals that initially motivated diversity training implementation.

由于教育成果中持续存在的种族差异，教育领导人制定了多元化培训。多样性培训被定义为旨在促进学校员工包容态度、信仰和行为的专业发展。尽管多元化培训得到了广泛的实施，但研究表明，这些培训往往没有得到严格或有意义的评估。我们提供了多学科文献的叙述性回顾，这些文献对可用于有效评估基于学校的多样性培训的测量方法进行了评估。具体来说，这一综合实证研究涵盖了多种方法，包括定性、自我报告、内隐态度、学生行为的小片段、观察和学生水平的数据。我们通过评估这些测量策略在多大程度上以少数群体学生的观点为中心，并与促进教育公平有关，从而全面综合了这些测量策略的优缺点。我们对不同的研究结果进行了批评，并对推进以学校为基础的多样性培训的研究和实践提出了建议。我们的回顾重申了需要进行更多的研究，以评估学校内各种不同结果的多样性培训。理想情况下，这样的评估应该考虑到学校的背景，在强有力的变革理论的推动下，在对给定测量方法的优势和局限性的理解的指导下，在最初推动多样性培训实施的反种族主义目标的指导下进行。

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引用次数: 0

Retraction notice to “Effects of individualized incentives on norm-referenced IQ test performance of high school students in special education classes” [J. Sch. Psychol. 16 (Autumn 1978) 220–226] 对“个别化激励对特殊教育班高中生规范参照智商测试成绩的影响”的撤回通知[J]。心理学院，16（1978年秋）220-226]

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-08-01 Epub Date: 2025-07-01 DOI: 10.1016/j.jsp.2025.101436

Stephen E. Breuning , William F. Zella

引用次数: 0

Supporting paraeducators' adherence to behavior support plans through implementation planning 通过实施计划，支持辅助教育工作者遵守行为支持计划

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-08-01 Epub Date: 2025-07-25 DOI: 10.1016/j.jsp.2025.101475

Ashley M. Boyle , Lisa M.H. Sanetti , Melissa A. Collier-Meek , Alexandra Pierce

Paraeducators are tasked with providing behavior support to students with complex needs but have limited preparation to do so. Emerging research suggests paraeducators require different levels of implementation support, yet few implementation strategies have been evaluated with paraeducators and most are resource intensive, limiting their feasibility. Implementation planning is a feasible, low-resource, proactive, or as-needed, fidelity support with evidence for its effectiveness with classroom teachers and parents. The present study employed a multiple baseline across participants single case experimental design to investigate the effects of providing implementation planning on paraeducators' fidelity to existing behavior support plans (BSPs). Related student outcomes (i.e., academic engagement and disruptive behavior) were also explored. Participants of the present study included three paraeducators and three students recruited from one elementary school (grades PK-2) in a large suburban district in the Northeast region of the U.S. Overall, all paraeducators' fidelity to the BSPs increased and were above 80 %, on average, following provision of implementation planning. One paraeducator met criteria to receive additional implementation support and received performance feedback. Student outcomes improved after fidelity to BSP increased. Implementation planning can be applied as needed to support paraeducators to more consistently deliver BSPs within a tiered framework.

辅助教育工作者的任务是为有复杂需求的学生提供行为支持，但在这方面的准备有限。新兴的研究表明，辅助教育工作者需要不同程度的实施支持，但很少有实施策略被辅助教育工作者评估，而且大多数是资源密集型的，限制了它们的可行性。实施计划是一种可行的、低资源的、主动的或按需的忠诚支持，有证据表明其对课堂教师和家长的有效性。本研究采用跨参与者的多基线单案例实验设计来调查提供实施计划对辅助教育工作者对现有行为支持计划（BSPs）忠实度的影响。相关的学生成果（即，学业投入和破坏性行为）也进行了探讨。本研究的参与者包括三名辅助教育工作者和三名来自美国东北部一个大型郊区的一所小学（PK-2年级）的学生。总体而言，在提供实施计划之后，所有辅助教育工作者对bsp的忠诚度都有所提高，平均高于80%。一名辅助教育工作者符合标准，可以获得额外的实施支持并收到绩效反馈。对BSP的忠诚度提高后，学生的成绩也有所改善。可以根据需要应用实施计划，以支持辅助教育工作者在分层框架内更一致地提供bsp。

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引用次数: 0

Conjoint behavioral consultation and students of Latine origin: Effects on social and behavioral outcomes at school and home 联合行为咨询与拉丁裔学生：对学校和家庭社会和行为结果的影响

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-08-01 Epub Date: 2025-07-25 DOI: 10.1016/j.jsp.2025.101474

Susan M. Sheridan , Lorey A. Wheeler , Elizabeth S. Brower , Brandy Clarke , Amanda L. Witte , Matthew Gormley , Amanda Prokasky , Sunhyoung Lee

Latine students represent the second largest racial/ethnic group of enrolled students in the United States. Despite assets that can position them to experience success in school, Latine youth often experience persistent disparities in educational outcomes. Conjoint behavioral consultation (CBC) is a family-school partnership intervention efficacious for supporting students' social-behavioral skill development, yet its efficacy with Latine students has not been documented. This study investigated the efficacy of CBC on social, behavioral, and school-related challenges of Latine students, and conditions that may moderate its effects. The study used an ethnic-homogenous cluster-randomized control trial design to examine efficacy and uncover within-ethnic group variation in treatment effects. Latine students in the CBC but not the control group experienced significant benefits on several outcomes (i.e., teacher-reported social skills and behavioral symptoms; and parent-reported social skills, adaptive skills, behavioral symptoms, and daily reports of prosocial behaviors and problem behaviors). For other outcomes at school only (i.e., teacher reported adaptive skills and school problems), improvements were noted for both groups, with trends suggesting greater improvements for students receiving CBC. Select school, family, and student variables moderated CBC effects. Implications and limitations are presented.

拉丁裔学生是美国第二大种族/族裔群体。尽管拉丁裔青年具备在学校取得成功的条件，但他们在教育成果方面往往存在持续的差异。联合行为咨询（CBC）是一种支持学生社会行为技能发展的家庭-学校合作干预，但其对拉丁裔学生的效果尚未见文献报道。本研究调查了CBC对拉丁裔学生的社会、行为和学校相关挑战的影响，以及可能缓和其影响的条件。该研究采用种族同质集群随机对照试验设计来检查疗效并揭示治疗效果在种族内的差异。CBC组的拉丁裔学生而不是对照组的学生在几个结果上有显著的好处(即，教师报告的社交技能和行为症状；以及父母报告的社交技能，适应技能，行为症状，以及亲社会行为和问题行为的日常报告)。对于仅在学校的其他结果（即，教师报告的适应技能和学校问题），两组都有改善，趋势表明接受CBC的学生有更大的改善。选择学校、家庭和学生变量调节CBC效应。提出了影响和局限性。

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引用次数: 0

Examining social withdrawal in relation to academic enablers in students with and without cognitive disengagement syndrome 在有和没有认知脱离综合症的学生中研究社会退缩与学业促进因素的关系

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-08-01 Epub Date: 2025-07-24 DOI: 10.1016/j.jsp.2025.101485

R. Elizabeth Capps , Stephen P. Becker

Students' social behaviors are associated with academic enablers and academic outcomes. However, social withdrawal, a key correlate of youth with cognitive disengagement syndrome (CDS), has not been examined in relation to academic enablers. In this cross-sectional study, we examined associations between teacher-reported social withdrawal and academic enablers, and also whether associations differed for students with or without teacher-reported elevations in CDS. We hypothesized that social withdrawal would be significantly associated with each academic enabler and that CDS would significantly moderate each association. Participants were 257 2nd-5th grade students (M_age = 8.79, 36.6% female) with (n = 129) and without (n = 128) elevated CDS symptoms. In regression analyses controlling for family income, medication use, and ADHD symptom severity, higher social withdrawal was independently associated with lower interpersonal skills, CDS status was uniquely associated with lower motivation, and both social withdrawal and CDS status were uniquely associated with lower engagement. Results from interaction models indicated that higher social withdrawal was associated with lower study skills and lower homework self-regulation for students with CDS but not for students without CDS. Findings point to the potential importance of social withdrawal for the academic enabler behaviors of elementary students, particularly for students with clinically-elevated CDS symptoms. Implications of these results have the potential to inform both assessment and intervention in school to support students' academic functioning.

学生的社会行为与学业促进因素和学业成果相关。然而，社会退缩，与青少年认知脱离综合症（CDS）的一个关键相关，尚未被研究与学术使能因素的关系。在这项横断面研究中，我们检查了教师报告的社交退缩和学业促进因素之间的关联，以及是否存在教师报告的CDS升高的学生之间的关联有所不同。我们假设社会退缩与每个学术促进因素显著相关，而CDS会显著调节每种关联。参与者为257名二年级至五年级学生（性别= 8.79，女性36.6%），有（n = 129）和无（n = 128） CDS症状升高。在控制家庭收入、药物使用和ADHD症状严重程度的回归分析中，较高的社交退缩与较低的人际交往能力独立相关，CDS状态与较低的动机独特相关，社交退缩和CDS状态都与较低的投入独特相关。互动模型的结果表明，较高的社会退缩与有心理障碍的学生较低的学习技能和较低的家庭作业自我调节有关，而与无心理障碍的学生无关。研究结果指出，社交退缩对小学生学业促进行为的潜在重要性，特别是对临床出现CDS症状升高的学生。这些结果的含义有可能为学校的评估和干预提供信息，以支持学生的学业功能。

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引用次数: 0

CARES360: A framework for teacher capacity-building in culturally sustaining practices CARES360：教师在文化维持实践方面的能力建设框架

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-08-01 Epub Date: 2025-07-11 DOI: 10.1016/j.jsp.2025.101471

Jessika H. Bottiani , Meredith P. Franco , Lora Henderson Smith , David Aguayo , Chelsea A. Kaihoi , Katrina J. Debnam

Developing teachers' capacity to implement culturally sustaining and equity-supportive practices in the classroom is critical for addressing persistent racial discipline disproportionality in schools. However, efforts to inform and evaluate effective coaching and professional development interventions have been hindered by gaps between theoretical frameworks and practical implementation, as well as the absence of robust measurement approaches that are attuned to context, identity, and culture. The CARES360 conceptual framework is proposed to bridge these gaps by operationalizing domains, dimensions, and concrete, actionable indicators of culturally sustaining and equitable teaching and discipline practices. The theory-driven framework has implications for both teacher coaching feedback and future development of a multi-informant outcome measurement system for use in evaluations designed to capture teachers' implementation of these practices in classroom settings.

培养教师在课堂上实施文化维持和支持公平做法的能力，对于解决学校中持续存在的种族纪律不成比例问题至关重要。然而，由于理论框架和实际实施之间的差距，以及缺乏与背景、身份和文化相适应的强有力的测量方法，为有效的指导和专业发展干预措施提供信息和评估的努力受到了阻碍。CARES360概念框架旨在通过将文化可持续和公平的教学和学科实践的领域、维度和具体的、可操作的指标具体化，从而弥合这些差距。理论驱动的框架对教师培训反馈和未来多信息结果测量系统的发展都有影响，该系统用于评估，旨在捕捉教师在课堂环境中实施这些实践的情况。

引用次数: 0

A practical guide to causal moderation analysis for investigating the role of context, identity, and culture in intervention research 研究情境、身份和文化在干预研究中的作用的因果调节分析的实用指南

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-08-01 Epub Date: 2025-07-25 DOI: 10.1016/j.jsp.2025.101473

Nianbo Dong , Keith Herman , Benjamin Kelcey , Sirui Ren , Wendy Reinke , Jessaca Spybrook

Contextual, identity, and cultural factors are not only associated with student outcomes but can also serve to moderate the effects of interventions. However, the conventional analysis of moderation commonly used in school psychology is subject to the selection bias potentially introducing bias into estimated moderator effects. This article provides a tutorial on the application of a recently developed framework for causal moderation effects within the context of investigating contextual, identity, and cultural effects in intervention research. Using an example that focuses on the effectiveness of a teacher classroom management program in improving students' social and behavioral outcomes, we demonstrate the application of the (stabilized) Inverse Probability Treatment Weighting method to investigate heterogeneous treatment effects. The analysis aims to scrutinize not only the Average Moderated Treatment Effect (AMTE) across the whole sample but also the Average Moderated Treatment Effects on Targeted Subgroups (AMTS). Finally, we discuss our findings and conclude with suggestions for the application of causal moderation analysis.

背景、身份和文化因素不仅与学生的成绩有关，而且还可以调节干预措施的效果。然而，学校心理学中常用的传统适度分析受到选择偏差的影响，可能会在估计调节效应时引入偏差。本文提供了一个关于在调查干预研究中的情境、身份和文化影响的背景下应用最近开发的因果调节效应框架的教程。以教师课堂管理项目在改善学生社会和行为结果方面的有效性为例，我们展示了（稳定的）逆概率处理加权法在异质性处理效果研究中的应用。分析的目的不仅是审查整个样本的平均缓和治疗效果（AMTE），而且还审查目标亚组的平均缓和治疗效果（AMTS）。最后，我们讨论了我们的研究结果，并对因果调节分析的应用提出了建议。

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引用次数: 0

A healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students' belief in a just world 一个健康的环境，一个公正的环境？课堂受害在欺凌受害对学生公正世界信念的不利影响中的作用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-08-01 Epub Date: 2025-07-25 DOI: 10.1016/j.jsp.2025.101472

Daniel Graf , Takuya Yanagida , Lydia Laninga-Wijnen , Claire F. Garandeau , Christina Salmivalli

The phenomenon that victims of bullying experience greater psychological problems in environments with lower levels of victimization is known as the healthy context paradox. The current study investigated the healthy context paradox with respect to students' belief in a just world. Specifically, we examined prospective effects of bullying victimization on personal and general belief in a just world, while taking the classroom level of victimization into account. Based on self-reports from 2010 Finnish 4th to 9th grade students (50.9 % girls, M_age = 12.6, SD = 1.71), multilevel models revealed negative prospective associations between bullying victimization and both types of belief in a just world. In addition, classrooms with initially lower levels of victimization subsequently showed higher levels in both types of belief in a just world. Finally, the adverse effects of bullying victimization on both types of belief in a just world were stronger in classrooms with lower levels of victimization. Our results support and extend the healthy context paradox. Implications, particularly for prevention and intervention strategies are discussed.

欺凌受害者在受害程度较低的环境中经历更大的心理问题，这一现象被称为健康环境悖论。本研究探讨了健康情境悖论与学生对公正世界信念的关系。具体地说，我们考察了欺凌受害对个人和对公正世界的普遍信念的预期影响，同时将课堂层面的受害考虑在内。基于2010年芬兰四至九年级学生（50.9%女生，Mage = 12.6, SD = 1.71）的自我报告，多层次模型揭示了欺凌受害与两种公正世界信念之间的负相关。此外，最初受害程度较低的教室随后显示出对公正世界的两种信念水平较高。最后，欺凌受害对两种公正世界信念的负面影响在受害程度较低的教室中更为强烈。我们的研究结果支持并扩展了健康环境悖论。讨论了其影响，特别是对预防和干预策略的影响。

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引用次数: 0