Pub Date : 2025-04-10DOI: 10.1016/j.jsp.2025.101452
Rachel T. Santiago, David Aguayo
Latine youth are one of the fastest-growing youth populations in the U.S., with tremendous diversity in culture and language. Despite the importance of conducting culturally relevant, responsible research with Latine youth and families, school psychology research often does not include theories or methods aligned with Latine cultures. The purpose of the present paper is to discuss key theories relevant to research with Latine communities and provide actionable recommendations for researchers. Recommendations are discussed within five domains: rethinking knowledge production, distinguishing and measuring race and ethnicity, oral storytelling and testimonio, the role of community, and the role of researchers in the process. Implications for practice, limitations, and future research directions are discussed.
{"title":"Anti-colonial methodology in school psychology research with Latine communities","authors":"Rachel T. Santiago, David Aguayo","doi":"10.1016/j.jsp.2025.101452","DOIUrl":"10.1016/j.jsp.2025.101452","url":null,"abstract":"<div><div>Latine youth are one of the fastest-growing youth populations in the U.S., with tremendous diversity in culture and language. Despite the importance of conducting culturally relevant, responsible research with Latine youth and families, school psychology research often does not include theories or methods aligned with Latine cultures. The purpose of the present paper is to discuss key theories relevant to research with Latine communities and provide actionable recommendations for researchers. Recommendations are discussed within five domains: rethinking knowledge production, distinguishing and measuring race and ethnicity, oral storytelling and testimonio, the role of community, and the role of researchers in the process. Implications for practice, limitations, and future research directions are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101452"},"PeriodicalIF":3.8,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807732","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}
Pub Date : 2025-04-08DOI: 10.1016/j.jsp.2025.101448
Cixin Wang , Mazneen Havewala
Although often portrayed as “model minorities,” many Asian American adolescents struggle with mental health problems. Asian American youth are also less likely to receive school-based mental health services (SBMHS) compared with their non-Asian peers. Culturally adapting the Youth Mental Health Fist Aid (YMHFA) training program can be an effective way to engage Asian American parents to utilize SBMHS. Although many school districts have offered YMHFA trainings to staff and parents, no controlled studies have evaluated the efficacy of YMHFA in the United States. We culturally adapted YMHFA for Asian American parents through collaboration with schools and community organizations, and evaluated its efficacy using a blocked random assignment study design. We examined if (a) YMHFA impacted parents' mental health literacy (MHL), help-seeking intentions, stigma, attitudes towards professional help, confidence in MHFA skills, engagement in first-aid behaviors, and youth mental health (both parent and youth report); and (b) whether the improvement was maintained four months after the training. Parents (n = 99, Mage = 46.24; SDage = 6.80, 89 % mothers) were randomly assigned to treatment and waitlist control groups. They completed measures before the intervention, one month after the intervention, and four months after the intervention. Parents in the experimental group showed decreased stigma, and improvements in MHL, attitudes towards help seeking, confidence in using first aid behavior, and actual engagement in first aid behavior after attending the training as compared to parents in the waitlist control group. Participants in waitlist control group also showed improvements in all above-mentioned areas after receiving the training. All treatment gains were maintained at 4-month follow-up. Findings contributed to the limited literature on how to culturally adapt YMHFA for Asian American parents at school, and provided evidence for the efficacy of YMHFA among Asian American parents.
{"title":"Cultural adaptation of youth mental health first aid training for Asian American parents","authors":"Cixin Wang , Mazneen Havewala","doi":"10.1016/j.jsp.2025.101448","DOIUrl":"10.1016/j.jsp.2025.101448","url":null,"abstract":"<div><div>Although often portrayed as “model minorities,” many Asian American adolescents struggle with mental health problems. Asian American youth are also less likely to receive school-based mental health services (SBMHS) compared with their non-Asian peers. Culturally adapting the Youth Mental Health Fist Aid (YMHFA) training program can be an effective way to engage Asian American parents to utilize SBMHS. Although many school districts have offered YMHFA trainings to staff and parents, no controlled studies have evaluated the efficacy of YMHFA in the United States. We culturally adapted YMHFA for Asian American parents through collaboration with schools and community organizations, and evaluated its efficacy using a blocked random assignment study design. We examined if (a) YMHFA impacted parents' mental health literacy (MHL), help-seeking intentions, stigma, attitudes towards professional help, confidence in MHFA skills, engagement in first-aid behaviors, and youth mental health (both parent and youth report); and (b) whether the improvement was maintained four months after the training. Parents (<em>n</em> = 99, <em>M</em><sub>age</sub> = 46.24; <em>SD</em><sub>age</sub> = 6.80, 89 % mothers) were randomly assigned to treatment and waitlist control groups. They completed measures before the intervention, one month after the intervention, and four months after the intervention. Parents in the experimental group showed decreased stigma, and improvements in MHL, attitudes towards help seeking, confidence in using first aid behavior, and actual engagement in first aid behavior after attending the training as compared to parents in the waitlist control group. Participants in waitlist control group also showed improvements in all above-mentioned areas after receiving the training. All treatment gains were maintained at 4-month follow-up. Findings contributed to the limited literature on how to culturally adapt YMHFA for Asian American parents at school, and provided evidence for the efficacy of YMHFA among Asian American parents.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101448"},"PeriodicalIF":3.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792133","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}
Pub Date : 2025-04-08DOI: 10.1016/j.jsp.2025.101449
Annie Goerdt , Faith G. Miller , Danielle Dupuis , Anna Li , Jenna Rausch
Early identification of student social, emotional, and behavioral (SEB) concerns is vital to prevent and ameliorate future difficulties. Yet, assessment practices rely on sound validity arguments to accurately identify students who may benefit from support. As the strength of a validity argument relies on the extent of validity evidence, the synthesis of evidence may facilitate appropriate use and interpretation. Therefore, this systematic review synthesized peer-reviewed empirical studies and unpublished dissertations and theses of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS) conducted in educational settings. Studies were included if they assessed the validity of the revised version of the SAEBRS-TRS. Data were extracted and coded for sample characteristics, procedural characteristics, evidence of validity, and quality appraisal. Results of the systematic search identified 29 studies meeting inclusion criteria, consisting of 65,317 students across K-12 grade levels. Overall, evidence of validity for SAEBRS-TRS scores was promising yet limited in several respects. Findings highlight limitations in the existing literature concerning the diversity of samples, a lack of studies examining measurement bias, the relative weakness of the Emotional Behavior subscale, and the need for further exploration of the factor structure for the revised version of the measure. Future research is critical to gain a complete understanding of this measure.
{"title":"Validity evidence of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale: A systematic review & quantitative synthesis","authors":"Annie Goerdt , Faith G. Miller , Danielle Dupuis , Anna Li , Jenna Rausch","doi":"10.1016/j.jsp.2025.101449","DOIUrl":"10.1016/j.jsp.2025.101449","url":null,"abstract":"<div><div>Early identification of student social, emotional, and behavioral (SEB) concerns is vital to prevent and ameliorate future difficulties. Yet, assessment practices rely on sound validity arguments to accurately identify students who may benefit from support. As the strength of a validity argument relies on the extent of validity evidence, the synthesis of evidence may facilitate appropriate use and interpretation. Therefore, this systematic review synthesized peer-reviewed empirical studies and unpublished dissertations and theses of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS) conducted in educational settings. Studies were included if they assessed the validity of the revised version of the SAEBRS-TRS. Data were extracted and coded for sample characteristics, procedural characteristics, evidence of validity, and quality appraisal. Results of the systematic search identified 29 studies meeting inclusion criteria, consisting of 65,317 students across K-12 grade levels. Overall, evidence of validity for SAEBRS-TRS scores was promising yet limited in several respects. Findings highlight limitations in the existing literature concerning the diversity of samples, a lack of studies examining measurement bias, the relative weakness of the Emotional Behavior subscale, and the need for further exploration of the factor structure for the revised version of the measure. Future research is critical to gain a complete understanding of this measure.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101449"},"PeriodicalIF":3.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792132","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}
Pub Date : 2025-04-08DOI: 10.1016/j.jsp.2025.101438
Tyler L. Renshaw , Heather E. Ormiston , Brittany N. Zakszeski , Mei-ki Chan
We investigated the stability of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) using a naturalistic sample of teacher-report ratings for K–5 students (N = 1253) across three universal screening occasions (i.e., fall, winter, and spring) within one school year. We analyzed the stability of SAEBRS raw scores and classifications derived from these scores between screening occasions. Results showed strong raw score stability and moderate-to-strong classification stability for the SAEBRS total scale and subscales, with the Emotional Behavior subscale demonstrating the weakest relative stability. We also explored latent profiles indicated by SAEBRS subscale scores, the stability of membership in these profiles across occasions, and the role of student sociodemographic characteristics in predicting membership within these profiles. Findings indicated that two general risk profiles (i.e., at-risk and not at-risk) were identified and that membership in these profiles had strong stability across screening occasions. Moreover, we found that students' grade level, sex, race/ethnicity, special education, and free/reduced-price lunch status significantly predicted membership in the at-risk profile. Overall, results suggest that SAEBRS raw scores, classifications, and latent profiles all demonstrate good stability across three screening occasions within one school year. We discuss implications of these findings related to using the SAEBRS for universal screening in elementary settings and highlight key directions for future research.
{"title":"Examining the stability of SAEBRS scores, classifications, and latent profiles","authors":"Tyler L. Renshaw , Heather E. Ormiston , Brittany N. Zakszeski , Mei-ki Chan","doi":"10.1016/j.jsp.2025.101438","DOIUrl":"10.1016/j.jsp.2025.101438","url":null,"abstract":"<div><div>We investigated the stability of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) using a naturalistic sample of teacher-report ratings for K–5 students (<em>N</em> = 1253) across three universal screening occasions (i.e., fall, winter, and spring) within one school year. We analyzed the stability of SAEBRS raw scores and classifications derived from these scores between screening occasions. Results showed strong raw score stability and moderate-to-strong classification stability for the SAEBRS total scale and subscales, with the Emotional Behavior subscale demonstrating the weakest relative stability. We also explored latent profiles indicated by SAEBRS subscale scores, the stability of membership in these profiles across occasions, and the role of student sociodemographic characteristics in predicting membership within these profiles. Findings indicated that two general risk profiles (i.e., at-risk and not at-risk) were identified and that membership in these profiles had strong stability across screening occasions. Moreover, we found that students' grade level, sex, race/ethnicity, special education, and free/reduced-price lunch status significantly predicted membership in the at-risk profile. Overall, results suggest that SAEBRS raw scores, classifications, and latent profiles all demonstrate good stability across three screening occasions within one school year. We discuss implications of these findings related to using the SAEBRS for universal screening in elementary settings and highlight key directions for future research.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101438"},"PeriodicalIF":3.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792131","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}
Pub Date : 2025-04-05DOI: 10.1016/j.jsp.2025.101447
Emma J. Carpendale , Melissa J. Green , Katherine L. Dix , Stacy Tzoumakis , Kate E. Williams , Sonia L.J. White , Vaughan J. Carr , Kristin R. Laurens
Whole-school Social-Emotional Learning (SEL) programs demonstrate promise as an avenue for universally and equitably fostering student social and emotional wellbeing. This study used population data collected in 2015 to examine the association of Australian elementary (primary) school-based SEL programs with students' late middle childhood functioning (aged 11–12 years) on the five social-emotional competencies defined by the Collaborative for Academic, Social, and Emotional Learning (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making). A total of 18,643 Year 6 students self-reported competencies on the Middle Childhood Survey–Social-Emotional Learning, and 569 school leaders reported on delivery of SEL to these students via the Survey of School Promotion of Emotional and Social Health. Multi-level regression, accounting for school clustering, compared competency levels among students who did and did not receive SEL at school. Secondary analyses determined the strength of effects for students receiving programs with a high-quality evidence base, for programs supported by little or no empirical evidence, and for evidence-based SEL programs that provided a high degree of explicit teaching (i.e., structured teaching and skills practice) of the targeted social-emotional competencies, each relative to students receiving no SEL programs. Positive significant effects of SEL were observed on four of five competencies (excluding Responsible Decision-Making), with effects being strongest for empirically-evidenced SEL programs that provided explicit teaching of the targeted competency. No significant effects of under-evidenced programs were observed. This novel, population-level evaluation demonstrates the universal benefit of evidence-based SEL programs in supporting elementary school students' development of social-emotional competencies.
{"title":"An exploratory evaluation of universal social-emotional learning programs delivered during elementary school to Australian students","authors":"Emma J. Carpendale , Melissa J. Green , Katherine L. Dix , Stacy Tzoumakis , Kate E. Williams , Sonia L.J. White , Vaughan J. Carr , Kristin R. Laurens","doi":"10.1016/j.jsp.2025.101447","DOIUrl":"10.1016/j.jsp.2025.101447","url":null,"abstract":"<div><div>Whole-school Social-Emotional Learning (SEL) programs demonstrate promise as an avenue for universally and equitably fostering student social and emotional wellbeing. This study used population data collected in 2015 to examine the association of Australian elementary (primary) school-based SEL programs with students' late middle childhood functioning (aged 11–12 years) on the five social-emotional competencies defined by the <em>Collaborative for Academic, Social, and Emotional Learning</em> (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making). A total of 18,643 Year 6 students self-reported competencies on the <em>Middle Childhood Survey–Social-Emotional Learning</em>, and 569 school leaders reported on delivery of SEL to these students via the <em>Survey of School Promotion of Emotional and Social Health.</em> Multi-level regression, accounting for school clustering, compared competency levels among students who did and did not receive SEL at school. Secondary analyses determined the strength of effects for students receiving programs with a high-quality evidence base, for programs supported by little or no empirical evidence, and for evidence-based SEL programs that provided a high degree of explicit teaching (i.e., structured teaching and skills practice) of the targeted social-emotional competencies, each relative to students receiving no SEL programs. Positive significant effects of SEL were observed on four of five competencies (excluding Responsible Decision-Making), with effects being strongest for empirically-evidenced SEL programs that provided explicit teaching of the targeted competency. No significant effects of under-evidenced programs were observed. This novel, population-level evaluation demonstrates the universal benefit of evidence-based SEL programs in supporting elementary school students' development of social-emotional competencies.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101447"},"PeriodicalIF":3.8,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776754","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}
Pub Date : 2025-04-03DOI: 10.1016/j.jsp.2025.101432
Stefan C. Dombrowski , Ryan J. McGill , Gary L. Canivez , Marley W. Watkins , Alison E. Pritchard , Lisa A. Jacobson
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.
{"title":"Conjectures and refutations in cognitive ability structural validity research: Insights from Bayesian structural equation modeling","authors":"Stefan C. Dombrowski , Ryan J. McGill , Gary L. Canivez , Marley W. Watkins , Alison E. Pritchard , 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":"2025-04-03","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}
Pub Date : 2025-04-01DOI: 10.1016/j.jsp.2025.101437
Catherine P. Bradshaw , Heather McDaniel , Elise T. Pas , Katrina J. Debnam , Jessika H. Bottiani , Nicole Powell , Nicholas S. Ialongo , Antonio Morgan-Lopez , John E. Lochman
We report findings from a 40 middle school randomized controlled trial of an adapted version of Coping Power (Lochman & 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.
{"title":"Randomized controlled trial of the early adolescent coping power program: Effects on emotional and behavioral problems in middle schoolers","authors":"Catherine P. Bradshaw , Heather McDaniel , Elise T. Pas , Katrina J. Debnam , Jessika H. Bottiani , Nicole Powell , Nicholas S. Ialongo , Antonio Morgan-Lopez , 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 & 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":"2025-04-01","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}
Pub Date : 2025-04-01DOI: 10.1016/j.jsp.2025.101435
S. Andrew Garbacz
{"title":"Advancing the science and practice of school psychology, centering equity and justice, and promoting innovation","authors":"S. Andrew Garbacz","doi":"10.1016/j.jsp.2025.101435","DOIUrl":"10.1016/j.jsp.2025.101435","url":null,"abstract":"","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101435"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747014","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}
This study explored the simultaneous role of selected individual, parental, and school factors in student's test anxiety. In 2019, both members of 339 Canadian parent-child dyads (N = 626; 209 girls, 260 mothers, mostly White, child Mage = 15.2) from 13 schools completed self-report validated scales at two time points (May/June 2019 and October/November 2019). Results from multilevel mixed-effects models revealed that negative stress mindsets, perfectionism, and low autonomous motivation significantly predicted 16 % of students' test anxiety four months later. When parental and school-related factors were also considered, parents' trait anxiety (5 %), school type and school level predicted a small additional proportion of the variance (4 %), contrary to controlled motivation, parental practices, perceived threat in the environment and socioeconomic status. Results did not significantly vary across students' or parents' genders. Findings suggest that some contextual factors play an additional unique role in explaining students' test anxiety beyond individual factors, thus pointing out possible new contextual targets for interventions to reduce test anxiety in students.
{"title":"Beyond individual factors: Contextual factors matter for students' test anxiety","authors":"Audrey-Ann Journault , Alexe Bilodeau-Houle , Félix Duplessis-Marcotte , Isabelle Plante , Charles-Édouard Giguère , Sonia J. Lupien","doi":"10.1016/j.jsp.2025.101434","DOIUrl":"10.1016/j.jsp.2025.101434","url":null,"abstract":"<div><div>This study explored the simultaneous role of selected individual, parental, and school factors in student's test anxiety. In 2019, both members of 339 Canadian parent-child dyads (<em>N</em> = 626; 209 girls, 260 mothers, mostly White, child <em>M</em><sub>age</sub> = 15.2) from 13 schools completed self-report validated scales at two time points (May/June 2019 and October/November 2019). Results from multilevel mixed-effects models revealed that negative stress mindsets, perfectionism, and low autonomous motivation significantly predicted 16 % of students' test anxiety four months later. When parental and school-related factors were also considered, parents' trait anxiety (5 %), school type and school level predicted a small additional proportion of the variance (4 %), contrary to controlled motivation, parental practices, perceived threat in the environment and socioeconomic status. Results did not significantly vary across students' or parents' genders. Findings suggest that some contextual factors play an additional unique role in explaining students' test anxiety beyond individual factors, thus pointing out possible new contextual targets for interventions to reduce test anxiety in students.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101434"},"PeriodicalIF":3.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143738062","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}
Pub Date : 2025-03-28DOI: 10.1016/j.jsp.2025.101431
Sung Hyeon Cheon , Johnmarshall Reeve , Kyoung-Eun Yoo , Yong-Gwan Song , Herbert W. Marsh , Hye-Ryen Jang , Youngsun Lee
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 (Β = 0.55, p < .001) and this classroom-level effect increased defending-bystanding (Β = 0.55, p = .001), decreased passive-bystanding (Β = −0.52, p < .001), and decreased reinforcing-bystanding (Β = −0.40, p = .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 (Β = 0.23, p = .036) and students' perceived controlling teaching predicted teacher-rated conflictual climate (Β = 0.11, p = .041). According to mediation analyses, supportive climate ratings then predicted teacher-rated high defending (Β = 0.28, p = .006) and low passive (Β = −0.29, p < .001) bystander behavior, whereas conflictual climate ratings predicted teacher-rated low defending (Β = −0.22, p = .008) and high passive (Β = 0.26, p = .001) and high reinforcing (Β = 0.37, p < .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.
当旁观者加强欺凌时，欺凌倾向于升级；当旁观者为受害者辩护时，欺凌倾向于降级。认识到这一模式，我们在自决理论框架内采用社会生态学视角进行了两项研究。研究1是一项预先注册的集群随机对照试验，其中38名韩国中学教师(9名女性，29名男性；（19名实验学生，19名对照组学生）参加了一项干预活动，学习如何以高度自主支持和完全不受控制的方式教学。我们假设这种教学方法会创造一种支持性的点对点课堂氛围，这反过来会增加防御，减少被动和强化的旁观。在一学年的三次浪潮中，1084名青少年学生（490名女生，594名男生）报告了他们的课堂气氛和旁观行为。双潜多层扫描电镜分析显示，实验组教师创造了更支持性的氛围(Β = 0.55, p <；.001)，这种课堂层面的效应增加了防守性旁观（Β = 0.55, p = .001），减少了被动旁观(Β = - 0.52, p <；.001)，而静置强化减少（Β = - 0.40, p = .006）。研究2是一项相关研究，629名青少年学生（398名女性，231名男性）报告了他们的老师的自主支持和控制激励风格，11名教师（4名女性，7名男性）对每个学生的三种旁观行为及其对课堂气氛两个维度（即支持性和冲突性）的贡献程度进行了评分。SEM分析显示，学生感知的自主支持性教学能预测教师评价的支持性气氛（Β = 0.23, p = 0.036），学生感知的控制性教学能预测教师评价的冲突气氛（Β = 0.11, p = 0.041）。根据中介分析，支持性气候评分预测教师评价的高防御（Β = 0.28, p = 0.006）和低被动(Β = - 0.29, p <；.001)旁观者行为，而冲突气候评分预测教师评价的低防御（Β = - 0.22, p = .008）、高被动（Β = 0.26, p = .001）和高强化(Β = 0.37, p <；.001)旁观者行为。我们的结论是，教师可以学习如何创造一种支持性的氛围，引导学生远离被动和强化旁观。
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