Journal of School Psychology最新文献_第9页

Evidence of a limited relationship between reading fluency and reading comprehension of academic language 有证据表明，学术语言的阅读流畅性与阅读理解之间的关系有限

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-23 DOI: 10.1016/j.jsp.2024.101367

Douglas B. Petersen , Katherine Lindsey Swope , Alisa Konishi-Therkildsen , Ellie L. Young , Cynthia Brock , Trina D. Spencer

This study examined the relationship between reading fluency and reading comprehension of grade-level academic language. The CUBED Narrative Language Measures: Reading (NLM:R) subtest was used to assess the reading fluency and reading comprehension performance of 605 second- and third-grade students. The Measures of Academic Progress (MAP) reading assessment was also used to assess students' reading comprehension. Results indicated that reading fluency was not significantly correlated with reading comprehension across any of the deciles in both grade levels when measured using the NLM:R. Reading fluency also was not significantly correlated with MAP results for second- or third-grade students. Partial correlation analyses controlling for race/ethnicity, gender, and soci-economic status did not result in meaningfully different outcomes. Students whose reading fluency was at the 10th percentile did not exhibit significantly different comprehension performance when compared to students reading more fluently. The results of this study suggest that outcomes from oral reading fluency assessments that focus on rate and accuracy may not be valid indicators of reading comprehension when passages include complex, academic language. School psychologists and other educators may need to interpret reading fluency data with caution when developing comprehension-related instructional recommendations and identifying students for whom comprehension intervention is warranted.

本研究探讨了年级学术语言的阅读流畅性与阅读理解之间的关系。研究采用 CUBED 叙事性语言测量法（CUBED Narrative Language Measures：阅读（NLM:R）分测验来评估 605 名二、三年级学生的阅读流利性和阅读理解能力。学业进步测量（MAP）阅读评估也用于评估学生的阅读理解能力。结果表明，在使用 NLM:R 进行测量时，在两个年级的任何十等分中，阅读流畅性与阅读理解能力都没有明显的相关性。二、三年级学生的阅读流畅度与 MAP 结果也没有明显的相关性。对种族/民族、性别和社会经济地位进行局部相关性分析后，结果并无明显不同。与阅读更流畅的学生相比，阅读流畅度处于第 10 百分位的学生的理解能力没有明显差异。本研究结果表明，当段落中包含复杂的学术语言时，注重速度和准确性的口语阅读流利度评估结果可能不是阅读理解能力的有效指标。学校心理学家和其他教育工作者在制定与理解相关的教学建议和确定需要进行理解干预的学生时，可能需要谨慎解释阅读流利性数据。

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引用次数: 0

School-based mental health support for migrant children and young people: A scoping review 为移民儿童和青少年提供校本心理健康支持：范围审查

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-21 DOI: 10.1016/j.jsp.2024.101393

Katie Howard , Darren Moore , Eleni Dimitrellou , Lenka Janik Blaskova , James Howard

Schools are increasingly considered as critical to the identification and support of child and adolescent mental health difficulties. However, research often fails to capture critical aspects of context and culture, such as migration, in assessing both the accessibility and effectiveness of school-based interventions. Although migrant youth may be at risk for poor mental health, little is known about the barriers and facilitators they face in accessing mental health support in schools. This scoping review aims to map existing research into school-based mental health interventions for migrant children and young people and, in particular, identify potential cultural and contextual effects related to accessibility. Drawing on scoping review methodology, we searched seven psychology, education, and health databases (i.e., Education Research Complete, British Education Index, ERIC, Web of Science, EMBASE, Medline, and PsycInfo) for studies published between 2002 and 2023. Study selection and data extraction were performed independently by reviewers. Narrative and thematic synthesis were used to analyze included papers and address the research questions. Thirty-eight studies met our inclusion criteria and are presented in this review. Our findings reveal a lack of targeted school-based mental health interventions for migrant young people despite the clear need among this growing population. Furthermore, few studies directly addressed issues of accessibility. Despite the range of migrant groups considered, the primary barriers and facilitators to access identified were contextual, cultural, and systemic, such as stigma, acculturative stressors, and partnerships between families, schools, and mental health services. The results of this scoping review highlight the need for a more intersectional framework for the design and implementation of school-based mental health support for migrant youth, arguably one that positions migration as a key social determinant of health and in particular, child and adolescent mental health.

学校越来越被认为是识别和支持儿童及青少年心理健康问题的关键所在。然而，在评估以学校为基础的干预措施的可及性和有效性时，研究往往未能抓住背景和文化的关键方面，例如移民。尽管移民青少年可能面临心理健康不良的风险，但人们对他们在学校获得心理健康支持所面临的障碍和促进因素却知之甚少。本范围界定综述旨在对针对移民儿童和青少年的校本心理健康干预措施的现有研究进行梳理，尤其是识别与可及性相关的潜在文化和背景影响。借鉴范围界定综述的方法，我们检索了七个心理学、教育学和健康数据库（即 Education Research Complete、British Education Index、ERIC、Web of Science、EMBASE、Medline 和 PsycInfo）中 2002 年至 2023 年间发表的研究。研究选择和数据提取由审稿人独立完成。采用叙事和主题综合的方法对纳入的论文进行分析，并解决研究问题。有 38 项研究符合我们的纳入标准，并在本综述中进行了介绍。我们的研究结果表明，尽管外来务工青年的需求在不断增长，但针对他们的校本心理健康干预措施却很缺乏。此外，很少有研究直接涉及可及性问题。尽管我们考虑的移民群体范围很广，但所发现的主要障碍和促进因素都是背景、文化和系统性的，如污名化、文化适应压力，以及家庭、学校和心理健康服务机构之间的合作关系。本次范围界定审查的结果突出表明，在设计和实施针对移民青少年的校本心理健康支持时，需要一个更具交叉性的框架，可以说，这个框架应将移民定位为健康，尤其是儿童和青少年心理健康的一个关键社会决定因素。

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引用次数: 0

Moral disengagement and defender self-efficacy as predictors of bystander behaviors in peer victimization in middle school: A one-year longitudinal study 初中生在同伴伤害事件中的旁观者行为的预测因素--道德脱离和维护者自我效能：为期一年的纵向研究

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-21 DOI: 10.1016/j.jsp.2024.101400

Björn Sjögren , Robert Thornberg , Jun Sung Hong

Numerous empirical studies have contributed to the understanding of factors connected to students' bystander behaviors in peer victimization situations. Nevertheless, a crucial gap remains concerning the scarcity of longitudinal studies. Drawing on social cognitive theory, the present study examined whether moral disengagement and defender self-efficacy predicted bystander behaviors a year later. Participants were 1346 Swedish adolescents (M_ageT1 = 13.6 years, M_ageT2 = 14.6 years) who answered a web-based self-report questionnaire in seventh and eighth grades. Random intercept models showed that higher levels of moral disengagement in seventh grade were associated with more pro-aggressive bystanding in eighth grade (Est = 0.19, p < .001), with interaction analyses revealing that this effect was particularly pronounced in students with high defender self-efficacy (Est = 0.05, p < .01). The results also revealed that higher levels of defender self-efficacy in seventh grade were associated with more defending (Est = 0.18, p < .001) and less passive bystanding (Est = −0.11, p < .001) in eighth grade. Interaction analyses further demonstrated that the negative association between defender self-efficacy and passive bystanding was significant only at low levels of moral disengagement (Est = 0.09, p < .001). Our findings suggest that moral disengagement is more strongly related to the inhibitive form of moral agency among bystanders, whereas defender self-efficacy is more strongly related to proactive moral agency. Thus, interventions aiming to reduce pro-aggressive bystanding and promote defending need to consider both moral disengagement and defender self-efficacy.

大量的实证研究有助于人们了解学生在同伴受害情况下的旁观者行为的相关因素。然而，纵向研究的缺乏仍是一个重要的空白。本研究以社会认知理论为基础，考察了道德脱离和维护者自我效能感是否能预测一年后的旁观者行为。1346 名瑞典青少年（MageT1 = 13.6 岁，MageT2 = 14.6 岁）在七年级和八年级时回答了一份基于网络的自我报告问卷。随机截距模型显示，七年级时较高的道德偏离水平与八年级时较高的亲攻击性(Est = 0.19, p <.001)相关，交互作用分析表明，这种效应在具有较高防御者自我效能感的学生中尤为明显(Est = 0.05, p <.01)。结果还显示，七年级时较高的防卫者自我效能感与八年级时较多的防卫（Est = 0.18，p < .001）和较少的被动旁观（Est = -0.11，p < .001）相关。交互分析进一步表明，只有在道德脱离程度较低的情况下，防御者自我效能感与消极旁观之间的负相关才显著（Est = 0.09, p <.001）。我们的研究结果表明，道德脱离与旁观者的抑制性道德代理关系更为密切，而维护者自我效能感则与积极主动的道德代理关系更为密切。因此，旨在减少亲攻击性旁观和促进防卫的干预措施需要同时考虑道德脱离和防卫者自我效能。

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引用次数: 0

Peer victimization, internalizing problems, and satisfaction with friends: A two-wave analysis of individual and class-level associations in adolescence 同伴伤害、内化问题和对朋友的满意度：青春期个人和班级层面关联的两波分析

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-19 DOI: 10.1016/j.jsp.2024.101395

Gianluca Gini, Federica Angelini, Tiziana Pozzoli

Peer victimization has long been recognized as a significant issue among adolescents, with potentially harmful consequences for their psychological and social well-being. However, studies adopting a longitudinal, multilevel approach to explore the complexity of peer victimization dynamics are still lacking. This study aimed to test short-term longitudinal associations between peer victimization, internalizing problems, and satisfaction with friends over the course of 6 months. The sample included 1299 adolescents at T1 (48.3% female adolescents, M_age = 13.6 years) attending 67 school classes. Data were collected through self-report questionnaires administered at two time-points during the same school year. Multivariate multilevel analysis indicated that, at the individual level, T2 victimization was positively predicted by T1 internalizing problems (proportional reduction in variance [PRV] = 0.7%) and negatively by satisfaction with friends (PRV = 1.6%), whereas internalizing problems at T2 were predicted by peer victimization at T1 (PRV = 0.7%). Satisfaction with friends was negatively predicted by peer victimization (PRV = 3.6%). At the class level, T2 victimization was more likely in classrooms with lower levels of satisfaction with friends in the fall (PRV = 15%). Moreover, class-level ethnic diversity contributed to explain between-class variability in satisfaction with friends (PRV = 9.1%). These findings highlight the need for interventions that promote positive peer relationships and provide support for victimized adolescents to reduce internalizing problems. Additionally, they underscore the importance of fostering friendship quality as a protective factor against victimization.

长期以来，人们一直认为同伴伤害是青少年中的一个重要问题，可能会对他们的心理和社会福祉造成有害影响。然而，采用纵向、多层次方法来探讨同伴受害动态复杂性的研究仍然缺乏。本研究旨在测试 6 个月内朋辈伤害、内化问题和对朋友的满意度之间的短期纵向联系。样本包括 1299 名 T1 阶段的青少年（48.3% 为女性，年龄 = 13.6 岁），他们在学校的 67 个班级就读。数据是通过在同一学年的两个时间点进行的自我报告问卷调查收集的。多变量多层次分析表明，在个体水平上，T2的受害问题与T1的内化问题呈正相关（方差比例减少[PRV] = 0.7%），与对朋友的满意度呈负相关（PRV = 1.6%），而T2的内化问题与T1的同伴受害问题呈正相关（PRV = 0.7%）。对朋友的满意度受同伴伤害的负向预测（PRV = 3.6%）。在班级层面，秋季对朋友的满意度较低的班级更有可能出现 T2 阶段的受害情况（PRV = 15%）。此外，班级层面的种族多样性也有助于解释班级之间对朋友满意度的差异（PRV = 9.1%）。这些研究结果突出表明，有必要采取干预措施，促进积极的同伴关系，并为受害青少年提供支持，以减少内化问题。此外，这些研究还强调了提高友谊质量作为防止受害的保护因素的重要性。

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引用次数: 0

Evaluating the treatment utility of the Cognitive Assessment System: A meta-analysis of reading and mathematics outcomes 评估认知评估系统的治疗效用：阅读和数学成果的荟萃分析

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-14 DOI: 10.1016/j.jsp.2024.101384

Richard J. McNulty , Randy G. Floyd , Emily K. Lewis , Patrick J. McNicholas , John H. Kranzler , Nicholas F. Benson

There has been a long search for cognitive assessments that reveal aptitudes thought to be useful for treatment planning. In this regard, since the 1990s, there has been some enthusiasm for the Cognitive Assessment System (CAS) and its potential promise for informing treatment due to its alignment of theory, assessment instrument, and suite of interventions. The purpose of this meta-analytic review was to synthesize research pertinent to the treatment utility of the CAS according to a taxonomy of treatment utility. A total of 252 articles were produced by an electronic search and eligibility screening yielded 16 articles meeting criteria for consideration. Most studies described in these articles utilized obtained difference designs, focused on the Planning composite scores from the CAS, and addressed math interventions. Only seven studies with publication dates from 1995 to 2010 yielded sufficient information to be included in the meta-analysis. A random effects model was employed to determine the overall treatment utility effect across 114 participants apportioned to 14 groups and comprising eight comparisons. Results yielded an overall moderate effect size (0.64, 95% CI [0.24, 1.03], p = .002), but it was associated with significant imprecision (due to a low number of viable studies and small sample sizes across most studies) that prohibits reliable conclusions from being drawn. Assessment of between-study heterogeneity and moderator analysis was not possible. Considering these findings, additional research is needed to support the treatment utility of the CAS—even after more than 27 years of study. Furthermore, there are no published studies regarding the treatment utility of the second edition of the CAS, which was published in 2014. These results suggest that there is insufficient empirical grounding to enable practitioners to use this instrument to develop effective treatments for reading, mathematics, or writing. More direct interventions designed to enhance academic skill development should be employed.

长期以来，人们一直在寻找能够揭示对治疗规划有用的能力倾向的认知评估方法。在这方面，自 20 世纪 90 年代以来，认知评估系统（CAS）受到了一些人的热捧，由于其理论、评估工具和一整套干预措施的一致性，该系统在为治疗提供信息方面具有潜在的前景。本荟萃分析综述的目的是根据治疗效用分类法，综合与认知评估系统治疗效用相关的研究。通过电子检索和资格筛选，共有 252 篇文章符合审议标准。这些文章中描述的大多数研究都采用了获得性差异设计，侧重于 CAS 的规划综合分数，并涉及数学干预措施。只有 7 项发表于 1995 年至 2010 年的研究提供了足够的信息，可以纳入荟萃分析。采用随机效应模型确定了 114 名参与者的总体治疗效用效应，这些参与者被分配到 14 个小组，并进行了 8 次比较。结果显示，总体效应大小适中（0.64，95% CI [0.24，1.03]，p = .002），但存在明显的不精确性（由于可行的研究较少，且大多数研究的样本量较小），因此无法得出可靠的结论。无法评估研究之间的异质性和调节分析。考虑到这些发现，还需要更多的研究来支持 CAS 的治疗效用--即使是在超过 27 年的研究之后。此外，关于2014年出版的第二版CAS的治疗效用，目前还没有公开发表的研究。这些结果表明，目前还没有足够的经验基础，使从业人员能够使用该工具来开发有效的阅读、数学或写作治疗方法。应采用更直接的干预措施，以加强学术技能的发展。

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引用次数: 0

The CARES classroom observation tool: Psychometrics of an observational measure of culturally responsive practices CARES 课堂观察工具：文化适应性实践观察测量的心理测量学

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-09 DOI: 10.1016/j.jsp.2024.101381

Meredith P. Franco , Jessika H. Bottiani , Katrina J. Debnam , Wes Bonifay , Toshna Pandey , Juliana Karras , Catherine P. Bradshaw

There is growing interest in improving and assessing teachers' use of culturally responsive practices (CRP) in the classroom, yet relatively few research-based approaches exist to address these measurement gaps. This article presents findings on the psychometric properties of a newly developed classroom observation measure of CRP, called the CARES Observational Assessment Tool, where CARES refers to five theorized domains of CRP. We used a sample of 268 30-min video observations across urban classrooms (Grades 4–9) from the Measures of Effective Teaching Project (Bill and Melinda Gates Foundation, 2014). These videos were scored using the CARES to establish initial construct validity of the measure, assess measurement invariance across teacher and student racial composition, and evaluate convergent, divergent, and concurrent validity within a nomological validity network utilizing item analysis and exploratory structural equation modeling. Results confirmed the five-factor structure of the CARES and reduced the original 41-item version of the CARES to a 19-item classroom observation tool (ω = .73; CFI = .977, TLI = .952, RMSEA = .028, SRMR = .030). Configural measurement invariance was unable to be established across student and teacher racial groups, raising important questions about CRP measurement in the context of racially homogeneous versus heterogeneous classrooms. Some evidence of nomological validity emerged with positive correlations between observed CRP and classroom-level student engagement and academic performance. This study addressed an unmet need regarding the assessment of teacher CRP through observational assessment, which in turn will further inform research regarding the contextual factors associated with indicators of CRP.

人们对改进和评估教师在课堂上使用文化顺应实践（CRP）的兴趣与日俱增，然而，以研究为基础的方法却相对较少，无法解决这些测量方面的差距。本文介绍了新开发的 CRP 课堂观察测量工具 CARES 的心理测量特性，CARES 是指 CRP 的五个理论领域。我们使用了 "有效教学衡量项目"（比尔及梅林达-盖茨基金会，2014 年）中 268 个城市课堂（4-9 年级）的 30 分钟视频观察样本。我们使用 CARES 对这些视频进行了评分，以建立测量的初步建构效度，评估教师和学生种族构成的测量不变性，并利用项目分析和探索性结构方程建模，在名义效度网络中评估收敛效度、发散效度和并发效度。结果证实了 CARES 的五因素结构，并将原来 41 个项目的 CARES 减少为 19 个项目的课堂观察工具（ω = .73；CFI = .977；TLI = .952；RMSEA = .028；SRMR = .030）。在不同学生和教师种族群体之间，无法建立配置测量不变量，这就提出了在种族同质和异质课堂背景下 CRP 测量的重要问题。观察到的 CRP 与课堂上学生的参与度和学业成绩之间存在正相关，这在一定程度上证明了名义有效性。这项研究满足了通过观察评估来评估教师 CRP 的未满足需求，这反过来又将进一步为研究与 CRP 指标相关的背景因素提供信息。

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引用次数: 0

Profiles of principal stress and coping: Concurrent and prospective correlates 校长的压力和应对方式：并发和前瞻性相关因素

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-07 DOI: 10.1016/j.jsp.2024.101387

James Sebastian, David Aguayo, Wenxi Yang, Wendy M. Reinke, Keith C. Herman

This study utilized latent profile analysis (LPA) to examine patterns of principal stress and coping and its relations with principal (n = 125), teacher (n = 3671), and student (n = 19,390) outcomes. LPA analysis of school principals based on their reports of stress and coping showed that most principals were classified as having high stress and high coping (74%) whereas 19% of principals were classified as high stress and low coping. Only a small percentage of principals (7%) were characterized by low stress and high coping. We also examined whether stress and coping profiles of school principals predicted concurrent and prospective measures of principal and teacher well-being and efficacy, principal and teacher perceptions of school climate, and measures of student behavior and dispositions. The principal latent profiles significantly predicted concurrent and prospective measures of principal and teacher well-being, with large effect sizes for prospective principal health (Cohen's d = 1.93) and satisfaction (d = 0.94), and a medium effect size for prospective teacher health (d = 0.68). Changes in principal health (d = 1.30) and satisfaction (d = 0.49) over time were also significant. However, the latent profiles did not predict prospective measures of principal and teacher efficacy, perceptions of school climate, and student classroom behaviors. The results of this study show that examining patterns of principal stress and coping together is important to understand and improve principal and teacher well-being.

本研究利用潜在特征分析（LPA）研究了校长压力和应对模式及其与校长（n = 125）、教师（n = 3671）和学生（n = 19390）的关系。根据校长的压力和应对报告对校长进行的 LPA 分析表明，大多数校长被归类为压力大、应对能力强（74%），而 19% 的校长被归类为压力大、应对能力差。只有一小部分校长（7%）具有低压力和高应对能力的特点。我们还研究了校长的压力和应对特征是否能预测校长和教师的幸福感和效能感、校长和教师对学校氛围的看法以及学生的行为和倾向。校长潜特征对校长和教师幸福感的同期和前瞻性测量结果有明显的预测作用，对前瞻性校长健康（Cohen's d = 1.93）和满意度（d = 0.94）有较大的效应量，对前瞻性教师健康（d = 0.68）有中等效应量。校长健康（d = 1.30）和满意度（d = 0.49）随时间的变化也很显著。然而，潜在特征并不能预测未来校长和教师的效能感、对学校氛围的看法以及学生的课堂行为。本研究的结果表明，将校长的压力和应对模式结合起来进行研究，对于了解和改善校长和教师的幸福感非常重要。

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引用次数: 0

Emotional intersection: Delineating test anxiety, emotional disorders, and student well-being 情感交叉：划分考试焦虑、情绪障碍和学生福祉

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-05 DOI: 10.1016/j.jsp.2024.101390

David W. Putwain , Nathaniel P. von der Embse , Laura J. Nicholson , Martin Daumiller

Previous studies have shown how test anxiety is positively related to symptoms of emotion disorder and that highly test anxious persons can meet diagnostic thresholds for emotion disorder. However, many studies are somewhat dated and based on older conceptualizations of key constructs. In addition, well-being is rarely considered alongside test anxiety and emotion disorder. In the present study, we addressed this limitation by using contemporaneous conceptualizations of test anxiety and emotion disorder, alongside school-related well-being (SRWB), using two analytic methods that are rarely combined to establish how constructs are related. The sample comprised 1167 participants (n_male = 500, n_female = 621, n_non-binary = 21, n_{declined to report} = 25; M_age = 15.4 years, SD = 1.81) from secondary and upper secondary education. Data were analyzed using psychometric network analysis and receiver-operator characteristic (ROC) curve analysis. The psychometric network analysis showed that test anxiety, generalized anxiety, panic disorder, social anxiety, major depression, and SRWB formed distinct and largely coherent communities. Generalized anxiety was principally linked to the worry and tension components of test anxiety, panic disorder to the physiological indicator's component, social anxiety and SRWB to the worry and cognitive interference components, and major depression to the cognitive interference component. The ROC curve analysis indicated that test anxiety scores from the 63rd to 75th scale percentiles could predict clinical risk with relatively high accuracy (0.79–0.88) and acceptable levels of sensitivity (0.75–0.86) and specificity (0.70–0.77). Results suggest that test anxiety, emotion disorder, and SRWB are distinct, albeit related constructs. Although constrained by the cross-sectional design, our findings suggest that high test anxiety presents an elevated risk for the development of emotion disorder.

以往的研究表明，考试焦虑与情感障碍的症状呈正相关，高度考试焦虑的人可以达到情感障碍的诊断标准。然而，许多研究都有些过时，而且是基于较早的关键概念。此外，人们很少将幸福感与考试焦虑和情绪障碍一并考虑。在本研究中，我们针对这一局限性，在使用与学校相关的幸福感（SRWB）的同时，还使用了与考试焦虑和情绪障碍同时出现的概念，并使用了两种很少被结合起来的分析方法来确定这些概念之间的关系。样本包括来自中学和高中教育的 1167 名参与者（男性 = 500，女性 = 621，非二元 = 21，拒绝报告 = 25；年龄 = 15.4 岁，标准差 = 1.81）。数据分析采用了心理测量网络分析和接受者-操作者特征（ROC）曲线分析。心理测量网络分析显示，考试焦虑、广泛性焦虑、惊恐障碍、社交焦虑、重度抑郁和 SRWB 形成了不同且基本一致的群体。广泛性焦虑主要与测试焦虑的担忧和紧张成分相关，惊恐障碍与生理指标成分相关，社交焦虑和 SRWB 与担忧和认知干扰成分相关，重度抑郁与认知干扰成分相关。ROC 曲线分析表明，第 63 到 75 个百分位数的考试焦虑分数可以预测临床风险，准确度相对较高（0.79-0.88），灵敏度（0.75-0.86）和特异度（0.70-0.77）也在可接受范围内。研究结果表明，考试焦虑、情绪障碍和 SRWB 是不同的概念，但又相互关联。尽管受到横断面设计的限制，但我们的研究结果表明，高度考试焦虑会增加情绪障碍的发病风险。

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引用次数: 0

Universal Teacher-Child Interaction Training in early childhood special education: Identifying mechanisms of action that explain why it works 幼儿特殊教育中的师幼互动通用培训：确定解释其为何有效的作用机制

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-04 DOI: 10.1016/j.jsp.2024.101392

W. Andrew Rothenberg , Ellyn Schmidt , Bridget Davidson , Dainelys Garcia , Miya Barnett , Corina Fernandez , Kaylen Mills , Jason F. Jent , Eileen Davis

Teacher-Child Interaction Training-Universal (TCIT-U) is effective for increasing teachers' use of strategies that promote positive child behavior; however, the exact mechanisms of change are unknown. Using a cluster randomized control trial in a sample of 410 racially- and ethnically-diverse children (M_age = 41.73 months; 50% White, 45% Black/African-American, 4% Multiracial, 1% Asian; 59% Hispanic; 87% with disabilities) taught by 102 teachers from 38 classrooms in eight schools, we attempted to identify these mechanisms of action. Results identified two mechanisms of action by which TCIT-U worked to benefit children in this sample. Enrollment in TCIT-U helped teachers learn to provide labeled praise for child behaviors (as measured by observer ratings) and appropriately follow through on commands (as measured by observer ratings) they issued, which subsequently caused children to experience better socioemotional functioning (as measured by on the teacher-reported Devereux Early Childhood Assessment) and fewer externalizing problems (as measured by the Sutter-Eyberg Student Behavior Inventory – Revised). Specifically, being in the TCIT-U intervention predicted more teacher use of labeled praise at post-treatment, which predicted lower child SESBI-Intensity scores at 1-month follow-up (Indirect Effect B = −1.97, SE = 0.73, p < .01). Additionally, being in the TCIT-U intervention predicted teacher follow-up on a greater proportion of direct commands post-treatment, which was associated with fewer student externalizing problem behaviors post-treatment (Indirect Effect B = −1.47, SE = 0.70, p = .04) and with higher student DECA Total Protective Factor scale scores post-treatment (Indirect Effect B = 3.72, SE = 1.63, p = .02). We discuss reasons why changing these two teacher behaviors might serve as mechanisms of change in our sample. Current findings reveal why TCIT-U might be effective as a universal prevention program that promotes socioemotional functioning and reduces externalizing behavior in racially- and ethnically-diverse samples of children with disabilities.

教师与儿童互动通用培训（TCIT-U）能有效提高教师对促进儿童积极行为的策略的使用；然而，变化的确切机制尚不清楚。我们对来自 8 所学校 38 个班级的 102 名教师所教的 410 名不同种族和民族的儿童（年龄 = 41.73 个月；50% 白人、45% 黑人/非裔美国人、4% 多种族、1% 亚洲人；59% 西班牙裔；87% 残疾儿童）进行了分组随机对照试验，试图找出这些作用机制。结果表明，TCIT-U 有两种作用机制使样本中的儿童受益。参加 TCIT-U 有助于教师学会对儿童的行为进行有标签的表扬（以观察者的评分为准），并适当地落实他们发出的指令（以观察者的评分为准），从而使儿童的社会情感功能得到改善（以教师报告的德弗里幼儿评估为准），外化问题减少（以萨特-艾伯格学生行为量表-修订版为准）。具体来说，参加 TCIT-U 干预预示着教师在治疗后会更多地使用标记表扬，这预示着儿童在 1 个月随访时的 SESBI-Intensity 分数会更低（间接效应 B = -1.97, SE = 0.73, p <.01）。此外，参加 TCIT-U 干预项目还预示着教师在治疗后会跟进更多的直接命令，这与治疗后学生外化问题行为的减少有关（间接效应 B = -1.47, SE = 0.70, p = .04），也与治疗后学生 DECA 总保护因子量表得分的提高有关（间接效应 B = 3.72, SE = 1.63, p = .02）。我们将讨论在我们的样本中，改变这两种教师行为可能成为改变机制的原因。目前的研究结果揭示了为什么 TCIT-U 可以有效地作为一项通用预防计划，在不同种族和民族的残疾儿童样本中促进社会情感功能并减少外化行为。

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引用次数: 0

Dependability of individualized Direct Behavior Rating Multi-Item Scales (DBR-MIS) for academic enablers 针对学习促进因素的个性化直接行为分级多项目量表（DBR-MIS）的可信度

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-02 DOI: 10.1016/j.jsp.2024.101389

Tat Shing Yeung , Robert J. Volpe , Amy M. Briesch , Brian Daniels , Gino Casale

The present study examined the dependability of three newly developed direct behavior rating multi-item scales (DBR-MIS) of academic enablers (i.e., academic engagement, interpersonal skills, and study skills). Twenty-two K–5 teachers completed all three 5-item DBR-MIS daily for 1 week for one student in their class. Teachers' ratings on each item during the first occasion were used to create individualized DBR scales with 1–4 items. Items with the lowest ratings (indicating least frequent academic enablers) were included first and subsequent items were added in ascending order. Dependability of both full DBR-MIS and individualized DBR scales was evaluated using generalizability theory. Results indicated that the full DBR-MIS demonstrated high dependability and required only 1–4 assessment occasions (i.e., < 10 as the criterion) to inform absolute decision-making for progress monitoring. The three- and four-item individualized DBR-MIS demonstrated comparable dependability to their respective full five-item DBR-MIS. Dependability estimates of individualized scales in general were higher than standard D study-derived estimates with the same number of items (i.e., dependability estimates obtained by manipulating the number of items from the full standard scales modeled in D studies). Results support continued investigation of the DBR-MIS as a viable progress monitoring tool for school-based applications. Further research and implications for practice were discussed.

本研究考察了三个新开发的学业促进因素（即学业参与、人际交往技能和学习技能）直接行为评级多项目量表（DBR-MIS）的可靠性。22 名幼儿园至 5 年级的教师在一周内每天为班上的一名学生完成所有三个五项的 DBR-MIS 量表。教师在第一次评价中对每个项目的评分被用来创建个性化的 DBR 量表，其中包含 1-4 个项目。评分最低的项目（表示最不常用的学业促进因素）首先被纳入，随后的项目按升序添加。我们使用泛化理论对完整的 DBR-MIS 和个性化 DBR 量表的可靠性进行了评估。结果表明，完整的 DBR-MIS 具有很高的可信度，只需要 1-4 次评估（即以 10 次为标准）就能为进展监测的绝对决策提供信息。三项式和四项式个性化 DBR-MIS 与各自的五项式 DBR-MIS 具有相当的可信度。总体而言，个性化量表的可信度估计值要高于具有相同项目数的标准 D 研究估计值（即通过操纵 D 研究中模拟的完整标准量表的项目数而获得的可信度估计值）。研究结果支持继续对 DBR-MIS 进行研究，将其作为一种可行的进展监测工具用于校本应用。会议还讨论了进一步的研究和对实践的影响。

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引用次数: 0