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。
{"title":"Bystanders tend to defend victims in a supportive classroom climate: A cluster randomized control trial and an observational study","authors":"Sung Hyeon Cheon , Johnmarshall Reeve , Kyoung-Eun Yoo , Yong-Gwan Song , Herbert W. Marsh , Hye-Ryen Jang , 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> < .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> < .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> < .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> < .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":"2025-03-28","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}
Pub Date : 2025-03-28DOI: 10.1016/j.jsp.2025.101433
Sarah Fishstrom , Philip Capin , Bethany H. Bhat , Katlynn Dahl-Leonard , Blair Payne , Hsuan-Hui Wang , Jordan Dille , Sharon Vaughn
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 (g = 0.66, SE = 0.17) but no statistically significant benefits for academic anxiety outcomes (g = −0.13, SE = 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.
本荟萃分析的目的是探讨学业干预对中学生学业成就和学业焦虑结果的影响。一项系统搜索产生了19项研究，包括1990年至2020年期间进行的2377名参与者。结果显示，学术治疗组在学业成绩上优于对照组，差异有统计学意义（g = 0.66, SE = 0.17），但在学业焦虑方面无统计学意义（g = - 0.13, SE = 0.11）。调节分析显示，干预的领域焦点（即数学、识字或科学）并不能解释学生在成就或焦虑方面的差异。本研究的结果证实了先前对小学生的研究，即学业干预改善了学业成绩，但并没有实质性地减少学业焦虑。这些发现表明，学业焦虑可能需要直接解决。然而，由于这一领域的研究有限，作者警告不要得出强有力的结论。
{"title":"A meta-analysis of the effects of academic interventions on academic and academic anxiety outcomes in secondary students","authors":"Sarah Fishstrom , Philip Capin , Bethany H. Bhat , Katlynn Dahl-Leonard , Blair Payne , Hsuan-Hui Wang , Jordan Dille , 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":"2025-03-28","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}
Pub Date : 2025-03-28DOI: 10.1016/j.jsp.2025.101429
Paulina Grekov, James E. Pustejovsky, David A. Klingbeil
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.
{"title":"Flexible distributional models for meta-analysis of reading fluency outcomes from single-case designs: An examination using Bayesian methods","authors":"Paulina Grekov, James E. Pustejovsky, 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":"2025-03-28","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}
Pub Date : 2025-03-26DOI: 10.1016/j.jsp.2025.101430
Lisa N. Aguilar , Lora Henderson Smith , Anisa N. Goforth
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.
{"title":"Critical relationality in research: A framework for engaging in research alongside Indigenous communities","authors":"Lisa N. Aguilar , Lora Henderson Smith , 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":"2025-03-26","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}
International literature indicates that adolescents' subjective well-being (SWB) is associated with their academic and social-emotional development. Teachers are a central source of social influence on adolescents' school-specific SWB. However, little is known about the multilevel associations between adolescents' and their teachers' school-specific SWB, especially in collectivist cultures. This international collaborative study examined the multilevel associations between adolescents' and their teachers' school-specific SWB. Using a stratified random sample from a public secondary school in China (nstudent = 1181, nteacher = 44), we surveyed teachers' and their students' school-specific SWB and general SWB (i.e., satisfaction with life and general self-efficacy). Random-intercept-only multilevel models were fitted to delineate the cross-level associations between teachers' (Level-2 predictors) and adolescents' overall and dimensional school-specific SWB (Level-1 outcomes) while partialing out adolescents' general SWB and demographics (e.g., student gender, age). Significant within-class similarities were found in adolescents' overall and dimensional school-specific SWB (i.e., joy of learning, student school connectedness, academic self-efficacy, and educational purpose). At the class level, teachers' school-specific SWB and teaching experience were positively associated with adolescents' school-specific SWB. At the individual level, adolescents' school-specific SWB was positively associated with their life satisfaction and general self-efficacy, but not with their demographics. Implications of findings and future directions are discussed to inform researchers, practitioners, and policymakers about the significance of multidimensional measures of SWB and a whole-school approach to promoting the SWB of an entire school population (e.g., students, teachers).
{"title":"Happy together: Multilevel associations between adolescents' and teachers' school-specific subjective wellbeing","authors":"Yanchen Zhang , Qiong Yu , Tyler Renshaw , Huijuan Li , Lindsay Fallon , Xu Jiang","doi":"10.1016/j.jsp.2025.101428","DOIUrl":"10.1016/j.jsp.2025.101428","url":null,"abstract":"<div><div>International literature indicates that adolescents' subjective well-being (SWB) is associated with their academic and social-emotional development. Teachers are a central source of social influence on adolescents' school-specific SWB. However, little is known about the multilevel associations between adolescents' and their teachers' school-specific SWB, especially in collectivist cultures. This international collaborative study examined the multilevel associations between adolescents' and their teachers' school-specific SWB. Using a stratified random sample from a public secondary school in China (<em>n</em><sub>student</sub> = 1181, <em>n</em><sub>teacher</sub> = 44), we surveyed teachers' and their students' school-specific SWB and general SWB (i.e., satisfaction with life and general self-efficacy). Random-intercept-only multilevel models were fitted to delineate the cross-level associations between teachers' (Level-2 predictors) and adolescents' overall and dimensional school-specific SWB (Level-1 outcomes) while partialing out adolescents' general SWB and demographics (e.g., student gender, age). Significant within-class similarities were found in adolescents' overall and dimensional school-specific SWB (i.e., joy of learning, student school connectedness, academic self-efficacy, and educational purpose). At the class level, teachers' school-specific SWB and teaching experience were positively associated with adolescents' school-specific SWB. At the individual level, adolescents' school-specific SWB was positively associated with their life satisfaction and general self-efficacy, but not with their demographics. Implications of findings and future directions are discussed to inform researchers, practitioners, and policymakers about the significance of multidimensional measures of SWB and a whole-school approach to promoting the SWB of an entire school population (e.g., students, teachers).</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101428"},"PeriodicalIF":3.8,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143394828","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 : 2025-02-01DOI: 10.1016/j.jsp.2024.101402
Lora Henderson Smith , Lisa N. Aguilar , Kate Joshua , Toshna Pandey , Dana M. Sox , Belinda E. Hernandez , Yufu Wang , Kaylin Yang , Jessika H. Bottiani
Implementing culturally appropriate school-based prevention programs with Indigenous students that leverage culture as a protective factor has the potential to revitalize and sustain cultural connections that have historically and systematically been destroyed in the United States. However, there is a dearth of literature synthesizing the effectiveness of school-based prevention programs that have been implemented with Indigenous students across contexts. As such, we conducted a mixed method systematic review to (a) evaluate school-based prevention programs with quantitative and/or qualitative data, (b) assess the use of Indigenous research methods, and (c) examine cultural and community validity. Studies were included if they were published between January 2010 and August 2022, reported quantitative and/or qualitative outcomes for a prevention program implemented in a K–12 school with Indigenous students, or examined an intervention that was designed for Indigenous students (even if there were non-Indigenous students in the study). We strategically included qualitative and mixed methods studies to ensure that cultural and community contexts were represented in this study and to contextualize quantitative findings. Our search resulted in the inclusion of 36 manuscripts describing 28 different interventions. There were 11 mixed methods, three qualitative, and 22 quantitative studies. Quality was assessed using the Mixed Methods Appraisal Tool (Hong et al., 2018) and a randomized controlled trials appraisal tool drawn from the Journal Article Reporting Standards (Appelbaum et al., 2018). Building on the work from Kūkea Shultz and Englert (2021), cultural validity was assessed by conceptualizing cultural validity into the two distinct domains of purposeful engagement and intentional privileging. Intervention effectiveness was evaluated and separated into three criteria (i.e., positive, null, and mixed) to determine if effectiveness varied based on intervention or study design. Most of the studies reported positive outcomes and effectiveness did not vary based on study design (i.e., quantitative, qualitative, and mixed methods) or intervention design (i.e., culturally grounded, culturally adapted or mainstream/no cultural adaptations). We discuss implications of systematic review findings as well as the importance of using mixed methods to understand and contextualize intervention effectiveness when conducting research that relates to identity and culture.
在原住民学生中实施文化上合适的学校预防项目，利用文化作为保护因素，有可能恢复和维持在美国历史上和系统地被破坏的文化联系。然而，缺乏文献综合了在不同背景下对土著学生实施的以学校为基础的预防方案的有效性。因此，我们进行了一项混合方法系统回顾，以(a)用定量和/或定性数据评估基于学校的预防计划，(b)评估土著研究方法的使用情况，以及(c)检查文化和社区有效性。如果研究发表于2010年1月至2022年8月之间，报告了在K-12学校实施的土著学生预防计划的定量和/或定性结果，或检查了为土著学生设计的干预措施（即使研究中有非土著学生），则纳入研究。我们战略性地纳入了定性和混合方法研究，以确保文化和社区背景在本研究中得到体现，并将定量研究结果置于背景中。我们的搜索结果纳入了36篇描述28种不同干预措施的手稿。共有11种混合方法，3种定性研究，22种定量研究。使用混合方法评估工具（Hong et al., 2018）和随机对照试验评估工具（Appelbaum et al., 2018）评估质量。在Kūkea Shultz和Englert（2021）的研究基础上，文化有效性通过将文化有效性概念化为有目的的参与和有意的特权两个不同的领域来评估。评估干预有效性并将其分为三个标准（即积极、无效和混合），以确定有效性是否因干预或研究设计而变化。大多数研究报告的积极结果和有效性没有因研究设计（即定量、定性和混合方法）或干预设计（即文化基础、文化适应或主流/无文化适应）而变化。我们讨论了系统评价结果的含义，以及在进行与身份和文化相关的研究时，使用混合方法来理解和背景化干预效果的重要性。
{"title":"Mixed methods systematic review: Using a cultural validity assessment to evaluate prevention programs for Indigenous students","authors":"Lora Henderson Smith , Lisa N. Aguilar , Kate Joshua , Toshna Pandey , Dana M. Sox , Belinda E. Hernandez , Yufu Wang , Kaylin Yang , Jessika H. Bottiani","doi":"10.1016/j.jsp.2024.101402","DOIUrl":"10.1016/j.jsp.2024.101402","url":null,"abstract":"<div><div>Implementing culturally appropriate school-based prevention programs with Indigenous students that leverage culture as a protective factor has the potential to revitalize and sustain cultural connections that have historically and systematically been destroyed in the United States. However, there is a dearth of literature synthesizing the effectiveness of school-based prevention programs that have been implemented with Indigenous students across contexts. As such, we conducted a mixed method systematic review to (a) evaluate school-based prevention programs with quantitative and/or qualitative data, (b) assess the use of Indigenous research methods, and (c) examine cultural and community validity. Studies were included if they were published between January 2010 and August 2022, reported quantitative and/or qualitative outcomes for a prevention program implemented in a K–12 school with Indigenous students, or examined an intervention that was designed for Indigenous students (even if there were non-Indigenous students in the study). We strategically included qualitative and mixed methods studies to ensure that cultural and community contexts were represented in this study and to contextualize quantitative findings. Our search resulted in the inclusion of 36 manuscripts describing 28 different interventions. There were 11 mixed methods, three qualitative, and 22 quantitative studies. Quality was assessed using the Mixed Methods Appraisal Tool (<span><span>Hong et al., 2018</span></span>) and a randomized controlled trials appraisal tool drawn from the Journal Article Reporting Standards (<span><span>Appelbaum et al., 2018</span></span>). Building on the work from <span><span>Kūkea Shultz and Englert (2021)</span></span>, cultural validity was assessed by conceptualizing cultural validity into the two distinct domains of purposeful engagement and intentional privileging. Intervention effectiveness was evaluated and separated into three criteria (i.e., positive, null, and mixed) to determine if effectiveness varied based on intervention or study design. Most of the studies reported positive outcomes and effectiveness did not vary based on study design (i.e., quantitative, qualitative, and mixed methods) or intervention design (i.e., culturally grounded, culturally adapted or mainstream/no cultural adaptations). We discuss implications of systematic review findings as well as the importance of using mixed methods to understand and contextualize intervention effectiveness when conducting research that relates to identity and culture.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101402"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142877909","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 : 2025-02-01DOI: 10.1016/j.jsp.2024.101397
Carly Oddleifson, Stephen Kilgus, David A. Klingbeil, Alexander D. Latham, Jessica S. Kim, Ishan N. Vengurlekar
The purpose of this study was to conduct a conceptual replication of Pendergast et al.'s (2018) study that examined the diagnostic accuracy of a nomogram procedure, also known as a naive Bayesian approach. The specific naive Bayesian approach combined academic and social-emotional and behavioral (SEB) screening data to predict student performance on a state end-of-year achievement test. Study data were collected in a large suburban school district in the Midwest across 2 school years and 19 elementary schools. Participants included 5753 students in Grades 3–5. Academic screening data included aimswebPlus reading and math composite scores. SEB screening data included Academic Behavior subscale scores from the Social, Academic, and Emotional Behavior Risk Screener. Criterion scores were derived from the Missouri Assessment Program (MAP) tests of English Language Arts and Mathematics. The performance of each individual screener was compared to the naive Bayesian approach that integrated pre-test probability information (i.e., district-wide base rates of risk derived from prior year MAP test scores), academic screening scores, and SEB screening scores. Post-test probability scores were then evaluated using a threshold model (VanDerHeyden, 2013) to determine the percentage of students within the sample that could be differentiated in terms of ruling in or ruling out intervention versus those who remained undifferentiated (as indicated by the need for additional assessment to determine risk status). Results indicated that the naive Bayesian approach tended to perform similarly to individual aimswebPlus measures, with all approaches yielding a large percentage (65%–87%) of undifferentiated students when predicting proficient performance. Overall, the results indicated that we likely failed to replicate the findings of the original study. Limitations and future directions for research are discussed.
{"title":"Using a naive Bayesian approach to identify academic risk based on multiple sources: A conceptual replication","authors":"Carly Oddleifson, Stephen Kilgus, David A. Klingbeil, Alexander D. Latham, Jessica S. Kim, Ishan N. Vengurlekar","doi":"10.1016/j.jsp.2024.101397","DOIUrl":"10.1016/j.jsp.2024.101397","url":null,"abstract":"<div><div>The purpose of this study was to conduct a conceptual replication of Pendergast et al.'s (2018) study that examined the diagnostic accuracy of a nomogram procedure, also known as a naive Bayesian approach. The specific naive Bayesian approach combined academic and social-emotional and behavioral (SEB) screening data to predict student performance on a state end-of-year achievement test. Study data were collected in a large suburban school district in the Midwest across 2 school years and 19 elementary schools. Participants included 5753 students in Grades 3–5. Academic screening data included <em>aimswebPlus</em> reading and math composite scores. SEB screening data included Academic Behavior subscale scores from the <em>Social, Academic, and Emotional Behavior Risk Screener</em>. Criterion scores were derived from the Missouri Assessment Program (MAP) tests of English Language Arts and Mathematics. The performance of each individual screener was compared to the naive Bayesian approach that integrated pre-test probability information (i.e., district-wide base rates of risk derived from prior year MAP test scores), academic screening scores, and SEB screening scores. Post-test probability scores were then evaluated using a threshold model (VanDerHeyden, 2013) to determine the percentage of students within the sample that could be differentiated in terms of ruling in or ruling out intervention versus those who remained undifferentiated (as indicated by the need for additional assessment to determine risk status). Results indicated that the naive Bayesian approach tended to perform similarly to individual aimswebPlus measures, with all approaches yielding a large percentage (65%–87%) of undifferentiated students when predicting proficient performance. Overall, the results indicated that we likely failed to replicate the findings of the original study. Limitations and future directions for research are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101397"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142877997","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 : 2025-01-25DOI: 10.1016/j.jsp.2024.101426
Garret J. Hall, Emma Doyle
We used Bayesian ordinal regression methods to examine reading and math screening predictive strength and accuracy before and after learning disruptions related to the Covid-19 pandemic. Using a Bayesian updating procedure in which model estimates from previous years were used as Bayesian priors in following years, we found that reading and math screening was similarly predictive before and after Covid-19 prolonged unplanned school closures (PUSCs) and subsequent learning disruptions (odds ratios range across years: 15–25). We additionally found that predictive strength and accuracy varied across grade levels, but this grade variation was insensitive to learning disruptions. These findings demonstrate the practical applicability of Bayesian updating to universal screening prediction, particularly in the context of PUSCs or other learning disruptions that may impact student academic needs. Limitations and future directions for Bayesian methods in screening are discussed.
{"title":"Learning from learning loss: Bayesian updating in academic universal screening during learning disruptions","authors":"Garret J. Hall, Emma Doyle","doi":"10.1016/j.jsp.2024.101426","DOIUrl":"10.1016/j.jsp.2024.101426","url":null,"abstract":"<div><div>We used Bayesian ordinal regression methods to examine reading and math screening predictive strength and accuracy before and after learning disruptions related to the Covid-19 pandemic. Using a Bayesian updating procedure in which model estimates from previous years were used as Bayesian priors in following years, we found that reading and math screening was similarly predictive before and after Covid-19 prolonged unplanned school closures (PUSCs) and subsequent learning disruptions (odds ratios range across years: 15–25). We additionally found that predictive strength and accuracy varied across grade levels, but this grade variation was insensitive to learning disruptions. These findings demonstrate the practical applicability of Bayesian updating to universal screening prediction, particularly in the context of PUSCs or other learning disruptions that may impact student academic needs. Limitations and future directions for Bayesian methods in screening are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101426"},"PeriodicalIF":3.8,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168742","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}
Model-based recursive partitioning (MOB; Zeileis et al., 2008) is a flexible framework for detecting subgroups of persons showing different effects in a wide range of parametric models. It provides a versatile tool for detecting and explaining heterogeneity in, for example, intervention studies. In this tutorial article, we introduce the general MOB framework. In two specific case studies, we illustrate how MOB-based methods can be used to detect and explain heterogeneity in two widely used frameworks in educational studies: (a) The generalized linear mixed model (GLMM) and (b) item response theory (IRT). In the first case study, we show how GLMM trees (Fokkema et al., 2018) can be used to detect subgroups with different parameters in mixed-effects models. We apply GLMM trees to longitudinal data from a study on the effects of the Head Start pre-school program to identify subgroups of families where children show comparatively larger or smaller gains in performance. In a second case study, we show how Rasch trees (Strobl et al., 2015) can be used to detect subgroups with different item parameters in IRT models (i.e. differential item functioning [DIF]). DIF should be investigated before using test results for group comparisons. We show how a recently developed stopping criterion (Henninger et al., 2023) can be used to guide subgroup detection based on DIF effect sizes.
基于模型的递归分区；Zeileis et al., 2008)是一个灵活的框架，用于检测在广泛的参数模型中显示不同效果的人的子群体。它为检测和解释例如干预研究中的异质性提供了一个通用的工具。在这篇教程中，我们将介绍一般的MOB框架。在两个具体的案例研究中，我们说明了如何使用基于mobo的方法来检测和解释教育研究中两种广泛使用的框架中的异质性：(a)广义线性混合模型（GLMM）和(b)项目反应理论（IRT）。在第一个案例研究中，我们展示了如何使用GLMM树（Fokkema等人，2018）来检测混合效应模型中具有不同参数的子组。我们将GLMM树应用于一项关于学前教育项目效果研究的纵向数据，以确定儿童表现出相对较大或较小收益的家庭亚组。在第二个案例研究中，我们展示了如何使用Rasch树（strobel等人，2015）来检测IRT模型中具有不同项目参数的子组（即差异项目功能[DIF]）。在使用测试结果进行组比较之前，应调查DIF。我们展示了最近开发的停止标准（Henninger et al., 2023）如何用于指导基于DIF效应大小的子组检测。
{"title":"One model may not fit all: Subgroup detection using model-based recursive partitioning","authors":"Marjolein Fokkema , Mirka Henninger , Carolin Strobl","doi":"10.1016/j.jsp.2024.101394","DOIUrl":"10.1016/j.jsp.2024.101394","url":null,"abstract":"<div><div>Model-based recursive partitioning (MOB; Zeileis et al., 2008) is a flexible framework for detecting subgroups of persons showing different effects in a wide range of parametric models. It provides a versatile tool for detecting and explaining heterogeneity in, for example, intervention studies. In this tutorial article, we introduce the general MOB framework. In two specific case studies, we illustrate how MOB-based methods can be used to detect and explain heterogeneity in two widely used frameworks in educational studies: (a) The generalized linear mixed model (GLMM) and (b) item response theory (IRT). In the first case study, we show how GLMM trees (Fokkema et al., 2018) can be used to detect subgroups with different parameters in mixed-effects models. We apply GLMM trees to longitudinal data from a study on the effects of the Head Start pre-school program to identify subgroups of families where children show comparatively larger or smaller gains in performance. In a second case study, we show how Rasch trees (Strobl et al., 2015) can be used to detect subgroups with different item parameters in IRT models (i.e. differential item functioning [DIF]). DIF should be investigated before using test results for group comparisons. We show how a recently developed stopping criterion (Henninger et al., 2023) can be used to guide subgroup detection based on DIF effect sizes.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101394"},"PeriodicalIF":3.8,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168397","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}
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