Journal of School Psychology最新文献

{"title":"Conjectures and refutations in cognitive ability structural validity research: Insights from Bayesian structural equation modeling","authors":"Stefan C. Dombrowski ,&nbsp;Ryan J. McGill ,&nbsp;Gary L. Canivez ,&nbsp;Marley W. Watkins ,&nbsp;Alison E. Pritchard ,&nbsp;Lisa A. Jacobson","doi":"10.1016/j.jsp.2025.101432","DOIUrl":"10.1016/j.jsp.2025.101432","url":null,"abstract":"<div><div>The use of Bayesian structural equation modeling (BSEM) provided additional insight into the WISC–V theoretical structure beyond that offered by traditional factor analytic approaches (e.g., exploratory factor analysis and maximum likelihood confirmatory factor analysis) through the specification of all cross loadings and correlated residual terms. The results indicated that a five-factor higher-order model with a correlated residual between the Visual-Spatial and Fluid Reasoning group factors provided a superior fit to the four bifactor model that has been preferred in prior research. There were no other statistically significant correlated residual terms or cross loadings in the measurement model. The results further suggest that the WISC–V ten subtest primary battery readily attains simple structure and its index level scores may be interpreted as suggested in the WISC–V's scoring and interpretive manual. Moreover, BSEM may help to advance IQ theory by providing contemporary intelligence researchers with a novel tool to explore complex interrelationships among cognitive abilities—relationships that traditional structural equation modeling methods may overlook. It can also help attenuate the replication crises in school psychology within the area of cognitive assessment structural validity research through systematic evaluation of complex structural relationships obviating the need for CFA based post hoc specification searches which can be prone to confirmation bias and capitalization on chance.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101432"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143769164","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}

{"title":"Bystanders tend to defend victims in a supportive classroom climate: A cluster randomized control trial and an observational study","authors":"Sung Hyeon Cheon ,&nbsp;Johnmarshall Reeve ,&nbsp;Kyoung-Eun Yoo ,&nbsp;Yong-Gwan Song ,&nbsp;Herbert W. Marsh ,&nbsp;Hye-Ryen Jang ,&nbsp;Youngsun Lee","doi":"10.1016/j.jsp.2025.101431","DOIUrl":"10.1016/j.jsp.2025.101431","url":null,"abstract":"<div><div>When bystanders reinforce bullies, bullying tends to escalate; when bystanders defend victims, bullying tends to de-escalate. Recognizing this pattern, we adopted a social-ecological perspective within a self-determination theory framework to conduct two studies. Study 1 was a pre-registered cluster randomized control trial in which 38 Korean secondary teachers (9 females, 29 males; 19 experimental, 19 control) participated in an intervention to learn how to teach in highly autonomy-supportive and not-at-all controlling ways. We hypothesized that this approach to teaching would create a supportive peer-to-peer classroom climate, which in turn would increase defending- and decrease passive- and reinforcing-bystanding. In three waves over an academic year, 1084 adolescent students (490 females, 594 males) reported their classroom climate and bystanding behaviors. According to a doubly latent multilevel SEM analysis, experimental group teachers created a more supportive climate (<em>Β</em> = 0.55, <em>p</em> &lt; .001) and this classroom-level effect increased defending-bystanding (<em>Β</em> = 0.55, <em>p</em> = .001), decreased passive-bystanding (<em>Β</em> = −0.52, <em>p</em> &lt; .001), and decreased reinforcing-bystanding (<em>Β</em> = −0.40, <em>p</em> = .006). Study 2 was a correlational study in which 629 adolescent students (398 females, 231 males) reported on their teacher's autonomy-supportive and controlling motivating styles and the 11 teachers (four females, seven males) rated each student on the three bystanding behaviors and the extent to which they contributed to two dimensions of classroom climate (i.e., supportive and conflictual). A SEM analysis showed that students' perceived autonomy-supportive teaching predicted teacher-rated supportive climate (<em>Β</em> = 0.23, <em>p</em> = .036) and students' perceived controlling teaching predicted teacher-rated conflictual climate (<em>Β</em> = 0.11, <em>p</em> = .041). According to mediation analyses, supportive climate ratings then predicted teacher-rated high defending (<em>Β</em> = 0.28, <em>p</em> = .006) and low passive (<em>Β</em> = −0.29, <em>p</em> &lt; .001) bystander behavior, whereas conflictual climate ratings predicted teacher-rated low defending (<em>Β</em> = −0.22, <em>p</em> = .008) and high passive (<em>Β</em> = 0.26, <em>p</em> = .001) and high reinforcing (<em>Β</em> = 0.37, <em>p</em> &lt; .001) bystander behavior. We conclude that teachers can learn how to create a supportive climate that orients students toward defending and away from passive and reinforcing bystanding.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101431"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143714232","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}

{"title":"A meta-analysis of the effects of academic interventions on academic and academic anxiety outcomes in secondary students","authors":"Sarah Fishstrom ,&nbsp;Philip Capin ,&nbsp;Bethany H. Bhat ,&nbsp;Katlynn Dahl-Leonard ,&nbsp;Blair Payne ,&nbsp;Hsuan-Hui Wang ,&nbsp;Jordan Dille ,&nbsp;Sharon Vaughn","doi":"10.1016/j.jsp.2025.101433","DOIUrl":"10.1016/j.jsp.2025.101433","url":null,"abstract":"<div><div>The purpose of this meta-analysis was to examine the effects of academic interventions on academic achievement and academic anxiety outcomes among secondary students. A systematic search yielded 19 studies comprising 2377 participants from research conducted between 1990 and 2020. Results revealed statistically significant differences favoring academic treatments over the control on academic outcomes (<em>g</em> = 0.66, <em>SE</em> = 0.17) but no statistically significant benefits for academic anxiety outcomes (<em>g</em> = −0.13, <em>SE</em> = 0.11). Moderator analysis revealed that the domain focus of the intervention (i.e., math, literacy, or science) did not explain the variance in student outcomes in either achievement or anxiety. The findings from this study corroborate previous research with elementary students, which found that academic interventions improve academic outcomes but do not substantially reduce academic anxiety. These findings suggested that academic anxiety may need to be addressed directly. However, the authors caution against drawing strong conclusions due to the limited research in this area.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101433"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725345","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}

{"title":"A review of research on the school climate of transgender middle and high schoolers: An ecological-transactional approach","authors":"Stephan Scrofani ,&nbsp;Carol Lynn Martin ,&nbsp;Sarah Lindstrom Johnson ,&nbsp;Sabina Low ,&nbsp;Dawn DeLay","doi":"10.1016/j.jsp.2025.101459","DOIUrl":"10.1016/j.jsp.2025.101459","url":null,"abstract":"<div><div>Research that aims to identify the characteristics of school climate for transgender middle and high school students is still a new domain. This narrative review of the literature attends to this gap by aggregating recent research on school protective factors which inform trans middle and high school students' school climate and relate to their wellness outcomes. The review was guided by the ecological-transactional model to capture the multi-dimensional quality of school climate, including overlapping levels of the environment that inform protection and risk, and students' perceptions navigating these spaces. More specifically, this framework was applied to help identify aspects of the school ecology that are theoretically salient features of school climate for transgender middle and high school students. Although most research that applies developmental systems is guided by minority stress theory, this review is guided by the gender affirmative model (GAM) to help highlight findings on protection within and between overlapping socio-ecological levels in the school ecology. Supportive faculty allies, peer support, and parent support emerge as strong protective factors at the micro-level. At the exo-level, school programming efforts that are proactive by prioritizing a discourse that nurtures agency for trans students show to be the most protective. There is some evidence that suggests proximal level indicators are more protective than distal level for transgender middle and high school students. The advantages of a multi-level approach to school climate for trans students are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101459"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892200","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}

{"title":"Critical relationality in research: A framework for engaging in research alongside Indigenous communities","authors":"Lisa N. Aguilar ,&nbsp;Lora Henderson Smith ,&nbsp;Anisa N. Goforth","doi":"10.1016/j.jsp.2025.101430","DOIUrl":"10.1016/j.jsp.2025.101430","url":null,"abstract":"<div><div>Research involving Indigenous communities requires a nuanced approach that respects their communities' unique cultural contexts, knowledge systems, and values. This article presents the critical relationality in research framework conceptualized to facilitate respectful and collaborative engagement between researchers and Indigenous communities. Grounded in principles of decolonization, indigenization, critical theory, refusal, and survivance, this framework emphasizes the importance of visiting and visioning, sustaining relations and co-creation of knowledge, and sharing knowledge and embodying accountability. Drawing on lived experiences and best practices, the critical relationality in research framework provides practical guidance and critically reflexive questions for researchers seeking to conduct ethically sound and culturally sustaining research in partnership with Indigenous communities. Its implementation has the potential to foster meaningful relationships, promote Indigenous sovereignty, and generate knowledge that is beneficial for the survivance of Indigenous peoples and importantly, Indigenous youth.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101430"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705182","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}

{"title":"Contributing to the reproducibility crisis in Psychology: The role of statistical software choice on factor analysis","authors":"Stefan C. Dombrowski","doi":"10.1016/j.jsp.2025.101462","DOIUrl":"10.1016/j.jsp.2025.101462","url":null,"abstract":"<div><div>A potentially overlooked contributor to the reproducibility crisis in psychology is the choice of statistical application software used for factor analysis. Although the open science movement promotes transparency by advocating for open access to data and statistical methods, this approach alone is insufficient to address the reproducibility crisis. It is commonly assumed that different statistical software applications produce equivalent results when conducting the same statistical analysis. However, this is not necessarily the case. Statistical programs often yield disparate outcomes, even when using identical data and factor analytic procedures, which can lead to inconsistent interpretation of results. This study examines this phenomenon by conducting exploratory factor analyses on two tests of cognitive ability—the WISC-V and the MEZURE—using four different statistical programs/applications. Factor analysis plays a critical role in determining the underlying theory of cognitive ability instruments, and guides how those instruments should be scored and interpreted. However, psychology is grappling with a reproducibility crisis in this area, as independent researchers and test publishers frequently report divergent factor analytic results. The outcome of this study revealed significant variations in structural outcomes among the statistical software programs/applications. These findings highlight the importance of using multiple statistical programs, ensuring transparency with analysis code, and recognizing the potential for varied outcomes when interpreting results from factor analytic procedures. Addressing these issues is important for advancing scientific integrity and mitigating the reproducibility crisis in psychology particularly in relation to cognitive ability structural validity.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101462"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855648","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}

{"title":"Replication using confirmatory latent class analysis: A school climate example","authors":"Lisa S. Romero ,&nbsp;Meagan O'Malley ,&nbsp;Delwin Carter","doi":"10.1016/j.jsp.2025.101455","DOIUrl":"10.1016/j.jsp.2025.101455","url":null,"abstract":"<div><div>The simultaneous growth in the availability of large publicly available datasets and the accessibility of powerful computation software to analyze those data have accelerated the use of mixture modeling techniques, including latent class analysis (LCA). Though secondary data analysis using LCA is increasingly common in school psychologyrelated research, there exist limits to the impacts of these analytic techniques. It is common to hear critiques that modeled results may be artifacts of a specific dataset rather than more stable and meaningful participant response patterns with practical implications. LCA-specific replication guidance is necessary to support an expansion of studies of this type. Via a school climate-related case example, we provide guidance for those wishing to shift from exploratory LCA to confirmatory LCA (CLCA). We scrutinized an earlier LCA analysis that identified a 5-class solution for student school climate survey data collected during the 2016-2017 academic year. Using student school climate perception data (<em>n</em> = 24,051) collected during the 2017–2018 academic year, our CLCA results suggest substantial similarity in response patterns. The initial exploratory results and this study's confirmatory results demonstrate five predominant patterns of student school climate experiences, suggesting that the 5-class solution replicates across data collection years and with entirely new respondents. Recognizing that CLCA methods are relatively nascent, we describe decision-making points researchers interested in utilizing CLCA may encounter and provide guidance to help avoid accusations of questionable research practices.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101455"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928409","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}

{"title":"Randomized controlled trial of the early adolescent coping power program: Effects on emotional and behavioral problems in middle schoolers","authors":"Catherine P. Bradshaw ,&nbsp;Heather McDaniel ,&nbsp;Elise T. Pas ,&nbsp;Katrina J. Debnam ,&nbsp;Jessika H. Bottiani ,&nbsp;Nicole Powell ,&nbsp;Nicholas S. Ialongo ,&nbsp;Antonio Morgan-Lopez ,&nbsp;John E. Lochman","doi":"10.1016/j.jsp.2025.101437","DOIUrl":"10.1016/j.jsp.2025.101437","url":null,"abstract":"<div><div>We report findings from a 40 middle school randomized controlled trial of an adapted version of Coping Power (Lochman &amp; Wells, 2002a) for middle schoolers, called the Early Adolescent Coping Power (EACP) Program (Bradshaw et al., 2019) to determine the impact of EACP on adolescents' mental health outcomes, as indicated by student self-reported and teacher-ratings on the Behavior Assessment System for Children (BASC). The EACP was implemented over the course of students' 7th grade school year. The sample included 709 students who were identified at baseline through a teacher screening process for aggressive behavior and enrolled into the project (69.8 % African American and 59.4 % male). For teacher-reported outcomes, intent to treat (ITT) results indicated that EACP was associated with a decrease in externalizing problems over time. Exploration of effect modification suggested that girls in the EACP condition demonstrated statistically significant decreases in school problems over time, as well as a baseline by intervention effect whereby students and schools with greater baseline difficulties demonstrated decreased internalizing problems over time. For student-reported outcomes, there was a significant moderated effect, whereby girls in EACP demonstrated more favorable self-reported personal adjustment outcomes. Together, these results suggest that the early adolescent adaptation of Coping Power had preventive effects for 7th grade participants, and promotive effects specifically for girls, over time.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101437"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143746311","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}

{"title":"Flexible distributional models for meta-analysis of reading fluency outcomes from single-case designs: An examination using Bayesian methods","authors":"Paulina Grekov,&nbsp;James E. Pustejovsky,&nbsp;David A. Klingbeil","doi":"10.1016/j.jsp.2025.101429","DOIUrl":"10.1016/j.jsp.2025.101429","url":null,"abstract":"<div><div>There is growing interest in statistical modeling of data from single-case design (SCD) research. However, currently available methods such as hierarchical linear models and generalized linear mixed models have assumptions that may limit their utility for applied SCDs, such as those that use curriculum-based measures of academic performance as outcomes. In the present paper, we demonstrate use of a flexible class of distributional models, known as generalized additive models for location, scale, and shape (GAMLSS), to evaluate different distributional families and modeling specifications for reading curriculum-based measures of reading fluency data drawn from SCD studies of academic interventions. Using Bayesian methods and graphical posterior predictive checks, we evaluated GAMLSS based on normal (Gaussian), Poisson, and negative binomial distributional families. We also evaluated the extent to which the dispersion, or variability of outcomes, itself varied across studies and across participants within studies. We found that negative binomial models with heterogeneous dispersions fit better than other distributional families and closely reproduced features of the observed data. Findings highlight the need to consider a broader set of distributional families when developing meta-analytic models of SCD data as well as the need to consider how the degree of dispersion may vary from study to study. We discuss implications for future methodological research and for meta-analysis of SCDs.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101429"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143714231","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}

{"title":"Beyond self-care: Developing a climate survey for school psychology programs","authors":"Marie L. Tanaka ,&nbsp;Tara Kulkarni ,&nbsp;Miranda R. Zahn ,&nbsp;Alexandria C. Robers ,&nbsp;Heather Thompson ,&nbsp;Kaitlyn M. Young","doi":"10.1016/j.jsp.2025.101457","DOIUrl":"10.1016/j.jsp.2025.101457","url":null,"abstract":"<div><div>Graduate program climates are an essential part of training, professional development, and identity for future school psychologists. One of the challenges of understanding program climate is how to measure such a construct so that programs can facilitate welcoming and transformational spaces for learning and critical thinking. This study aimed to develop and initially validate a measure of graduate students' perceptions and experiences of school psychology program climates, the Climate Assessment for Relationships and Equity in School Psychology. Results of an exploratory factor analysis from a sample of 212 school psychology graduate students revealed a four-factor structure: (a) program dynamics and psychological safety, (b) diversity, equity, and inclusion, (c) peer support, and (d) resources. Of these factors, graduate students rated peer support most favorably and diversity, equity, and inclusion as most lacking, indicating a continuing need for programs to provide opportunities and training to engage in program and individual accountability as they relate to social justice issues. Implications for graduate student and faculty advocacy to improve climate in school psychology graduate programs are provided.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101457"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918503","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}