Journal of School Psychology最新文献_第4页

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 : 2025-07-25 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 : 2025-07-25 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

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 : 2025-07-24 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 : 2025-07-11 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

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 : 2025-06-17 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

Identifying common practice elements among consultation studies showing promising social and behavioral outcomes: A systematic review 在显示有希望的社会和行为结果的咨询研究中确定共同实践要素：系统回顾

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-30 DOI: 10.1016/j.jsp.2025.101463

Elisa S. Shernoff , Thomas R. Kratochwill , Staci C. Ballard , Siyue M. Chen , Maya M. Boustani

Consultation is a key service delivered by school psychologists that can reduce the burden of mental health problems and promote healthier school climates given its emphasis on problem solving, prevention and intervention, and supporting educator skill and competence. The purpose of this systematic review was to document how demographic and study design information was reported in the school consultation research and to identify common practice elements that cut across consultation outcome studies with promising student social and behavioral outcomes. We examined 48 studies (39 group design and 9 single-case design) published between 1980 and 2024 and applied a distillation method (Chorpita & Daleiden, 2009) to summarize demographic and study designs employed and to identify specific practice elements that emerged. Seventy-two percent of studies included students receiving tier two supports as the target for consultation. Forty-three percent of studies included graduate students as consultants, while only 10.4 % of studies included school psychologists as consultants. Demographic characteristics of consultants (i.e., gender reported 33.3 % and race/ethnicity reported 27.1 %) was less frequently reported when compared to the demographic characteristics of consultees and students. At the teacher level, consultant modeling (present in 58.3 % of studies) was the most common practice element, followed by performance feedback (56.3 %), and family engagement (41.7 %). At the student level, praise (present in 56.3 % of studies) was the most common practice element, followed by goal setting (52.1 %), functional behavioral assessment, and tangible rewards (47.9 % of studies). The relative infrequency with which some practice elements were coded (e.g., praise for teacher, cultural adaptation for teacher and student) point to avenues for enhancing school consultation research and practice.

咨询是学校心理学家提供的一项关键服务，它强调解决问题、预防和干预以及支持教育工作者的技能和能力，可以减轻心理健康问题的负担，促进更健康的学校氛围。本系统综述的目的是记录在学校咨询研究中如何报告人口统计和研究设计信息，并确定在咨询结果研究中有希望的学生社会和行为结果的共同实践要素。我们检查了1980年至2024年间发表的48项研究（39项组设计和9项单例设计），并应用了蒸馏法(Chorpita &；Daleiden, 2009)来总结所采用的人口统计学和研究设计，并确定出现的具体实践元素。72%的研究将接受二级支持的学生作为咨询对象。43%的研究将研究生作为顾问，而只有10.4%的研究将学校心理学家作为顾问。与咨询者和学生的人口统计特征相比，咨询者的人口统计特征（即，性别报告33.3%，种族/民族报告27.1%）的报告频率较低。在教师层面，顾问建模（出现在58.3%的研究中）是最常见的实践元素，其次是绩效反馈（56.3%）和家庭参与（41.7%）。在学生层面，表扬（在56.3%的研究中出现）是最常见的练习元素，其次是目标设定（52.1%），功能行为评估和有形奖励（47.9%的研究）。一些实践要素编码的频率相对较低（例如，对教师的赞扬，教师和学生的文化适应）指出了加强学校咨询研究和实践的途径。

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引用次数: 0

A complex dynamic systems perspective on the roles of culture, context, and identity in psychoeducational interventions 一个复杂的动态系统的观点对文化，背景和身份在心理教育干预中的作用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-24 DOI: 10.1016/j.jsp.2025.101470

Avi Kaplan , Joanna K. Garner , Stephen Whitney

In this paper, we apply a Complex Dynamic Systems (CDS) perspective to reconsider current causal assumptions about educational contexts and the roles of culture, context, and identity in psychoeducational interventions. Focusing on phenomena such as teachers' and students' engagement, motivation, development, and wellbeing, we emphasize the phenomenon's conceptual unit-of-analysis for interventions as “the agent(s) in their authentic lived environment.” Different from assumptions about causality in prevalent approaches to designing and evaluating interventions (e.g., RCT) as cross-contextual, independent, and mostly linear, a CDS perspective affords accounting for contextual and treatment-related heterogeneity and dynamism by viewing causal processes as emergent, non-deterministic, and changing due to factors' inter-dependence, shifting stability, and contextual embeddedness. We describe a CDS model of culturally and contextually based identity, motivation, and action—the Dynamic Systems Model of Role Identity (DSMRI)—to illustrate the application of CDS to psychoeducational interventions. We exemplify this perspective's implications for designing and evaluating psychoeducational interventions as design-based case studies that ground analyses at the unit-of-analysis of the “agent(s)-in-context.”

在本文中，我们应用复杂动态系统（CDS）的观点来重新考虑当前关于教育背景的因果假设以及文化、背景和身份在心理教育干预中的作用。关注诸如教师和学生的参与、动机、发展和幸福等现象，我们强调干预的概念分析单元是“他们真实生活环境中的代理人”。与设计和评估干预措施（如随机对照试验）的流行方法中关于因果关系的假设不同，CDS视角通过将因果过程视为紧急的、非确定性的、由于因素的相互依赖性、转移稳定性和上下文嵌入性而变化的，从而提供了与环境和治疗相关的异质性和动态性的解释。我们描述了一个基于文化和情境的身份、动机和行动的角色认同动态系统模型（DSMRI），以说明角色认同动态系统模型在心理教育干预中的应用。我们举例说明了这一观点对设计和评估心理教育干预的影响，作为基于设计的案例研究，以“情境中的行动者”的分析单元为基础进行分析。

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引用次数: 0

A systematic literature review of randomization procedures within single-case research designs 单例研究设计中随机化程序的系统文献综述

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-21 DOI: 10.1016/j.jsp.2025.101458

Angus Kittelman , Aaron Mowery , Kathleen M. Conley , Sarah Quinn , Wenjing Bao , Aaron R. Campbell , Fahad Alresheed , Buket Erturk İnal , Wendy Machalicek

This systematic literature review examined the use of randomization procedures within single-case research designs in the field of education. We identified 717 documents that met our inclusion criteria for reports (articles, dissertations, theses) published or made available between 2010 and 2022. Results indicated a steady increase in the use of randomization procedures over this twelve-year period. Researchers most often included randomization procedures within multiple baseline and alternating treatments designs. The most common types of randomization procedures in order from most to least often reported were within-intervention case randomization, phase-order randomization, between-intervention case randomization, and intervention start-point randomization. In addition, randomization tests were conducted in 8% of studies. Findings of this study provide implications for research when using and reporting randomization procedures. Suggestions for determining suitable student outcomes and educational settings for using randomization procedures within single-case research are discussed.

这篇系统的文献综述检查了在教育领域的单例研究设计中随机化程序的使用。我们确定了717份符合2010年至2022年间发表或提供的报告（文章、论文、论文）的纳入标准的文件。结果表明，在这12年期间，随机化程序的使用稳步增加。研究人员通常在多个基线和交替治疗设计中纳入随机化程序。从最常报道到最不常报道的随机化程序类型依次为干预内病例随机化、阶段顺序随机化、干预间病例随机化和干预起点随机化。此外，在8%的研究中进行了随机试验。本研究的发现为使用和报告随机化程序的研究提供了启示。讨论了在单例研究中使用随机化程序确定合适的学生结果和教育环境的建议。

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引用次数: 0

“Exhaustive but effective”: A multi-site study investigating the profiles of teachers' emotions and emotional labor “详尽而有效”：一项调查教师情绪与情绪劳动特征的多地点研究

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-20 DOI: 10.1016/j.jsp.2025.101456

Hui Wang , Anne C. Frenzel

Teachers routinely experience and manage a variety of emotions to meet the requirements of their profession. Previous research has primarily focused on how teachers' emotions or their emotional labor affects their well-being and teaching quality. The present study takes a more holistic, person-centered approach to identify groups of teachers with distinct emotional experiences and emotional labor tendencies. In the first study, 474 Canadian secondary school teachers (female: 72.5%) were categorized into three profiles: emotionally healthy deep actors, emotionally healthy surface actors, and emotionally unhealthy surface actors. The emotionally healthy deep actors reported the highest levels of well-being, while the emotionally unhealthy surface actors reported the lowest. The same profiles were observed in Study 2 with 85 German secondary school teachers (female: 57.6%). Among these teachers, the emotionally healthy surface actors were rated by students as the most supportive (N_students = 1327). Conversely, the emotionally unhealthy surface actors received the least favorable student ratings of teaching quality (cognitive activation, classroom management, student support). In conclusion, our study indicates that emotional labor, specifically surface acting, has a double-edged function, with both positive and negative implications. On the one hand, it is linked to diminished well-being among teachers, while on the other hand, it has the potential to enhance students' perceptions of teacher support.

教师经常经历和管理各种各样的情绪，以满足他们的职业要求。以往的研究主要集中在教师情绪或情绪劳动对教师幸福感和教学质量的影响上。本研究采用更全面的、以人为本的方法来识别具有不同情绪体验和情绪劳动倾向的教师群体。在第一项研究中，474名加拿大中学教师（女性占72.5%）被分为三种类型：情绪健康的深层演员、情绪健康的表层演员和情绪不健康的表层演员。情绪健康的深层演员报告的幸福水平最高，而情绪不健康的表层演员报告的幸福水平最低。在研究2中，85名德国中学教师（女性：57.6%）也观察到相同的概况。在这些教师中，情绪健康的表面演员被学生评为最支持的（n学生= 1327）。相反，情绪不健康的表面演员在教学质量（认知激活、课堂管理、学生支持）方面的学生评分最低。综上所述，我们的研究表明情绪劳动，特别是表面表演，具有双刃剑功能，既有积极的影响，也有消极的影响。一方面，它与教师幸福感下降有关，而另一方面，它有可能增强学生对教师支持的看法。

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引用次数: 0

A (very brief) scoping review: Where is school psychology's literature on Jews and antisemitism in the United States? 一个（非常简短的）范围审查：在美国，关于犹太人和反犹主义的学校心理学文献在哪里？

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-20 DOI: 10.1016/j.jsp.2025.101467

Sally L. Grapin, Brianna G. Badolato, Peter D. Goldie

Antisemitism refers to prejudice, discrimination, and violence toward Jewish people and is pervasive in the United States (U.S.). Despite school psychology's increasing emphasis on social justice, the field has devoted little (if any) effort to addressing anti-Jewish discrimination. This scoping review aimed to systematically map research on antisemitism and Jewish identity, perspectives, and experiences in the U.S. Articles published in ten major school psychology generalist journals from January 1, 2008 through April 5, 2024 were systematically searched for literature focused on antisemitism and/or the perspectives or experiences of Jews in the U.S. Of the 6020 articles published across these journals over more than 15 years, none examined antisemitism or Jewish populations in the U.S. Findings suggest that school psychology scholars have been virtually silent in regard to anti-Jewish prejudice and discrimination in the U.S. The absence of this work signals the need for a robust body of research that (a) explores the impact of antisemitism on school-age youth; (b) investigates Jewish representation and antisemitism in the profession of school psychology; and (c) leverages critical theory to uproot antisemitism and incorporate Jewish voice in school psychology research.

反犹主义指的是对犹太人的偏见、歧视和暴力，在美国很普遍。尽管学校心理学越来越强调社会正义，但该领域几乎没有（如果有的话）致力于解决反犹太人歧视问题。这项范围审查旨在系统地绘制美国反犹太主义和犹太人身份、观点和经历的研究地图。从2008年1月1日到2024年4月5日，在10个主要的学校心理学通才期刊上发表的文章被系统地搜索了有关反犹太主义和/或犹太人观点或经历的文献。在这些期刊上发表的6020篇文章中，超过15年，没有人研究过美国的反犹主义或犹太人口。研究结果表明，学校心理学学者对美国的反犹偏见和歧视几乎保持沉默。这方面工作的缺失表明，需要一个强有力的研究机构来(a)探索反犹主义对学龄青年的影响；(b)调查学校心理学专业中的犹太人代表和反犹主义；(c)利用批判理论根除反犹主义，并将犹太人的声音纳入学校心理学研究。

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引用次数: 0