Pub Date : 2022-06-09DOI: 10.1080/21683603.2022.2075998
Clara-Christina E. Gerstner, P. Mcdermott, Emily M. Weiss, M. Rovine, F. Worrell, Tracey E. Hall
ABSTRACT Behavioral problems are commonly observed in primary school children, yet the educational contexts in which children’s behaviors occur vary across regions of the world. Thus, culturally adapted and context-specific behavioral assessments are needed to successfully identify and support children at risk for severe behavior problems. This study examines behavior problems in a nationally representative sample (N = 700) of primary school students in Trinidad and Tobago using the Adjustment Scales for Children and Adolescents, a contextually-based assessment that has been adapted and standardized for use with this population. We applied latent profile analysis, a person-centered approach, to identify distinct patterns of behavior problems and contexts in which behaviors occurred. The resultant 6-profile model consisted of two profiles of adjusted children making up 60% of the sample and four profiles of at-risk children with elevated underactive and/or overactive behavior problems associated with different classroom contexts. Profiles were differentially associated with classroom learning behaviors and reading ability. The most vulnerable subgroup of primary school students showed high levels of under- and overactive behaviors in peer, learning, and teacher contexts, deficits in reading fluency, problem-solving, and motivation.
{"title":"Contextual specificity in classroom adjustment: Latent profiles of primary school behavior problems in Trinidad and Tobago","authors":"Clara-Christina E. Gerstner, P. Mcdermott, Emily M. Weiss, M. Rovine, F. Worrell, Tracey E. Hall","doi":"10.1080/21683603.2022.2075998","DOIUrl":"https://doi.org/10.1080/21683603.2022.2075998","url":null,"abstract":"ABSTRACT Behavioral problems are commonly observed in primary school children, yet the educational contexts in which children’s behaviors occur vary across regions of the world. Thus, culturally adapted and context-specific behavioral assessments are needed to successfully identify and support children at risk for severe behavior problems. This study examines behavior problems in a nationally representative sample (N = 700) of primary school students in Trinidad and Tobago using the Adjustment Scales for Children and Adolescents, a contextually-based assessment that has been adapted and standardized for use with this population. We applied latent profile analysis, a person-centered approach, to identify distinct patterns of behavior problems and contexts in which behaviors occurred. The resultant 6-profile model consisted of two profiles of adjusted children making up 60% of the sample and four profiles of at-risk children with elevated underactive and/or overactive behavior problems associated with different classroom contexts. Profiles were differentially associated with classroom learning behaviors and reading ability. The most vulnerable subgroup of primary school students showed high levels of under- and overactive behaviors in peer, learning, and teacher contexts, deficits in reading fluency, problem-solving, and motivation.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498608","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 : 2022-05-17DOI: 10.1080/21683603.2022.2075997
Yayoi Watanabe, Maiko Ikeda, Elina Saeki, Mayu Higashida
ABSTRACT This quasi-experimental, mixed methods study explored student perceptions of class climate before and after implementation of a two-week social and emotional learning (SEL) intervention in elementary classrooms in Japan. The sample consisted of 131 second and third grade students. A one-time SEL lesson focusing on offering kind words to peers was implemented in three classrooms. This was followed by two weeks of reinforcement, in which students were reinforced each time they offered kind words to a peer. One classroom used a sticker chart as the reinforcement and two classrooms filled up a jar with fuzzy balls. One classroom served as the control. Pre and post surveys were administered to students at the beginning and end of the intervention and teachers completed a survey at the end of the intervention. One-way ANOVA, t-test, and qualitative analyses revealed a significant improvement in class climate, in particular, sense of classroom orderliness, for the classrooms that used fuzzy balls as the reinforcement. Teacher feedback on the implementation of the SEL intervention included both positive and constructive reflections. These results may be considered for the development of SEL curricula to enhance its utility and effectiveness for East Asian student populations.
{"title":"Social-emotional learning and class climate among elementary-aged students in Japan","authors":"Yayoi Watanabe, Maiko Ikeda, Elina Saeki, Mayu Higashida","doi":"10.1080/21683603.2022.2075997","DOIUrl":"https://doi.org/10.1080/21683603.2022.2075997","url":null,"abstract":"ABSTRACT This quasi-experimental, mixed methods study explored student perceptions of class climate before and after implementation of a two-week social and emotional learning (SEL) intervention in elementary classrooms in Japan. The sample consisted of 131 second and third grade students. A one-time SEL lesson focusing on offering kind words to peers was implemented in three classrooms. This was followed by two weeks of reinforcement, in which students were reinforced each time they offered kind words to a peer. One classroom used a sticker chart as the reinforcement and two classrooms filled up a jar with fuzzy balls. One classroom served as the control. Pre and post surveys were administered to students at the beginning and end of the intervention and teachers completed a survey at the end of the intervention. One-way ANOVA, t-test, and qualitative analyses revealed a significant improvement in class climate, in particular, sense of classroom orderliness, for the classrooms that used fuzzy balls as the reinforcement. Teacher feedback on the implementation of the SEL intervention included both positive and constructive reflections. These results may be considered for the development of SEL curricula to enhance its utility and effectiveness for East Asian student populations.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48659317","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 : 2022-05-03DOI: 10.1080/21683603.2022.2069619
Jelena Starčević, Ana Altaras Dimitrijević, Zorana Jolić Marjanović
ABSTRACT Given the growing importance of intercultural competence (IC) as part of the know-how of (future) education professionals, the present study sought to develop a tool that would validly assess this competence in the target population. The proposed 9-item instrument, labeled the Brief Test of Intercultural judgment (BTIJ), adopts the format of a situational judgment test (SJT) and targets the ability to accurately interpret others’ behavior in the face of cultural differences, as an arguably essential aspect of IC. The test was developed based on Cushner and Brislin’s culture-universal assimilator and psychometrically scrutinized with a sample of 245 preservice teachers and education specialists. Item homogeneity surfaced as an issue, yet the test’s convergent-discriminant validity was largely confirmed by findings of small-to-moderate positive associations with verbal intelligence, knowledge of different cultures, and experience with foreign languages. Moreover, in a subsample of n=34 participants, the test was positively related (r=.43) to performance on a real-life task requiring intercultural communication in the educational context. The BTIJ is thus regarded as a promising tool for assessing IC in education professionals, bearing the common advantages and limitations of an SJT-type measure. Recommendations for further investigations and improvements of the instrument are provided.
{"title":"Validating a situational judgment test of intercultural competence for use with education professionals","authors":"Jelena Starčević, Ana Altaras Dimitrijević, Zorana Jolić Marjanović","doi":"10.1080/21683603.2022.2069619","DOIUrl":"https://doi.org/10.1080/21683603.2022.2069619","url":null,"abstract":"ABSTRACT Given the growing importance of intercultural competence (IC) as part of the know-how of (future) education professionals, the present study sought to develop a tool that would validly assess this competence in the target population. The proposed 9-item instrument, labeled the Brief Test of Intercultural judgment (BTIJ), adopts the format of a situational judgment test (SJT) and targets the ability to accurately interpret others’ behavior in the face of cultural differences, as an arguably essential aspect of IC. The test was developed based on Cushner and Brislin’s culture-universal assimilator and psychometrically scrutinized with a sample of 245 preservice teachers and education specialists. Item homogeneity surfaced as an issue, yet the test’s convergent-discriminant validity was largely confirmed by findings of small-to-moderate positive associations with verbal intelligence, knowledge of different cultures, and experience with foreign languages. Moreover, in a subsample of n=34 participants, the test was positively related (r=.43) to performance on a real-life task requiring intercultural communication in the educational context. The BTIJ is thus regarded as a promising tool for assessing IC in education professionals, bearing the common advantages and limitations of an SJT-type measure. Recommendations for further investigations and improvements of the instrument are provided.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44624436","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 two-wave longitudinal study demonstrates the important role of generalized self-efficacy in enhancing online education for Pakistan’s university students during COVID-19. Four hundred and two students participated in the study at both Time 1 and Time 2. Generalized self-efficacy and academic anxiety based on online classes was assessed at Time 1, whereas academic self-efficacy at Time 2. Results indicated that moderate and high levels of generalized self-efficacy shield the negative effects of higher levels of academic anxiety on academic self-efficacy over time. Results suggest that generalized self-efficacy—as a positive resistance resource factor—may gradually coalesce into academic self-efficacy (domain-specific self-efficacy), which at first may be underdeveloped in students in the face of academic anxiety emanating from their online classes during COVID-19 (the novel challenging situation). Further, students’ coded responses revealed ten major sources of academic anxiety emanating from their online classes including internet connectivity issues, increased academic demands, lack of active engagement in online classes, inability to understand difficult topics, and ambiguous internal assessment criteria. Findings suggest implementing interventions for students focusing on instilling internal resources embodied in generalized self-efficacy, conducting active and engaging online classes based on emotionalized learning experiences, and increasing the overall efficacy of teaching and learning during the pandemic through the implementation of a meaningful blended learning approach—based on an online learning mode and an offline personal and collaborative learning mode.
{"title":"Generalized Self-Efficacy Shields on the Negative Effect of Academic Anxiety on Academic Self-Efficacy During COVID-19 Over Time: A Mixed-Method Study","authors":"Z. A. Green","doi":"10.47602/josep.v2i1.17","DOIUrl":"https://doi.org/10.47602/josep.v2i1.17","url":null,"abstract":"This two-wave longitudinal study demonstrates the important role of generalized self-efficacy in enhancing online education for Pakistan’s university students during COVID-19. Four hundred and two students participated in the study at both Time 1 and Time 2. Generalized self-efficacy and academic anxiety based on online classes was assessed at Time 1, whereas academic self-efficacy at Time 2. Results indicated that moderate and high levels of generalized self-efficacy shield the negative effects of higher levels of academic anxiety on academic self-efficacy over time. Results suggest that generalized self-efficacy—as a positive resistance resource factor—may gradually coalesce into academic self-efficacy (domain-specific self-efficacy), which at first may be underdeveloped in students in the face of academic anxiety emanating from their online classes during COVID-19 (the novel challenging situation). Further, students’ coded responses revealed ten major sources of academic anxiety emanating from their online classes including internet connectivity issues, increased academic demands, lack of active engagement in online classes, inability to understand difficult topics, and ambiguous internal assessment criteria. Findings suggest implementing interventions for students focusing on instilling internal resources embodied in generalized self-efficacy, conducting active and engaging online classes based on emotionalized learning experiences, and increasing the overall efficacy of teaching and learning during the pandemic through the implementation of a meaningful blended learning approach—based on an online learning mode and an offline personal and collaborative learning mode.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84489657","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}
For more than a decade, the field of positive education has amassed growing evidence that school-based well-being interventions support and boost the mental health of students. Outcomes such as hope, subjective well-being, life satisfaction, pro-social behavior, school engagement and academic grades have all been shown to significantly increase following positive education interventions. While the growing science has created confidence about the outcomes that can be attained through a positive education approach, significantly less scientific attention has been given to the processes that schools employ to embed a positive education approach. In other words, the field has provided information about what positive education can lead to but has published comparatively little on how positive education becomes infused into schools. The aim of the current qualitative paper is to provide a descriptive case study of one school’s positive education approach before and during the COVID-19 pandemic. A single-case study design was used to conduct a detailed description of how one school has embedded a positive education approach using the SEARCH framework which contains six pathways to well-being: strengths, emotional management, attention and awareness, relationships, coping, and habits and goals. Descriptions are provided for how SEARCH was embedded during on-campus learning before COVID-19 and how it was utilized during two periods of distance learning during the global pandemic. Results from the current study suggest that having a positive education framework, training all staff, having both student and staff well-being initiatives and cultivating a common language for positive education are core processes that create a sustained and adaptive culture of wellbeing. We hope that this case study inspires schools to use student well-being as a prevention tool in good times and as a crisis management tool in times of adversity.
{"title":"Embedding Well-being into School: A Case Study of Positive Education Before and During COVID-19 Lockdowns","authors":"L. Waters, A. Johnstone","doi":"10.47602/josep.v2i2.15","DOIUrl":"https://doi.org/10.47602/josep.v2i2.15","url":null,"abstract":"For more than a decade, the field of positive education has amassed growing evidence that school-based well-being interventions support and boost the mental health of students. Outcomes such as hope, subjective well-being, life satisfaction, pro-social behavior, school engagement and academic grades have all been shown to significantly increase following positive education interventions. While the growing science has created confidence about the outcomes that can be attained through a positive education approach, significantly less scientific attention has been given to the processes that schools employ to embed a positive education approach. In other words, the field has provided information about what positive education can lead to but has published comparatively little on how positive education becomes infused into schools. The aim of the current qualitative paper is to provide a descriptive case study of one school’s positive education approach before and during the COVID-19 pandemic. A single-case study design was used to conduct a detailed description of how one school has embedded a positive education approach using the SEARCH framework which contains six pathways to well-being: strengths, emotional management, attention and awareness, relationships, coping, and habits and goals. Descriptions are provided for how SEARCH was embedded during on-campus learning before COVID-19 and how it was utilized during two periods of distance learning during the global pandemic. Results from the current study suggest that having a positive education framework, training all staff, having both student and staff well-being initiatives and cultivating a common language for positive education are core processes that create a sustained and adaptive culture of wellbeing. We hope that this case study inspires schools to use student well-being as a prevention tool in good times and as a crisis management tool in times of adversity.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77408455","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 : 2022-04-20DOI: 10.1080/21683603.2022.2058661
B. T. Vu, M. Van Heel, G. Bosmans
ABSTRACT There has been an increase in peer violence in Vietnam. Although normative beliefs approving aggression have been considered an important factor in the development of peer violence in Western countries, few studies examine the factor in Vietnamese context. This limitation may be due to the lack of a validated scale used to evaluate the factor. The current study aims to translate and validate the Vietnamese version of the Attitudes and Beliefs Regarding Aggression (ABRA). We used two independent samples of Vietnamese adolescents. The first sample included 411 participants (47.2% boys, aged 11–16, M age = 14.00, SD = 1.12), whereas the second sample included 310 adolescents (51.6% boys, age 10–15, M age = 12.67, SD = 1.61). Results obtained from confirmatory factor analyses and item response theory analyses suggested the use of two out of three subscales of the ABRA: the Aggression Legitimate and the Aggression Pays subscales. Additionally, the two subscales were indicated to be reliable in terms of both internal consistency and test-retest. Finally, results obtained from multiple hierarchical analyses suggested the criterion validity of the two subscales. In sum, the Vietnamese ABRA is a valid measure of normative beliefs approving aggression in Vietnamese adolescents.
{"title":"A Vietnamese adaptation of the attitudes and beliefs regarding aggression questionnaire","authors":"B. T. Vu, M. Van Heel, G. Bosmans","doi":"10.1080/21683603.2022.2058661","DOIUrl":"https://doi.org/10.1080/21683603.2022.2058661","url":null,"abstract":"ABSTRACT There has been an increase in peer violence in Vietnam. Although normative beliefs approving aggression have been considered an important factor in the development of peer violence in Western countries, few studies examine the factor in Vietnamese context. This limitation may be due to the lack of a validated scale used to evaluate the factor. The current study aims to translate and validate the Vietnamese version of the Attitudes and Beliefs Regarding Aggression (ABRA). We used two independent samples of Vietnamese adolescents. The first sample included 411 participants (47.2% boys, aged 11–16, M age = 14.00, SD = 1.12), whereas the second sample included 310 adolescents (51.6% boys, age 10–15, M age = 12.67, SD = 1.61). Results obtained from confirmatory factor analyses and item response theory analyses suggested the use of two out of three subscales of the ABRA: the Aggression Legitimate and the Aggression Pays subscales. Additionally, the two subscales were indicated to be reliable in terms of both internal consistency and test-retest. Finally, results obtained from multiple hierarchical analyses suggested the criterion validity of the two subscales. In sum, the Vietnamese ABRA is a valid measure of normative beliefs approving aggression in Vietnamese adolescents.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46636748","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 : 2022-03-22DOI: 10.1080/21683603.2022.2043209
June T. Forsberg, J. schultz
ABSTRACT This study investigated the effect of a school-based and teacher-led psychosocial intervention that targeted academic underachievement among conflict-affected youths. We hypothesized that participants in the intervention would experience improved school functioning and reduced levels of stress-related symptoms after the intervention, in comparison to a control group. The study was carried out in Gaza, employed a randomized control trial design, and included 300 students between 9 and16 years of age. Students that completed the intervention reported improvement in all the domains measured after participation: better school functioning, a reduced level of stress-related symptoms, as well as long-term effects in the ability to self-regulate negative emotions, self-efficacy, better study skills, and a higher academic performance. The long-term effects were observed five months after the intervention was carried out. The implications for the implementation of psychosocial support for conflict-affected youth are discussed.
{"title":"Educational and psychosocial support for conflict-affected youths: The effectiveness of a school-based intervention targeting academic underachievement","authors":"June T. Forsberg, J. schultz","doi":"10.1080/21683603.2022.2043209","DOIUrl":"https://doi.org/10.1080/21683603.2022.2043209","url":null,"abstract":"ABSTRACT This study investigated the effect of a school-based and teacher-led psychosocial intervention that targeted academic underachievement among conflict-affected youths. We hypothesized that participants in the intervention would experience improved school functioning and reduced levels of stress-related symptoms after the intervention, in comparison to a control group. The study was carried out in Gaza, employed a randomized control trial design, and included 300 students between 9 and16 years of age. Students that completed the intervention reported improvement in all the domains measured after participation: better school functioning, a reduced level of stress-related symptoms, as well as long-term effects in the ability to self-regulate negative emotions, self-efficacy, better study skills, and a higher academic performance. The long-term effects were observed five months after the intervention was carried out. The implications for the implementation of psychosocial support for conflict-affected youth are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47548251","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}
Over the past decade, research has consistently found that positive education interventions have a beneficial effect on mental health outcomes for students, such as improvements in life satisfaction and reduction of anxiety. While it is encouraging to see these changes in student mental health, the research has not yet adequately explored whether positive education interventions change a student’s understanding of wellbeing itself. Wellbeing literacy is a new construct within the field of positive education and is defined as the ability to understand the concept and language of wellbeing. This study examines whether student language and understanding of wellbeing changes following an intervention that trains teachers in the core principles of positive education. Students across grades five, six and seven (ages 11–13; n = 231) from three Australian schools provided brief written descriptions of their understanding of wellbeing before and after their teachers undertook an eight-month positive education intervention. Thematic analysis was used as the methodological tool to analyze student language and understanding of wellbeing. Inferential frequency-based statistical analyses were used to compare the pre-intervention and post-intervention responses. The results revealed that student understanding of wellbeing evolved in four key ways to become more: (1) detailed; (2) strength based; (3) expanded/multidimensional; and (4) relational. Post-intervention understanding of wellbeing was significantly more likely to include aspects of emotional management, strengths, coping, mindfulness and self-kindness. Implications, limitations and future directions are discussed.
{"title":"The impact of a teacher-based positive education intervention on student wellbeing literacy","authors":"L. Waters, Matthew Charles Higgins","doi":"10.47602/josep.v2i1.12","DOIUrl":"https://doi.org/10.47602/josep.v2i1.12","url":null,"abstract":"Over the past decade, research has consistently found that positive education interventions have a beneficial effect on mental health outcomes for students, such as improvements in life satisfaction and reduction of anxiety. While it is encouraging to see these changes in student mental health, the research has not yet adequately explored whether positive education interventions change a student’s understanding of wellbeing itself. Wellbeing literacy is a new construct within the field of positive education and is defined as the ability to understand the concept and language of wellbeing. This study examines whether student language and understanding of wellbeing changes following an intervention that trains teachers in the core principles of positive education. Students across grades five, six and seven (ages 11–13; n = 231) from three Australian schools provided brief written descriptions of their understanding of wellbeing before and after their teachers undertook an eight-month positive education intervention. Thematic analysis was used as the methodological tool to analyze student language and understanding of wellbeing. Inferential frequency-based statistical analyses were used to compare the pre-intervention and post-intervention responses. The results revealed that student understanding of wellbeing evolved in four key ways to become more: (1) detailed; (2) strength based; (3) expanded/multidimensional; and (4) relational. Post-intervention understanding of wellbeing was significantly more likely to include aspects of emotional management, strengths, coping, mindfulness and self-kindness. Implications, limitations and future directions are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85176095","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 : 2021-11-05DOI: 10.1080/21683603.2021.1980474
Mohammed Bardi, N. Ghader, Hira AbdulRazzak, M. Alkuwari, L. Itani, Ateeq A. Qureshi, P. Young
ABSTRACT Teachers play a crucial role in the diagnosis and management of children with attention deficit hyperactivity disorder (ADHD). In the United Arab Emirates (UAE), teachers’ understanding of this condition has not been evaluated so far. Our study included teachers (n = 394) from 25 randomly selected primary schools in Dubai with the purpose of evaluating levels of knowledge about ADHD. Participants were asked to complete the “Knowledge of Attention Deficit Disorder Scale” (KADDS). On average, teachers showed knowledge on about half of the items in the questionnaire (48.2%), with the highest level of knowledge reported on the subscale related to symptoms/diagnosis (65.7%). We identified specific characteristics of ADHD where teachers’ understanding could be improved through training programs. This is important since awareness about the characteristics of ADHD supports the early detection of the disorder and also helps the learning environment for children with the condition.
{"title":"Knowledge about attention deficit hyperactivity disorder among primary school teachers in Dubai","authors":"Mohammed Bardi, N. Ghader, Hira AbdulRazzak, M. Alkuwari, L. Itani, Ateeq A. Qureshi, P. Young","doi":"10.1080/21683603.2021.1980474","DOIUrl":"https://doi.org/10.1080/21683603.2021.1980474","url":null,"abstract":"ABSTRACT Teachers play a crucial role in the diagnosis and management of children with attention deficit hyperactivity disorder (ADHD). In the United Arab Emirates (UAE), teachers’ understanding of this condition has not been evaluated so far. Our study included teachers (n = 394) from 25 randomly selected primary schools in Dubai with the purpose of evaluating levels of knowledge about ADHD. Participants were asked to complete the “Knowledge of Attention Deficit Disorder Scale” (KADDS). On average, teachers showed knowledge on about half of the items in the questionnaire (48.2%), with the highest level of knowledge reported on the subscale related to symptoms/diagnosis (65.7%). We identified specific characteristics of ADHD where teachers’ understanding could be improved through training programs. This is important since awareness about the characteristics of ADHD supports the early detection of the disorder and also helps the learning environment for children with the condition.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43508612","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}
In this study, it was aimed to examine teachers’ level of phubbing and being phubbed in terms of various variables. The study was designed as a survey research with a target population of teachers working in the Turkish public schools during the 2020-2021 academic years. The sample was formed using a convenience sampling method and made up of 307 (141 female, 166 male) teachers whose ages ranged from 23 to 64. Research data were collected through a questionnaire including “Personal Information Form”, “Generic Scale of Phubbing (GSP)” and “Generic Scale of Being Phubbed (GSBP)”. Descriptive statistics, correlation analyses and multivariate analysis of variance (MANOVA) tests were conducted for the analysis of the collected data. As a result of the research, participating teachers’ level of phubbing and being phubbed were determined as moderate level. There was no significant difference in terms of gender, educational status and branch variables. Regarding marital status variable, nomophobia and self-isolation levels of single teachers were found to be higher than those of married ones. Age was found to be negatively and weakly correlated with the levels of self-isolation. In addition, the levels of phubbing were found to be positively and moderately associated with the levels of being phubbed.
{"title":"An examination of phubbing and being phubbed behaviors among turkish teachers","authors":"Emre Suzer, M. Koc","doi":"10.47602/josep.v2i1.11","DOIUrl":"https://doi.org/10.47602/josep.v2i1.11","url":null,"abstract":"In this study, it was aimed to examine teachers’ level of phubbing and being phubbed in terms of various variables. The study was designed as a survey research with a target population of teachers working in the Turkish public schools during the 2020-2021 academic years. The sample was formed using a convenience sampling method and made up of 307 (141 female, 166 male) teachers whose ages ranged from 23 to 64. Research data were collected through a questionnaire including “Personal Information Form”, “Generic Scale of Phubbing (GSP)” and “Generic Scale of Being Phubbed (GSBP)”. Descriptive statistics, correlation analyses and multivariate analysis of variance (MANOVA) tests were conducted for the analysis of the collected data. As a result of the research, participating teachers’ level of phubbing and being phubbed were determined as moderate level. There was no significant difference in terms of gender, educational status and branch variables. Regarding marital status variable, nomophobia and self-isolation levels of single teachers were found to be higher than those of married ones. Age was found to be negatively and weakly correlated with the levels of self-isolation. In addition, the levels of phubbing were found to be positively and moderately associated with the levels of being phubbed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82371673","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}
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