Many integrated interventions for the psychosocial recovery and empowerment of children and adolescents were implemented during the period of COVID-19. This article aims to present the results of a systematic review of psychosocial, and psychological resilience interventions for children and adolescents implemented during the COVID-19 pandemic in the school and community context. The review includes published articles from December 2019 to February 2022. The databases, which were used for the search, were: Google-Scholar, Psych info, Web of Science and PubMed and Scopus. The following words were used in the search: child, adolescents, intervention, school, psychosocial, resilience, pandemic COVID-19. The corresponding articles were checked manually. Articles that did not agree with the inclusion criterion as the school context as well as the interventions related to the health measures to limit the pandemic were not considered. The final selection of articles included 10 studies. The final studies yielded information that was categorized according to their area of application (school, community), the period of application (crisis, lockdown, unlock), goal, method, results, and evaluation. The conclusions drawn from the pandemic, the lockdown and the unlocking confirm the need to apply the already known crisis intervention methods and practices, and other new, innovative practices and methods such as re-entry interventions, alternative methods and the use of new digital techniques and remote psychosocial support.
在2019冠状病毒病期间，为儿童和青少年的社会心理康复和赋权实施了许多综合干预措施。本文旨在介绍对2019冠状病毒病大流行期间在学校和社区背景下实施的儿童和青少年社会心理和心理弹性干预措施进行系统回顾的结果。该审查包括2019年12月至2022年2月期间发表的文章。用于搜索的数据库是:Google-Scholar、Psych info、Web of Science和PubMed以及Scopus。搜索中使用了以下词汇:儿童、青少年、干预、学校、社会心理、复原力、COVID-19大流行。相应的条目是手工检查的。不符合纳入标准的文章(如学校背景)以及与限制大流行的卫生措施有关的干预措施未被考虑。最终入选的文章包括10篇研究。最后的研究产生的信息根据其应用领域(学校、社区)、应用期间(危机、封锁、解锁)、目标、方法、结果和评估进行了分类。从大流行、封锁和解锁中得出的结论证实，有必要采用已知的危机干预方法和做法，以及其他新的创新做法和方法，如重新进入干预措施、替代方法和使用新的数字技术和远程社会心理支持。
{"title":"A Systematic Review of Psychosocial Resilience Interventions for Children and Adolescents in the COVID-19 Pandemic Period","authors":"Tatiani Gkatsa","doi":"10.47602/josep.v3i1.35","DOIUrl":"https://doi.org/10.47602/josep.v3i1.35","url":null,"abstract":"Many integrated interventions for the psychosocial recovery and empowerment of children and adolescents were implemented during the period of COVID-19. This article aims to present the results of a systematic review of psychosocial, and psychological resilience interventions for children and adolescents implemented during the COVID-19 pandemic in the school and community context. The review includes published articles from December 2019 to February 2022. The databases, which were used for the search, were: Google-Scholar, Psych info, Web of Science and PubMed and Scopus. The following words were used in the search: child, adolescents, intervention, school, psychosocial, resilience, pandemic COVID-19. The corresponding articles were checked manually. Articles that did not agree with the inclusion criterion as the school context as well as the interventions related to the health measures to limit the pandemic were not considered. The final selection of articles included 10 studies. The final studies yielded information that was categorized according to their area of application (school, community), the period of application (crisis, lockdown, unlock), goal, method, results, and evaluation. The conclusions drawn from the pandemic, the lockdown and the unlocking confirm the need to apply the already known crisis intervention methods and practices, and other new, innovative practices and methods such as re-entry interventions, alternative methods and the use of new digital techniques and remote psychosocial support.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79436838","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 : 2023-03-23DOI: 10.1080/21683603.2023.2190184
Danielle Balaghi, Chimereodo Okoroji
ABSTRACT Recent events in the United States have made it clear that all institutions must examine their system and engage in social change. Educators are positioned to be social advocates (with the proper training), who play a unique role in helping to implement policies that promote social justice and equity, especially for Black students in the educational system. As schools engage in efforts to promote anti-racist practices, educators can lend their expertise to ensure that these changes provide adequate support for racially and ethnically minoritized (REM) students. This paper describes how educators can use a Critical Race Theory (CRT) framework to inform school wide policies and practices that encourage positive schooling experiences and outcomes among Black students. Specific strategies are provided.
{"title":"Using critical race theory to support Black students in schools: A call to educators","authors":"Danielle Balaghi, Chimereodo Okoroji","doi":"10.1080/21683603.2023.2190184","DOIUrl":"https://doi.org/10.1080/21683603.2023.2190184","url":null,"abstract":"ABSTRACT Recent events in the United States have made it clear that all institutions must examine their system and engage in social change. Educators are positioned to be social advocates (with the proper training), who play a unique role in helping to implement policies that promote social justice and equity, especially for Black students in the educational system. As schools engage in efforts to promote anti-racist practices, educators can lend their expertise to ensure that these changes provide adequate support for racially and ethnically minoritized (REM) students. This paper describes how educators can use a Critical Race Theory (CRT) framework to inform school wide policies and practices that encourage positive schooling experiences and outcomes among Black students. Specific strategies are provided.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47293906","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 : 2023-02-06DOI: 10.1080/21683603.2023.2170940
N. Jagadeesan, M. Kanchana
ABSTRACT Academic self-handicapping (ASH) has been linked to a number of negative academic outcomes. Thus, it becomes essential to develop and test the efficacy of suitable interventions for the same. The present study aims to explore the effectiveness of integrating Rational Emotive Behavior Therapy (REBT) and Acceptance and Commitment Therapy (ACT) to manage ASH among young adults. A before-after with control experimental research design was adopted. The Academic Self-Handicapping Scale was employed. The sample comprised 53 undergraduate female students (M age = 18.5, SD = 0.88) selected through purposive sampling. Participants who scored at or above the 50th percentile (n = 25) were randomly assigned to the experimental (n 1 = 13) or control group (n 2 = 12). The experimental group was exposed to an 8-hour online intervention. Tests were re-administered at the end of the intervention. Student’s t-test and one-way multiple analysis of co-variance (MANCOVA) were used to analyze the data. The results revealed a significant reduction in overall ASH scores as well as the sub-scale scores within the experimental group as well as in comparison to the control group. The effect size was greater for Claimed self-handicapping. The findings have implications in adopting an eclectic approach to manage academic difficulties.
{"title":"Integrating REBT and ACT: An intervention study for managing academic self- handicapping among young adults","authors":"N. Jagadeesan, M. Kanchana","doi":"10.1080/21683603.2023.2170940","DOIUrl":"https://doi.org/10.1080/21683603.2023.2170940","url":null,"abstract":"ABSTRACT Academic self-handicapping (ASH) has been linked to a number of negative academic outcomes. Thus, it becomes essential to develop and test the efficacy of suitable interventions for the same. The present study aims to explore the effectiveness of integrating Rational Emotive Behavior Therapy (REBT) and Acceptance and Commitment Therapy (ACT) to manage ASH among young adults. A before-after with control experimental research design was adopted. The Academic Self-Handicapping Scale was employed. The sample comprised 53 undergraduate female students (M age = 18.5, SD = 0.88) selected through purposive sampling. Participants who scored at or above the 50th percentile (n = 25) were randomly assigned to the experimental (n 1 = 13) or control group (n 2 = 12). The experimental group was exposed to an 8-hour online intervention. Tests were re-administered at the end of the intervention. Student’s t-test and one-way multiple analysis of co-variance (MANCOVA) were used to analyze the data. The results revealed a significant reduction in overall ASH scores as well as the sub-scale scores within the experimental group as well as in comparison to the control group. The effect size was greater for Claimed self-handicapping. The findings have implications in adopting an eclectic approach to manage academic difficulties.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44608206","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 : 2023-02-02DOI: 10.1080/21683603.2023.2170939
Diana Kwarikunda, Nakalema Gladys, C. M. Muwonge, J. Ssenyonga, Ulrich Schiefele
ABSTRACT For some students, the transition from primary to secondary school is a difficult and stressful event that can have potential negative effects on their psychological wellbeing, social adaptability, and academic achievement. Although several individual, environmental, and family protective factors have been investigated, direct and indirect contributions of expectations and educational attitudes on resilience have not yet been fully explored. In the present study, using a sample of 744 (8 schools, Study 1) and 39 (3 schools, Study 2) 8th grade (day or boarding) secondary school students in Uganda, we initially explored: (1) gender and residence status differences in transitioning students’ resilience and educational attitudes, (2) predictive effects of educational attitudes, gender and residence status on resilience, (3) the direct and indirect effects of educational attitudes and expectations on resilience, and (4) the students’ perspectives about the transition process. In study 1, data were collected using self-report questionnaires whilst in study 2 data were collected from focus group discussions. Quantitative results indicate that (i) girls reported to have received more physical care for better adjustment than boys, whilst day and male students reported to have received more psychological care during school adjustment than their counterparts, (ii), residence status was a stronger predictor of resilience than were gender and educational attitudes, and (iii) student’s expectations had direct and indirect effects on resilience through educational attitudes. Results of the thematic analyses show that transitioning students have unrealistic expectations and mixed feelings during adjustment. To foster resilience of transitioning students, schools could cultivate a culture of high realistic expectations, peer connectedness, and positive educational attitudes, as well as organize several transitional strategies and activities that involve parents throughout the first year of lower secondary school.
{"title":"Adjusting to and thriving in a new school: Role of students’ expectations, educational attitudes, and resilience during secondary school transition","authors":"Diana Kwarikunda, Nakalema Gladys, C. M. Muwonge, J. Ssenyonga, Ulrich Schiefele","doi":"10.1080/21683603.2023.2170939","DOIUrl":"https://doi.org/10.1080/21683603.2023.2170939","url":null,"abstract":"ABSTRACT For some students, the transition from primary to secondary school is a difficult and stressful event that can have potential negative effects on their psychological wellbeing, social adaptability, and academic achievement. Although several individual, environmental, and family protective factors have been investigated, direct and indirect contributions of expectations and educational attitudes on resilience have not yet been fully explored. In the present study, using a sample of 744 (8 schools, Study 1) and 39 (3 schools, Study 2) 8th grade (day or boarding) secondary school students in Uganda, we initially explored: (1) gender and residence status differences in transitioning students’ resilience and educational attitudes, (2) predictive effects of educational attitudes, gender and residence status on resilience, (3) the direct and indirect effects of educational attitudes and expectations on resilience, and (4) the students’ perspectives about the transition process. In study 1, data were collected using self-report questionnaires whilst in study 2 data were collected from focus group discussions. Quantitative results indicate that (i) girls reported to have received more physical care for better adjustment than boys, whilst day and male students reported to have received more psychological care during school adjustment than their counterparts, (ii), residence status was a stronger predictor of resilience than were gender and educational attitudes, and (iii) student’s expectations had direct and indirect effects on resilience through educational attitudes. Results of the thematic analyses show that transitioning students have unrealistic expectations and mixed feelings during adjustment. To foster resilience of transitioning students, schools could cultivate a culture of high realistic expectations, peer connectedness, and positive educational attitudes, as well as organize several transitional strategies and activities that involve parents throughout the first year of lower secondary school.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45229388","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}
The psychological impacts of the COVID-19 pandemic have substantially changed and this requires a new measurement tool reflecting these changes. The COVID-19 Impact Scale (CIS) assesses the psychological stress responses to the COVID-19 pandemic. This study, for the first time, examined the psychometric properties of the Turkish version of the CIS in university students by focusing on its internal consistency reliability, factor structure, criterion validity and predictive validity. Using a cross-sectional research design, data were collected from 486 university students studying at a public university in Turkey. Participants completed the CIS and Kessler Psychological Distress Scale-6 using an online survey. The results showed that the CIS had excellent internal consistency reliability. Results of exploratory and confirmatory yielded a one-factor solution for the scale with high factor loadings. Also, the results showed that the CIS was not only significantly positively correlated with psychological distress but also accounted for a significant amount of unique variance in the prediction of psychological distress after controlling for the effects of age and gender. These results suggest that the CIS is a psychometrically sound scale with good evidence of reliability and validity in Turkish university students. The CIS can be confidently used for research and clinical practices.
{"title":"Psychometric properties of the Turkish version of the COVID-19 Impact Scale in university students","authors":"Murat Yıldırım, Mehmet Emin Şanlı","doi":"10.47602/josep.v3i1.34","DOIUrl":"https://doi.org/10.47602/josep.v3i1.34","url":null,"abstract":"The psychological impacts of the COVID-19 pandemic have substantially changed and this requires a new measurement tool reflecting these changes. The COVID-19 Impact Scale (CIS) assesses the psychological stress responses to the COVID-19 pandemic. This study, for the first time, examined the psychometric properties of the Turkish version of the CIS in university students by focusing on its internal consistency reliability, factor structure, criterion validity and predictive validity. Using a cross-sectional research design, data were collected from 486 university students studying at a public university in Turkey. Participants completed the CIS and Kessler Psychological Distress Scale-6 using an online survey. The results showed that the CIS had excellent internal consistency reliability. Results of exploratory and confirmatory yielded a one-factor solution for the scale with high factor loadings. Also, the results showed that the CIS was not only significantly positively correlated with psychological distress but also accounted for a significant amount of unique variance in the prediction of psychological distress after controlling for the effects of age and gender. These results suggest that the CIS is a psychometrically sound scale with good evidence of reliability and validity in Turkish university students. The CIS can be confidently used for research and clinical practices.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75423519","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}
This mixed-methods study examined the congruence of pre-service teachers’ perceptions about their beliefs and knowledge of learning to their perceived principles of effective instruction, explicitly linking learning and teaching for students and teachers. Participants were 56 pre-service teachers in the college of education at a mid-sized university in the southeastern US. Three measures were employed in this study: firstly, participants were asked to choose a picture that best represented their views on the relationship between beliefs and knowledge and two open-ended questions asked them to define what beliefs and knowledge are. The second measure consisted of twenty-four items asking about their perceptions of their knowledge and beliefs about learning. Finally, the third measure consisted of an open-ended item asking participants to list and briefly describe their five core principles of effective instruction. Results show that beliefs are relatively dynamic and subject to change. Even over the course of a semester, there was a qualitative shift in pre-service teachers’ perceptions of knowledge of learning and less so in terms of perceptions of beliefs about learning. Surprisingly, there was less change in PSTs’ beliefs about learning, which is important since these beliefs may be much more likely to influence their decision-making as both pre-and in-service teachers.
{"title":"Mapping the Interrelations between Pre-service Teachers’ Beliefs and Knowledge of Learning to Their Principles of Effective Instruction","authors":"Madalina F. Tanase, Daniel L. Dinsmore","doi":"10.47602/josep.v3i1.28","DOIUrl":"https://doi.org/10.47602/josep.v3i1.28","url":null,"abstract":"This mixed-methods study examined the congruence of pre-service teachers’ perceptions about their beliefs and knowledge of learning to their perceived principles of effective instruction, explicitly linking learning and teaching for students and teachers. Participants were 56 pre-service teachers in the college of education at a mid-sized university in the southeastern US. Three measures were employed in this study: firstly, participants were asked to choose a picture that best represented their views on the relationship between beliefs and knowledge and two open-ended questions asked them to define what beliefs and knowledge are. The second measure consisted of twenty-four items asking about their perceptions of their knowledge and beliefs about learning. Finally, the third measure consisted of an open-ended item asking participants to list and briefly describe their five core principles of effective instruction. Results show that beliefs are relatively dynamic and subject to change. Even over the course of a semester, there was a qualitative shift in pre-service teachers’ perceptions of knowledge of learning and less so in terms of perceptions of beliefs about learning. Surprisingly, there was less change in PSTs’ beliefs about learning, which is important since these beliefs may be much more likely to influence their decision-making as both pre-and in-service teachers.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78345882","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 : 2022-08-10DOI: 10.1080/21683603.2022.2105997
Karla Lobos, C. Bustos, Fabiola Sáez-Delgado, Rubia Cobo-Rendón, C. Bruna
ABSTRACT The purpose of this research was to study the effect of the changes in the strategies to stimulate self-concept used by teachers, that received training, in the academic self-concept of its students. A quasi-experimental design with pre- and post-application measures was used. A total of 36 secondary school teachers and 814 students participated. The program consisted of four months of workshop sessions and accompaniment in the classroom. It was found that changes in the teaching strategies mediated the effect of the intervention on students’ self-concept. In addition, the change in the students’ type of self-concept depended on the change in the teachers’ specific strategies. In conclusion, the training program designed for stimulating academic self-concept was effective in promoting strategies in teachers that increased student’s self-concept. Thus, it can be concluded that the intervention is an approachable methodology to support the development of self-concept, potentially impacting students’ academic success. The findings contribute to the design of future interventions in school contexts for the improvement of students’ self-concept.
{"title":"Promoting ASC in the primary education classroom: The role of teacher training","authors":"Karla Lobos, C. Bustos, Fabiola Sáez-Delgado, Rubia Cobo-Rendón, C. Bruna","doi":"10.1080/21683603.2022.2105997","DOIUrl":"https://doi.org/10.1080/21683603.2022.2105997","url":null,"abstract":"ABSTRACT The purpose of this research was to study the effect of the changes in the strategies to stimulate self-concept used by teachers, that received training, in the academic self-concept of its students. A quasi-experimental design with pre- and post-application measures was used. A total of 36 secondary school teachers and 814 students participated. The program consisted of four months of workshop sessions and accompaniment in the classroom. It was found that changes in the teaching strategies mediated the effect of the intervention on students’ self-concept. In addition, the change in the students’ type of self-concept depended on the change in the teachers’ specific strategies. In conclusion, the training program designed for stimulating academic self-concept was effective in promoting strategies in teachers that increased student’s self-concept. Thus, it can be concluded that the intervention is an approachable methodology to support the development of self-concept, potentially impacting students’ academic success. The findings contribute to the design of future interventions in school contexts for the improvement of students’ self-concept.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48253832","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 : 2022-08-05DOI: 10.1080/21683603.2022.2105998
Bianca Erine C. Casanova, Celina Angela C. Felix, Nina Danielle Z. Balingit, Andrea Mae F. de Vera, Mary Dennilene M. Briones, J. J. B. Aruta
ABSTRACT Despite the emerging attention on the impact of the COVID-19 on adverse psychological outcomes, limited studies have focused on bidimensional mental health (i.e., well-being aspects and negative emotional states) among teachers in developing nations. This study examined the impact of the different types of social support (i.e., receiving and giving emotional and instrumental support) on the bidimensional mental health of teachers in the Philippines during the COVID-19 crisis. Using a cross-sectional survey, this study recruited 180 primary-level teachers teaching in online distance learning settings. Sequential regression analyses revealed that receiving emotional and instrumental social support predicted more significant levels of psychological well-being. Moreover, receiving instrumental support predicted lower levels of perceived stress. However, giving emotional and instrumental social support was not associated with psychological well-being and perceived stress. These findings remained true above and beyond COVID-19 infection in the family and awareness of COVID-19 cases in the community. This study highlighted that, compared with giving, receiving emotional and instrumental social support were more salient antecedents of teachers’ bidimensional mental health during the COVID-19 crisis in the Philippines. Limitations and implications for the promotion of teachers’ mental health during a global health crisis were discussed.
{"title":"Social support and bidimensional mental health among primary-level teachers during COVID-19 crisis","authors":"Bianca Erine C. Casanova, Celina Angela C. Felix, Nina Danielle Z. Balingit, Andrea Mae F. de Vera, Mary Dennilene M. Briones, J. J. B. Aruta","doi":"10.1080/21683603.2022.2105998","DOIUrl":"https://doi.org/10.1080/21683603.2022.2105998","url":null,"abstract":"ABSTRACT Despite the emerging attention on the impact of the COVID-19 on adverse psychological outcomes, limited studies have focused on bidimensional mental health (i.e., well-being aspects and negative emotional states) among teachers in developing nations. This study examined the impact of the different types of social support (i.e., receiving and giving emotional and instrumental support) on the bidimensional mental health of teachers in the Philippines during the COVID-19 crisis. Using a cross-sectional survey, this study recruited 180 primary-level teachers teaching in online distance learning settings. Sequential regression analyses revealed that receiving emotional and instrumental social support predicted more significant levels of psychological well-being. Moreover, receiving instrumental support predicted lower levels of perceived stress. However, giving emotional and instrumental social support was not associated with psychological well-being and perceived stress. These findings remained true above and beyond COVID-19 infection in the family and awareness of COVID-19 cases in the community. This study highlighted that, compared with giving, receiving emotional and instrumental social support were more salient antecedents of teachers’ bidimensional mental health during the COVID-19 crisis in the Philippines. Limitations and implications for the promotion of teachers’ mental health during a global health crisis were discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43291403","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}
Michael D. Toland, John Eric M. Lingat, David M. Dueber
Sense of belonging is an important topic in higher education. However, few studies have examined this important construct at the course level and in the online learning context; even fewer are quantitative by design. The aim of our study was to develop and evaluate a measure of sense of belonging that could be used across different postsecondary learning contexts. A psychometric investigation was conducted at a large, US southeastern university on data using the newly developed Brief Course Belonging Scale (BCBS). Results provide evidence for the unidimensional treatment of BCBS data across delivery context, convergent validity for BCBS scores as they relate positively to belonging at the university level, connectedness, and academic motivation, and discriminant validity for BCBS scores as they related minimally with loneliness. Differential item functioning was detected on one item, but this did not jeopardize score validity and reliability. Specific psychometric implications regarding the domain-specificity of the course delivery context as well as the administration of the novel instrument to a more broad, and diverse student population are recommended.
{"title":"The Brief Course Belonging Scale: Developing a Measure of Postsecondary Students' Course-Level Sense of Belonging Across Online and Face-To-Face Modalities","authors":"Michael D. Toland, John Eric M. Lingat, David M. Dueber","doi":"10.47602/josep.v2i2.18","DOIUrl":"https://doi.org/10.47602/josep.v2i2.18","url":null,"abstract":"Sense of belonging is an important topic in higher education. However, few studies have examined this important construct at the course level and in the online learning context; even fewer are quantitative by design. The aim of our study was to develop and evaluate a measure of sense of belonging that could be used across different postsecondary learning contexts. A psychometric investigation was conducted at a large, US southeastern university on data using the newly developed Brief Course Belonging Scale (BCBS). Results provide evidence for the unidimensional treatment of BCBS data across delivery context, convergent validity for BCBS scores as they relate positively to belonging at the university level, connectedness, and academic motivation, and discriminant validity for BCBS scores as they related minimally with loneliness. Differential item functioning was detected on one item, but this did not jeopardize score validity and reliability. Specific psychometric implications regarding the domain-specificity of the course delivery context as well as the administration of the novel instrument to a more broad, and diverse student population are recommended.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91238475","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 : 2022-06-09DOI: 10.1080/21683603.2022.2075996
Sudarat Tuntivivat
ABSTRACT Public schools in southern Thailand have witnessed a sharp decline in school enrollment and have struggled to remain open due to an ongoing separatist insurgency since 2004. The purpose of this sequential exploratory mixed methods research is to examine the current situation and the psychosocial factors impacting public school enrollment in southern Thailand. This collective case study took place in seven school sites in the complex socio-cultural context amid armed conflict. The qualitative design was integrated into a questionnaire survey with three hundred pupils to further explore a hypothesis model with larger samples. The quantitative analysis supported the causal relationships between family background, educational management, social support, resilience, and public school enrollment. This paper offers some policy recommendations to promote public school enrollment in southern Thailand.
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