Pub Date : 2020-11-13DOI: 10.1080/21683603.2020.1832941
E. Karagiannopoulou, F. S. Milienos, Christos Rentzios
ABSTRACT The present study investigates students’ profiles taking into account of learning approaches and emotional variables along with the pace of study. The sample consists of 406 social science students (34.1% first-year, 27.6% second-year, 16.7% third-year and 21.6% are fourth-year students). They completed: (a) the Approaches to Learning and Studying Inventory (ALSI) (b) the Student Experience of Emotions Inventory (c) the Emotion Regulation Questionnaire (d) the Need for Cognition-short form and (e) the Sense of Coherence Scale. The pace of study was assessed by the courses they failed. The statistical analysis used CFA, Cluster Analysis, MANOVA, Discriminant analysis and the Decision tree model. The study suggests the contribution of Sense of Coherence and Need for Cognition to students learning and supports recent suggestions about the crucial role of trait characteristics and mental health in learning. The findings reveal four students’ profiles: (a) surface-unorganized students (b) deep organized students (c) high dissonant students with a low sense of coherence and (d) moderate dissonant students with low need for cognition. In addition, first-year students are most likely to report increased level of failures. The findings are discussed in relation to recent literature.
{"title":"Grouping learning approaches and emotional factors to predict students’ academic progress","authors":"E. Karagiannopoulou, F. S. Milienos, Christos Rentzios","doi":"10.1080/21683603.2020.1832941","DOIUrl":"https://doi.org/10.1080/21683603.2020.1832941","url":null,"abstract":"ABSTRACT The present study investigates students’ profiles taking into account of learning approaches and emotional variables along with the pace of study. The sample consists of 406 social science students (34.1% first-year, 27.6% second-year, 16.7% third-year and 21.6% are fourth-year students). They completed: (a) the Approaches to Learning and Studying Inventory (ALSI) (b) the Student Experience of Emotions Inventory (c) the Emotion Regulation Questionnaire (d) the Need for Cognition-short form and (e) the Sense of Coherence Scale. The pace of study was assessed by the courses they failed. The statistical analysis used CFA, Cluster Analysis, MANOVA, Discriminant analysis and the Decision tree model. The study suggests the contribution of Sense of Coherence and Need for Cognition to students learning and supports recent suggestions about the crucial role of trait characteristics and mental health in learning. The findings reveal four students’ profiles: (a) surface-unorganized students (b) deep organized students (c) high dissonant students with a low sense of coherence and (d) moderate dissonant students with low need for cognition. In addition, first-year students are most likely to report increased level of failures. The findings are discussed in relation to recent literature.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1832941","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43285495","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 : 2020-11-13DOI: 10.1080/21683603.2020.1837702
Patricia D. Simon
ABSTRACT The Frost Multidimensional Perfectionism Scale or FMPS is one of the first empirically validated measures of perfectionism. Cultural nuances demand that the efficiency of a short version of this scale, FMPS – Brief, be tested on an Asian sample. Given the wealth of studies that consistently linked perfectionism to academic achievement, research on the utility of this brief instrument especially with students from a collectivist background is needed. Confirmatory factor analysis of data from a sample of Filipino university students (N = 306) revealed that FMPS-Brief is a reliable and valid measure that can be used in an academic context. Aside from exhibiting the two-factor structure of perfectionism, the scale also displayed good internal consistency and convergent validity with another short version of a commonly used perfectionism measure, the Hewitt and Flett Multidimensional Perfectionism Scale. There was also evidence for the measurement invariance of FMPS-Brief across three time points. The brief scale can be used whenever the need for a short but psychometrically sound instrument for perfectionism arises.
弗罗斯特多维完美主义量表(简称FMPS)是最早经过实证验证的完美主义测量方法之一。文化上的细微差别要求我们在亚洲样本上测试这个简短版本的效率。鉴于大量的研究一直将完美主义与学业成就联系起来，我们需要对这一简短工具的效用进行研究，尤其是对具有集体主义背景的学生。验证性因子分析的数据来自菲律宾大学生样本(N = 306)显示，FMPS-Brief是一个可靠和有效的测量，可以在学术背景下使用。除了显示完美主义的双因素结构外，该量表还与另一种常用的完美主义测量方法Hewitt和Flett多维完美主义量表(Hewitt and Flett Multidimensional perfectionism scale)显示出良好的内部一致性和收敛效度。也有证据表明FMPS-Brief在三个时间点上的测量不变性。只要需要一个简短但心理测量学上合理的完美主义工具，就可以使用简短量表。
{"title":"Factor Structure and Longitudinal Measurement Invariance of the Frost Multidimensional Perfectionism Scale-Brief on a Filipino Sample","authors":"Patricia D. Simon","doi":"10.1080/21683603.2020.1837702","DOIUrl":"https://doi.org/10.1080/21683603.2020.1837702","url":null,"abstract":"ABSTRACT The Frost Multidimensional Perfectionism Scale or FMPS is one of the first empirically validated measures of perfectionism. Cultural nuances demand that the efficiency of a short version of this scale, FMPS – Brief, be tested on an Asian sample. Given the wealth of studies that consistently linked perfectionism to academic achievement, research on the utility of this brief instrument especially with students from a collectivist background is needed. Confirmatory factor analysis of data from a sample of Filipino university students (N = 306) revealed that FMPS-Brief is a reliable and valid measure that can be used in an academic context. Aside from exhibiting the two-factor structure of perfectionism, the scale also displayed good internal consistency and convergent validity with another short version of a commonly used perfectionism measure, the Hewitt and Flett Multidimensional Perfectionism Scale. There was also evidence for the measurement invariance of FMPS-Brief across three time points. The brief scale can be used whenever the need for a short but psychometrically sound instrument for perfectionism arises.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837702","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48096218","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 : 2020-11-12DOI: 10.1080/21683603.2020.1837698
J. schultz, Dag Skarstein
ABSTRACT Post-traumatic stress disorder (PTSD) is associated with temporary, distinct cognitive impairment. This study explores how cognitive impaired academic performance is recognized and explained by young Norwegians who survived the Utøya massacre of July 22, 2011. Qualitative interviewing of 65 students (aged 16–29 years) was conducted 2.5 years after the traumatic event. A total of 25% (n = 16) respondents reported no or no distinct change; only 6% (n = 4) reported some degree of positive change. By contrast, 69% (n = 45) reported negative changes in academic performance, with impaired concentration and feelings of chaos. Previously effective study techniques became less effective or inadequate. Respondents worried about lasting impairment of academic functioning, but reported little or no discussion with teachers. From the characteristics of the changes reported, attribution style, the use of metaphors and narrative structuring, we identify differences in the meaning-making processes of these young people. Some were left with an understanding that negatively affected their help-seeking activity and reduced the willingness to accept adapted education post trauma.
{"title":"I’m not as bright as I used to be – pupils’ meaning-making of reduced academic performance after trauma","authors":"J. schultz, Dag Skarstein","doi":"10.1080/21683603.2020.1837698","DOIUrl":"https://doi.org/10.1080/21683603.2020.1837698","url":null,"abstract":"ABSTRACT Post-traumatic stress disorder (PTSD) is associated with temporary, distinct cognitive impairment. This study explores how cognitive impaired academic performance is recognized and explained by young Norwegians who survived the Utøya massacre of July 22, 2011. Qualitative interviewing of 65 students (aged 16–29 years) was conducted 2.5 years after the traumatic event. A total of 25% (n = 16) respondents reported no or no distinct change; only 6% (n = 4) reported some degree of positive change. By contrast, 69% (n = 45) reported negative changes in academic performance, with impaired concentration and feelings of chaos. Previously effective study techniques became less effective or inadequate. Respondents worried about lasting impairment of academic functioning, but reported little or no discussion with teachers. From the characteristics of the changes reported, attribution style, the use of metaphors and narrative structuring, we identify differences in the meaning-making processes of these young people. Some were left with an understanding that negatively affected their help-seeking activity and reduced the willingness to accept adapted education post trauma.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837698","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715227","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 : 2020-11-12DOI: 10.1080/21683603.2020.1823914
A. Junyent, María Fernández-Flecha
ABSTRACT This research analyzes data collected by the Young Lives project on childhood poverty. It addresses the effect of socio-demographic, individual, and linguistic variables – focusing on the latter – on reading comprehension in Spanish by 502 Peruvian Quechua-Spanish bilingual children aged 8 years. The regression model tested explained 46% of the variance found: beyond the effect of non-linguistic factors, receptive vocabulary – followed by listening comprehension and reading accuracy – played the most important role. The importance of specifically promoting vocabulary development in the classroom over skills related to decoding is underlined.
{"title":"Reading comprehension in Spanish by Quechua-Spanish bilingual children","authors":"A. Junyent, María Fernández-Flecha","doi":"10.1080/21683603.2020.1823914","DOIUrl":"https://doi.org/10.1080/21683603.2020.1823914","url":null,"abstract":"ABSTRACT This research analyzes data collected by the Young Lives project on childhood poverty. It addresses the effect of socio-demographic, individual, and linguistic variables – focusing on the latter – on reading comprehension in Spanish by 502 Peruvian Quechua-Spanish bilingual children aged 8 years. The regression model tested explained 46% of the variance found: beyond the effect of non-linguistic factors, receptive vocabulary – followed by listening comprehension and reading accuracy – played the most important role. The importance of specifically promoting vocabulary development in the classroom over skills related to decoding is underlined.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1823914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49361130","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 : 2020-11-11DOI: 10.1080/21683603.2020.1837697
D. Gandra, J. Cruz
ABSTRACT Students engagement with school is a concern of the educational community, research and policy makers. It has been conceptualized as a multidimensional construct conditioned by several individual and contextual factors, namely personal, family, social and academic variables. Regarding academic variables, school retention is a controversial option, that influences the way students engage with school. Many studies have examined the impact of retention on school performance. Less attention has been directed to the implications of retention on students’ school engagement, particularly in its cognitive and psychological domains. The objectives of this study were to describe the cognitive and psychological dimensions of school engagement in students from 4th, 6th and 9th grades, and to analyze the influence of retention in the engagement with school. A total of 986 students, who attended elementary and middle school, participated in this study. This study contributed to the research on school engagement and retention, adding empirical evidence to this subject, and suggesting that retaining students may contribute to the decrease of engagement with school throughout the academic journey. These results may have implications for educational policies and psychological practice, especially highlighting the belief that in school no child should be left behind.
{"title":"Engagement with school and retention","authors":"D. Gandra, J. Cruz","doi":"10.1080/21683603.2020.1837697","DOIUrl":"https://doi.org/10.1080/21683603.2020.1837697","url":null,"abstract":"ABSTRACT Students engagement with school is a concern of the educational community, research and policy makers. It has been conceptualized as a multidimensional construct conditioned by several individual and contextual factors, namely personal, family, social and academic variables. Regarding academic variables, school retention is a controversial option, that influences the way students engage with school. Many studies have examined the impact of retention on school performance. Less attention has been directed to the implications of retention on students’ school engagement, particularly in its cognitive and psychological domains. The objectives of this study were to describe the cognitive and psychological dimensions of school engagement in students from 4th, 6th and 9th grades, and to analyze the influence of retention in the engagement with school. A total of 986 students, who attended elementary and middle school, participated in this study. This study contributed to the research on school engagement and retention, adding empirical evidence to this subject, and suggesting that retaining students may contribute to the decrease of engagement with school throughout the academic journey. These results may have implications for educational policies and psychological practice, especially highlighting the belief that in school no child should be left behind.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837697","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47167972","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 : 2020-11-11DOI: 10.1080/21683603.2020.1837700
C. Tran, B. Weiss, Ngoc Hung Nguyen
ABSTRACT Rates of Internet usage among Vietnamese students have been estimated to be high and consequently, risk for cyber-bullying and cyber-victimization also may be high. However, current research in this area is limited, with the two primary studies of cyber-bullying among Vietnamese students based on short questionnaires (three and four items) and limited samples (i.e., from one school, and from two schools in the same city). A more comprehensive assessment thus is important in order to more precisely define the magnitude of the problem and to more accurately identify culturally relevant risk factors. In the present study, 1,040 Vietnamese 6th through 12th-grade students from 4 schools in Hanoi and Ho Chi Minh City were assessed using the Revised Cyber Bullying Inventory. Results indicated that 7.1% of participants were victims of cyber-bullying only, 4.7% were initiators of cyber-bullying only, and 11.3% were both initiators of cyber-bullying and victims of cyber-bullying; thus, about one-fourth of the sample was involved in maladaptive online behaviors. Academic achievement was significantly related to levels of cyber-bullying but not cyber-victimization, with top-performing students showing significantly higher levels of cyber-bullying than all other students. Implications of these results are discussed.
{"title":"Academic achievement, and cyber-bullying and cyber-victimization among middle- and high-school students in Vietnam","authors":"C. Tran, B. Weiss, Ngoc Hung Nguyen","doi":"10.1080/21683603.2020.1837700","DOIUrl":"https://doi.org/10.1080/21683603.2020.1837700","url":null,"abstract":"ABSTRACT Rates of Internet usage among Vietnamese students have been estimated to be high and consequently, risk for cyber-bullying and cyber-victimization also may be high. However, current research in this area is limited, with the two primary studies of cyber-bullying among Vietnamese students based on short questionnaires (three and four items) and limited samples (i.e., from one school, and from two schools in the same city). A more comprehensive assessment thus is important in order to more precisely define the magnitude of the problem and to more accurately identify culturally relevant risk factors. In the present study, 1,040 Vietnamese 6th through 12th-grade students from 4 schools in Hanoi and Ho Chi Minh City were assessed using the Revised Cyber Bullying Inventory. Results indicated that 7.1% of participants were victims of cyber-bullying only, 4.7% were initiators of cyber-bullying only, and 11.3% were both initiators of cyber-bullying and victims of cyber-bullying; thus, about one-fourth of the sample was involved in maladaptive online behaviors. Academic achievement was significantly related to levels of cyber-bullying but not cyber-victimization, with top-performing students showing significantly higher levels of cyber-bullying than all other students. Implications of these results are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837700","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41942408","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 : 2020-11-11DOI: 10.1080/21683603.2020.1841051
Godwin Ocansey, C. Addo, H. Onyeaka, J. Andoh-Arthur, K. Oppong Asante
ABSTRACT Procrastination on academic tasks is a common problem affecting learning and achievement of university students globally. In Western and developed countries, personality types have been implicated in academic procrastination, but such evidence has not been adduced within the Ghanaian context. This study was therefore conducted to explore the possible role of personality types on academic procrastination among undergraduate students. Two hundred (200) students (Mean age = 20.78 years; SD = 2.27) conveniently sampled completed the Academic Procrastination Scale and the Big Five Personality Inventory. Correlational analysis showed that academic procrastination was negatively associated with openness, conscientiousness, extraversion, and agreeableness but positively related to neuroticism. Further standard multiple regression analysis showed only two dimensions of the personality traits: Neuroticism and openness made significant prediction of academic procrastination. Neuroticism made the strongest unique predictor of academic procrastination (β = 0.23; t = 2.74; p < .01) followed by openness (β = – 0.20; t = −2.18; p < .05). The current study provides important information needed for the development of intervention programs that will help reduce academic procrastination among students, with specific emphasis on implicated personality traits.
{"title":"The Influence of Personality Types on Academic Procrastination Among Undergraduate Students","authors":"Godwin Ocansey, C. Addo, H. Onyeaka, J. Andoh-Arthur, K. Oppong Asante","doi":"10.1080/21683603.2020.1841051","DOIUrl":"https://doi.org/10.1080/21683603.2020.1841051","url":null,"abstract":"ABSTRACT Procrastination on academic tasks is a common problem affecting learning and achievement of university students globally. In Western and developed countries, personality types have been implicated in academic procrastination, but such evidence has not been adduced within the Ghanaian context. This study was therefore conducted to explore the possible role of personality types on academic procrastination among undergraduate students. Two hundred (200) students (Mean age = 20.78 years; SD = 2.27) conveniently sampled completed the Academic Procrastination Scale and the Big Five Personality Inventory. Correlational analysis showed that academic procrastination was negatively associated with openness, conscientiousness, extraversion, and agreeableness but positively related to neuroticism. Further standard multiple regression analysis showed only two dimensions of the personality traits: Neuroticism and openness made significant prediction of academic procrastination. Neuroticism made the strongest unique predictor of academic procrastination (β = 0.23; t = 2.74; p < .01) followed by openness (β = – 0.20; t = −2.18; p < .05). The current study provides important information needed for the development of intervention programs that will help reduce academic procrastination among students, with specific emphasis on implicated personality traits.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1841051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45399580","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 : 2020-11-11DOI: 10.1080/21683603.2020.1837701
Junko Iida, Naoko Shimada, Saori Yamasaki
ABSTRACT Home-school partnership is key to students’ success at schools. Japanese schools have attempted to invite families to participate in school educational activities. However, these efforts are embedded into Japanese school cultures and were not studied empirically. This study aimed to explore teachers’ attitudes and actions toward home–school partnership and examine their effects on teachers’ burnout. Based on a preliminary study, we developed a questionnaire with 30 items for the partnership attitude (PAT) scale, 37 items for the partnership actions (PAC) scale and three other scales. We examined the concurrent validity of the scales with a sample of 254 teachers. Exploratory factor analysis yielded four subscales for the PAT (Appreciation, Positive Attitude, Traditional Attitude, Difficulty) and five subscales for the PAC (Respect Parents, Individual Contact, Classroom Information Sharing, Being Proactive, Facilitating Conversation). Reliability was moderately supported, while the criterion validity coefficients were moderately supported using correlation analysis. The results of the multiple regressions show that some PAT factors had negative effects, while some PAC factors had positive effects on teachers’ burnout. Thus, while it is important for teachers to build a good home–school partnership through partnership actions, a systematic support system is necessary for teachers experiencing difficulties in collaborating with parents.
{"title":"An initial validation of a home–school partnership questionnaire related to teachers’ attitudes and actions: Predicting teachers’ burnout","authors":"Junko Iida, Naoko Shimada, Saori Yamasaki","doi":"10.1080/21683603.2020.1837701","DOIUrl":"https://doi.org/10.1080/21683603.2020.1837701","url":null,"abstract":"ABSTRACT Home-school partnership is key to students’ success at schools. Japanese schools have attempted to invite families to participate in school educational activities. However, these efforts are embedded into Japanese school cultures and were not studied empirically. This study aimed to explore teachers’ attitudes and actions toward home–school partnership and examine their effects on teachers’ burnout. Based on a preliminary study, we developed a questionnaire with 30 items for the partnership attitude (PAT) scale, 37 items for the partnership actions (PAC) scale and three other scales. We examined the concurrent validity of the scales with a sample of 254 teachers. Exploratory factor analysis yielded four subscales for the PAT (Appreciation, Positive Attitude, Traditional Attitude, Difficulty) and five subscales for the PAC (Respect Parents, Individual Contact, Classroom Information Sharing, Being Proactive, Facilitating Conversation). Reliability was moderately supported, while the criterion validity coefficients were moderately supported using correlation analysis. The results of the multiple regressions show that some PAT factors had negative effects, while some PAC factors had positive effects on teachers’ burnout. Thus, while it is important for teachers to build a good home–school partnership through partnership actions, a systematic support system is necessary for teachers experiencing difficulties in collaborating with parents.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46023421","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 : 2020-11-11DOI: 10.1080/21683603.2020.1838367
J. Beames, Lara Johnston, B. O’Dea, M. Torok, K. Boydell, H. Christensen, A. Werner-Seidler
ABSTRACT The feasibility of addressing the mental health needs of young people at school is influenced by how staff perceive their role, and the role of schools, in mental health care. Using qualitative methodology, this study investigated the roles of Australian school teachers and counselors. The aims were two-fold: (i) to explore how teachers and counselors perceive the role of the school in student mental health; and (ii) to explore their views about what is being practically done in schools to provide this support. Ninety-one secondary school teachers and 83 counselors (Mage = 39.45) across New South Wales responded to open-ended questions between November 2017 and July 2018. Key themes included support, being on the frontline, collaboration, and education, although there were some discrepancies between staff. Further, counselors endorsed evidence-based programs in schools that directly targeted student mental health. Results indicated that clear professional roles and a coordinated effort are needed to appropriately address student mental health.
{"title":"Addressing the mental health of school students: Perspectives of secondary school teachers and counselors","authors":"J. Beames, Lara Johnston, B. O’Dea, M. Torok, K. Boydell, H. Christensen, A. Werner-Seidler","doi":"10.1080/21683603.2020.1838367","DOIUrl":"https://doi.org/10.1080/21683603.2020.1838367","url":null,"abstract":"ABSTRACT The feasibility of addressing the mental health needs of young people at school is influenced by how staff perceive their role, and the role of schools, in mental health care. Using qualitative methodology, this study investigated the roles of Australian school teachers and counselors. The aims were two-fold: (i) to explore how teachers and counselors perceive the role of the school in student mental health; and (ii) to explore their views about what is being practically done in schools to provide this support. Ninety-one secondary school teachers and 83 counselors (Mage = 39.45) across New South Wales responded to open-ended questions between November 2017 and July 2018. Key themes included support, being on the frontline, collaboration, and education, although there were some discrepancies between staff. Further, counselors endorsed evidence-based programs in schools that directly targeted student mental health. Results indicated that clear professional roles and a coordinated effort are needed to appropriately address student mental health.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1838367","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48432157","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 : 2020-11-11DOI: 10.1080/21683603.2020.1837699
Yayoi Watanabe, Yurika Motomura, Elina Saeki
ABSTRACT This study explored cross-sectional gender and grade level trends in emotional literacy and empathy among 634 elementary school children in Japan. Children were presented with hypothetical scenarios involving positive, negative, neutral, and mixed emotions, and identified the emotions that the characters were feeling and the intensity of their emotions. Three-hundred thirty fourth- through sixth-grade children also completed a self-report survey on empathy. Results were mixed. Grade and gender differences emerged in children’s ability to identify appropriate emotional expressions in the negative scenario but not in the other scenario types, grade and gender differences were found in the number and variety of emotion words identified, and grade but no gender differences were found in children’s ability to differentiate varying levels of perceived emotional intensity. In terms of empathy, gender but no grade level differences were found in empathy levels, and empathy and perceived emotional intensity were related. These grade and gender considerations may be incorporated in social-emotional learning curricula to enhance the utility of programs for diverse populations.
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