Pub Date : 2023-10-30DOI: 10.1080/21683603.2023.2271410
Mirjam Weis, Roberto Andres Cardona, Gisela Trommsdorff
ABSTRACTThe present study investigated direct as well as indirect relations between children’s emotion regulation (anger- and avoidant-oriented strategies), behavior regulation, and mathematics achievement in a longitudinal study during the transition from primary to secondary school in Germany. Participants were 76 primary school students attending grade four at Time 1, of whom 51 participated again as secondary school students attending grade five at Time 2, as well as children’s mothers and teachers. Anger- and avoidant-oriented emotion regulation strategies at Time 1 were negatively associated to behavior regulation at Time 2. Behavior regulation at Time 2 was positively related to mathematics achievement at Time 2. There were no direct relations between emotion regulation (anger- and avoidant-oriented strategies) at Time 1 and mathematics achievement at Time 2. However, we found significant indirect negative effects between emotion regulation (anger- and avoidant-oriented strategies) at Time 1 and mathematics achievement at Time 2 via behavior regulation at Time 1. Thus, anger- and avoidant-oriented emotion regulation at Time 1 indirectly affected mathematics achievement negatively at Time 2 via behavior regulation at Time 2. This study confirms the complex structure of self-regulatory processes and underlines the importance of specific emotion regulation strategies for mathematics achievement.KEYWORDS: Behavior regulationemotion regulationlongitudinal mediation modelmathematics achievementprimary and secondary school Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the corresponding author, [MW], upon reasonable request.Additional informationFundingThe study was financed by a grant from the German Research Foundation [DFG GZ, TR 169/14-3] as part of the project “Developmental conditions of intentionality and its limits: Self-regulation in school-aged children” (PI: Gisela Trommsdorff).Notes on contributorsMirjam WeisMirjam Weis is a Postdoctoral Psychology Researcher and National Project Manager of PISA at the Technical University of Munich, Germany. Her research interests are in self-regulation and school achievement.Roberto Andres CardonaRoberto Andres Cardona completed his Master in Research on Teaching and Learning at the Technical University of Munich, Germany. He is now at the EAFIT University, Department of Languages, Colombia.Gisela TrommsdorffGisela Trommsdorff is Professor Emeritus of Developmental and Cross-Cultural Psychology at the University of Konstanz, Germany. She is an associate editor and advisory board member of numerous scientific journals.
摘要本研究通过一项纵向研究，探讨了德国中小学儿童情绪调节(愤怒导向策略和回避导向策略)、行为调节与数学成绩之间的直接和间接关系。参与者是76名在时间1上四年级的小学生，其中51名在时间2上五年级的中学生，以及孩子的母亲和老师。时间1的愤怒导向和回避导向情绪调节策略与时间2的行为调节呈负相关。时间2的行为调节与时间2的数学成绩呈正相关。时间1的情绪调节(愤怒导向策略和回避导向策略)与时间2的数学成绩之间没有直接关系。然而，我们发现时间1的情绪调节(愤怒导向策略和回避导向策略)通过时间1的行为调节对时间2的数学成绩有显著的间接负向影响。因此，时间1的愤怒和回避导向情绪调节通过时间2的行为调节间接地对时间2的数学成绩产生负向影响。本研究证实了自我调节过程的复杂结构，并强调了特定情绪调节策略对数学成绩的重要性。关键词:行为调节;情绪调节;纵向中介模型;数学成绩;数据可用性声明支持本研究结果的数据可根据合理要求从通讯作者[MW]处获得。该研究由德国研究基金会[DFG GZ, TR 169/14-3]资助，作为“意向的发展条件及其限制:学龄儿童的自我调节”项目的一部分(PI: Gisela Trommsdorff)。miirjam Weis是德国慕尼黑工业大学的博士后心理学研究员和PISA国家项目经理。她的研究兴趣是自我调节和学业成绩。Roberto Andres Cardona在德国慕尼黑工业大学完成了教学与学习研究硕士学位。现就职于哥伦比亚EAFIT大学语言系。Gisela Trommsdorff是德国康斯坦茨大学发展与跨文化心理学名誉教授。她是众多科学期刊的副主编和顾问委员会成员。
{"title":"Children’s emotion regulation, behavior regulation, and mathematics achievement: A longitudinal mediation model","authors":"Mirjam Weis, Roberto Andres Cardona, Gisela Trommsdorff","doi":"10.1080/21683603.2023.2271410","DOIUrl":"https://doi.org/10.1080/21683603.2023.2271410","url":null,"abstract":"ABSTRACTThe present study investigated direct as well as indirect relations between children’s emotion regulation (anger- and avoidant-oriented strategies), behavior regulation, and mathematics achievement in a longitudinal study during the transition from primary to secondary school in Germany. Participants were 76 primary school students attending grade four at Time 1, of whom 51 participated again as secondary school students attending grade five at Time 2, as well as children’s mothers and teachers. Anger- and avoidant-oriented emotion regulation strategies at Time 1 were negatively associated to behavior regulation at Time 2. Behavior regulation at Time 2 was positively related to mathematics achievement at Time 2. There were no direct relations between emotion regulation (anger- and avoidant-oriented strategies) at Time 1 and mathematics achievement at Time 2. However, we found significant indirect negative effects between emotion regulation (anger- and avoidant-oriented strategies) at Time 1 and mathematics achievement at Time 2 via behavior regulation at Time 1. Thus, anger- and avoidant-oriented emotion regulation at Time 1 indirectly affected mathematics achievement negatively at Time 2 via behavior regulation at Time 2. This study confirms the complex structure of self-regulatory processes and underlines the importance of specific emotion regulation strategies for mathematics achievement.KEYWORDS: Behavior regulationemotion regulationlongitudinal mediation modelmathematics achievementprimary and secondary school Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the corresponding author, [MW], upon reasonable request.Additional informationFundingThe study was financed by a grant from the German Research Foundation [DFG GZ, TR 169/14-3] as part of the project “Developmental conditions of intentionality and its limits: Self-regulation in school-aged children” (PI: Gisela Trommsdorff).Notes on contributorsMirjam WeisMirjam Weis is a Postdoctoral Psychology Researcher and National Project Manager of PISA at the Technical University of Munich, Germany. Her research interests are in self-regulation and school achievement.Roberto Andres CardonaRoberto Andres Cardona completed his Master in Research on Teaching and Learning at the Technical University of Munich, Germany. He is now at the EAFIT University, Department of Languages, Colombia.Gisela TrommsdorffGisela Trommsdorff is Professor Emeritus of Developmental and Cross-Cultural Psychology at the University of Konstanz, Germany. She is an associate editor and advisory board member of numerous scientific journals.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"30 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136023113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1080/21683603.2023.2271411
Yu Takizawa, Yuki Matsumoto, Yuma Ishimoto
{"title":"Relationship between teacher and student psychological well-being in a Japanese context","authors":"Yu Takizawa, Yuki Matsumoto, Yuma Ishimoto","doi":"10.1080/21683603.2023.2271411","DOIUrl":"https://doi.org/10.1080/21683603.2023.2271411","url":null,"abstract":"","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Resilience is influenced by personal and environmental risk and protective factors that are unique in each context. The constant socio-cultural changes affect the educational context and may lead to new factors associated with teachers’ resilience. To this end, the present study aimed to examine the risk and protective factors of resilience in Greek general and special education teachers and how they are incorporated into the strategies they use to face adversities in their workplace. Qualitative data were collected from 15 general education and 11 special education teachers. Content Analysis was used to analyse the data. Results indicated that new risk factors have emerged, however, there were only minor differences in the prioritization of risk and protective resilience factors between general and special education teachers. The study also provided insights into the strategies used by teachers to deal with their working challenges and enhance their resilience.
{"title":"Risk and protective factors and coping strategies for building resilience in Greek general and special education teachers","authors":"Athena Daniilidou","doi":"10.47602/josep.v3i2.48","DOIUrl":"https://doi.org/10.47602/josep.v3i2.48","url":null,"abstract":"Resilience is influenced by personal and environmental risk and protective factors that are unique in each context. The constant socio-cultural changes affect the educational context and may lead to new factors associated with teachers’ resilience. To this end, the present study aimed to examine the risk and protective factors of resilience in Greek general and special education teachers and how they are incorporated into the strategies they use to face adversities in their workplace. Qualitative data were collected from 15 general education and 11 special education teachers. Content Analysis was used to analyse the data. Results indicated that new risk factors have emerged, however, there were only minor differences in the prioritization of risk and protective resilience factors between general and special education teachers. The study also provided insights into the strategies used by teachers to deal with their working challenges and enhance their resilience.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135828666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.1080/21683603.2023.2243854
Márcia Laranjeira, M. Teixeira
ABSTRACT This research aims to validate the Portuguese version of the Teacher Feedback Scale (TFS) in a sample of 628 children from third and fourth grade. Teacher feedback is a crucial factor in child development, with an impact in students’ motivation and learning. It provides daily cognitive and emotional information about children’s academic performance and their abilities as learners. The results of exploratory factor analysis (EFA) and subsequent confirmatory factor analysis (CFA) indicated that the TFS consists of five subscales: praise, ability-effort in reading, ability-effort in math, general negative feedback and specific negative feedback. The measure shows that good reliability estimates and factor loadings were invariant across gender. Evidence of predictive validity is presented through gender differences and associations of feedback with children's competence perceptions. The potential of the measure in educational settings and research is discussed.
{"title":"Children’s perceptions of teacher feedback: Portuguese validation of a scale","authors":"Márcia Laranjeira, M. Teixeira","doi":"10.1080/21683603.2023.2243854","DOIUrl":"https://doi.org/10.1080/21683603.2023.2243854","url":null,"abstract":"ABSTRACT This research aims to validate the Portuguese version of the Teacher Feedback Scale (TFS) in a sample of 628 children from third and fourth grade. Teacher feedback is a crucial factor in child development, with an impact in students’ motivation and learning. It provides daily cognitive and emotional information about children’s academic performance and their abilities as learners. The results of exploratory factor analysis (EFA) and subsequent confirmatory factor analysis (CFA) indicated that the TFS consists of five subscales: praise, ability-effort in reading, ability-effort in math, general negative feedback and specific negative feedback. The measure shows that good reliability estimates and factor loadings were invariant across gender. Evidence of predictive validity is presented through gender differences and associations of feedback with children's competence perceptions. The potential of the measure in educational settings and research is discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"334 - 343"},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45738573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.1080/21683603.2023.2243849
C. Samios, Leshay Wells, Jessica Hellyar
ABSTRACT School teachers are likely to experience highly stressful events through their work. Thus, it is important to understand emotion regulation factors, such as savoring the moment, that might protect a school teacher’s psychological adjustment following a highly stressful work event. First, we examined whether school teachers’ ability to savor the moment buffers the psychological impact of a highly stressful work event on school teacher psychological adjustment. Second, we examined whether, following a highly stressful work event, savoring the moment relates to better psychological adjustment in school teachers through greater meaning in life. We surveyed 110 Australian school teachers (M = 40.15 years) who completed measures of psychological impact of a stressful work event, savoring the moment, psychological adjustment, and meaning in life. Regression results showed that 1) savoring the moment buffered the negative psychological impact of a highly stressful work event on psychological adjustment outcomes of depression and anxiety; and 2) meaning in life mediated the relationship between savoring the moment and psychological adjustment. The findings have theoretical and practical implications for school teacher psychological adjustment.
{"title":"A moment for the teacher: The role of savoring in school teacher psychological adjustment to a highly stressful work event","authors":"C. Samios, Leshay Wells, Jessica Hellyar","doi":"10.1080/21683603.2023.2243849","DOIUrl":"https://doi.org/10.1080/21683603.2023.2243849","url":null,"abstract":"ABSTRACT School teachers are likely to experience highly stressful events through their work. Thus, it is important to understand emotion regulation factors, such as savoring the moment, that might protect a school teacher’s psychological adjustment following a highly stressful work event. First, we examined whether school teachers’ ability to savor the moment buffers the psychological impact of a highly stressful work event on school teacher psychological adjustment. Second, we examined whether, following a highly stressful work event, savoring the moment relates to better psychological adjustment in school teachers through greater meaning in life. We surveyed 110 Australian school teachers (M = 40.15 years) who completed measures of psychological impact of a stressful work event, savoring the moment, psychological adjustment, and meaning in life. Regression results showed that 1) savoring the moment buffered the negative psychological impact of a highly stressful work event on psychological adjustment outcomes of depression and anxiety; and 2) meaning in life mediated the relationship between savoring the moment and psychological adjustment. The findings have theoretical and practical implications for school teacher psychological adjustment.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"321 - 333"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48361419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.1080/21683603.2023.2245357
Ana Rodrigues de Lemos, Sofia Mendes, Teresa Leal
ABSTRACT Extensive literature on school misbehavior has largely focused on teachers’ perceptions of the most frequent and troublesome classroom behaviors and the most commonly used strategies to manage them. Students’ perspectives on this topic have received comparatively little attention and most of the few existing studies were conducted with secondary students. This study investigates the perspectives of 115 elementary children on appropriate and inappropriate behaviors, on their causal attributions, and on how schools should manage children’s behavior. Their answers to an open-ended questionnaire were analyzed through qualitative thematic content analysis. Results suggest that children are exposed to an extensive number of negatively stated behavior expectations. When asked about causal explanations for behavior occurrences, children mainly mention factors related to themselves, particularly their social and emotional abilities. The frequent mentions of proactive strategies, such as explicit teaching, suggest that children’s recommendations on behavior management encompass evidence-based practices. Implications for future research, educational policies, and teachers’ training and practices are also provided.
{"title":"School misbehavior: Elementary students’ perspectives on typologies, attributions, and strategies","authors":"Ana Rodrigues de Lemos, Sofia Mendes, Teresa Leal","doi":"10.1080/21683603.2023.2245357","DOIUrl":"https://doi.org/10.1080/21683603.2023.2245357","url":null,"abstract":"ABSTRACT Extensive literature on school misbehavior has largely focused on teachers’ perceptions of the most frequent and troublesome classroom behaviors and the most commonly used strategies to manage them. Students’ perspectives on this topic have received comparatively little attention and most of the few existing studies were conducted with secondary students. This study investigates the perspectives of 115 elementary children on appropriate and inappropriate behaviors, on their causal attributions, and on how schools should manage children’s behavior. Their answers to an open-ended questionnaire were analyzed through qualitative thematic content analysis. Results suggest that children are exposed to an extensive number of negatively stated behavior expectations. When asked about causal explanations for behavior occurrences, children mainly mention factors related to themselves, particularly their social and emotional abilities. The frequent mentions of proactive strategies, such as explicit teaching, suggest that children’s recommendations on behavior management encompass evidence-based practices. Implications for future research, educational policies, and teachers’ training and practices are also provided.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"354 - 366"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45041880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.1080/21683603.2023.2243858
Yugo Kira, M. Matsumoto, Kohei Kambara, A. Ogata
ABSTRACT In Japan, many high school students have severe depression. Preventive interventions for school-based cognitive-behavioral depression are effective countermeasures against depressive problems among high school students. However, since high school curriculums are time-consuming, such interventions are less common among high school students. Therefore, we conducted a long-term but low-frequency intervention that divides the program content through several grades. We examined the effectiveness of our intervention based on the data obtained by a survey during the two-year intervention period and one-year follow-up period for 225 students who had enrolled in 2014–2019. Three-level hierarchical linear model analysis showed that students who participated in the program had improved depressive symptoms and related factors over these three years. The Welch test and chi-square test showed fewer depressive symptoms and a lower percentage of students with depression than the 608 Japanese students who did not receive the intervention; data were collected through an online survey at the end of the program and one year after the intervention ended. The results suggest that a school-based cognitive-behavioral depression prevention program using a long-term but low-frequency approach may effectively reduce the implementation burden into the school curriculum, promote sustained implementation, and prevent depression among high school students.
{"title":"Implementation and effectiveness of a sustained depression prevention program for high school students in Japan","authors":"Yugo Kira, M. Matsumoto, Kohei Kambara, A. Ogata","doi":"10.1080/21683603.2023.2243858","DOIUrl":"https://doi.org/10.1080/21683603.2023.2243858","url":null,"abstract":"ABSTRACT In Japan, many high school students have severe depression. Preventive interventions for school-based cognitive-behavioral depression are effective countermeasures against depressive problems among high school students. However, since high school curriculums are time-consuming, such interventions are less common among high school students. Therefore, we conducted a long-term but low-frequency intervention that divides the program content through several grades. We examined the effectiveness of our intervention based on the data obtained by a survey during the two-year intervention period and one-year follow-up period for 225 students who had enrolled in 2014–2019. Three-level hierarchical linear model analysis showed that students who participated in the program had improved depressive symptoms and related factors over these three years. The Welch test and chi-square test showed fewer depressive symptoms and a lower percentage of students with depression than the 608 Japanese students who did not receive the intervention; data were collected through an online survey at the end of the program and one year after the intervention ended. The results suggest that a school-based cognitive-behavioral depression prevention program using a long-term but low-frequency approach may effectively reduce the implementation burden into the school curriculum, promote sustained implementation, and prevent depression among high school students.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"344 - 353"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44830184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.1080/21683603.2023.2229260
June T. Forsberg, Brenda Ghazale, Samer Siefeldeen, J. schultz
ABSTRACT The evolving situation in Lebanon is characterized by multiple crises that affect education and can negatively affect a student’s school-functioning and mental health. The Ministry of Education and Higher Education decided in 2019 to further intensify and upscale implementation of school-based psychosocial support. This study is a contextualization and validation of the Student Learning in Emergencies Checklist for use in Lebanon. A 27-item questionnaire was proposed and tested to explore categories for measuring the effect of psychosocial support on academic functioning and academic performance and build evidence for program design. Promotors for school functioning were also explored. The participants (N = 1048) were divided between Lebanese students (N = 573) and non-Lebanese students (N = 520) with a mean age of 11.77 and gender balance. Multiple regression analysis demonstrated that the combined proposed categories explained 33.7% of the variance of school functioning as opposed to other factors. The new categories for safety and support at school and safety and support at home were found to predict academic functioning alone. Lebanese students reported significantly reduced scores in safety and support at school compared to non-Lebanese students. The need for psychosocial and educational support increased significantly with age, and males reported lower scores than females. Content and strategies for school-based psychosocial support for students are discussed.
{"title":"Measuring promotors of school functioning: Informing school-based psychosocial support for crisis-affected students in Lebanon","authors":"June T. Forsberg, Brenda Ghazale, Samer Siefeldeen, J. schultz","doi":"10.1080/21683603.2023.2229260","DOIUrl":"https://doi.org/10.1080/21683603.2023.2229260","url":null,"abstract":"ABSTRACT The evolving situation in Lebanon is characterized by multiple crises that affect education and can negatively affect a student’s school-functioning and mental health. The Ministry of Education and Higher Education decided in 2019 to further intensify and upscale implementation of school-based psychosocial support. This study is a contextualization and validation of the Student Learning in Emergencies Checklist for use in Lebanon. A 27-item questionnaire was proposed and tested to explore categories for measuring the effect of psychosocial support on academic functioning and academic performance and build evidence for program design. Promotors for school functioning were also explored. The participants (N = 1048) were divided between Lebanese students (N = 573) and non-Lebanese students (N = 520) with a mean age of 11.77 and gender balance. Multiple regression analysis demonstrated that the combined proposed categories explained 33.7% of the variance of school functioning as opposed to other factors. The new categories for safety and support at school and safety and support at home were found to predict academic functioning alone. Lebanese students reported significantly reduced scores in safety and support at school compared to non-Lebanese students. The need for psychosocial and educational support increased significantly with age, and males reported lower scores than females. Content and strategies for school-based psychosocial support for students are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"307 - 320"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43022583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-20DOI: 10.1080/21683603.2023.2194255
Sören Lüdeke, Bodo Przibilla, Friedrich Linderkamp
ABSTRACT Children with externalizing behavior problems are likely to show poor school achievements, problems in social interactions with teachers and peers and an elevated school-related stress. Though class climate is a meaningful variable to explain school achievements and aspects of emotional well-being, there are hardly any studies that consider class climate from the perspective of children with externalizing problems. The present study examines the question how children with externalizing problems assess class climate. Furthermore, the study analyzes the possible impact of internalizing comorbidities. The sample of fourth grade primary school children (N = 119) includes 27 students with hyperactive-inattentive and 47 children with dissocial symptoms. Data are analyzed using ANOVAS and hierarchical linear regressions. Externalizing problems coincide with negative assessments of class climate, which are even more negative among students with dissocial symptoms and internalizing comorbidities. While hyperactive-inattentive children primarily focus on a few aspects of class climate (especially unfair teacher decisions), children with dissocial symptoms show more global negative perceptions. The results point to low levels of social participation of children with externalizing problems. Future studies should consider the potential importance of class climate for school-based diagnostics and behavior modification.
{"title":"Assessments of class climate by primary school children with externalizing behavior problems – An exploratory study","authors":"Sören Lüdeke, Bodo Przibilla, Friedrich Linderkamp","doi":"10.1080/21683603.2023.2194255","DOIUrl":"https://doi.org/10.1080/21683603.2023.2194255","url":null,"abstract":"ABSTRACT Children with externalizing behavior problems are likely to show poor school achievements, problems in social interactions with teachers and peers and an elevated school-related stress. Though class climate is a meaningful variable to explain school achievements and aspects of emotional well-being, there are hardly any studies that consider class climate from the perspective of children with externalizing problems. The present study examines the question how children with externalizing problems assess class climate. Furthermore, the study analyzes the possible impact of internalizing comorbidities. The sample of fourth grade primary school children (N = 119) includes 27 students with hyperactive-inattentive and 47 children with dissocial symptoms. Data are analyzed using ANOVAS and hierarchical linear regressions. Externalizing problems coincide with negative assessments of class climate, which are even more negative among students with dissocial symptoms and internalizing comorbidities. While hyperactive-inattentive children primarily focus on a few aspects of class climate (especially unfair teacher decisions), children with dissocial symptoms show more global negative perceptions. The results point to low levels of social participation of children with externalizing problems. Future studies should consider the potential importance of class climate for school-based diagnostics and behavior modification.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"298 - 306"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47920803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Manuela Leite, J. Fernandes, Karina Carvalho, Marineide Pina-Zallio, Rúbia Verza, M. P. Gonçalves
This study aimed to investigate the fear of COVID-19 among university students from various countries in the context of face-to-face classes. This is a cross-sectional study, with a sample of 1,205 university students from several European (Portugal, France and England) and Latin American (Brazil and Paraguay) countries. An online survey was carried out including sociodemographic questions about COVID-19, type of university, face-to-face classes and the Fear of COVID-19 Scale for Face-to-Face Learning (FCV-19S-FL). Descriptive statistics, independent t-tests, ANOVA and multiple linear regression were used for data analysis. The results obtained identified a set of fear predictor variables (total, emotional and cognitive), with emphasis on females, first- and second-year students, attendance of courses not related to Health Sciences, preference for a distance learning model, comorbidities among family members or friends, and no previous COVID-19 infection. The comparative study between countries showed that university students in Brazil showed higher levels of all types of fear, statistically significant when compared to the other countries studied, with the exception of England. The results obtained show the impacts and management of the pandemic at the resumption of face-to-face classes after a period of exclusively distance learning, identifying university students at greater risk of mental health.
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