Pub Date : 2021-10-01DOI: 10.1080/21683603.2021.1980475
Gülendam Akgül
ABSTRACT The Routine Activity Theory proposes that the presence of a suitable target and a motivated offender in the absence of capable guardianship predict criminal behaviors. Prior research has utilized the theory to explain varied cyber victimization in different western and eastern cultures. The purpose of this study is to test the effects of adolescents’ online behaviors on cyber victimization and cyberbullying experiences from the Routine Activities Theory framework. Therefore, through this study, the paper expands upon this research to examine the cyber activities of Turkish adolescents on both cyber victimization and cyberbullying experiences. The participants were 1046 high school students between the ages of 14–18. According to the findings, Turkish adolescents’ cyberbullying and victimization experiences could be predicted from their cyber activities after controlling for gender. The results revealed the role of target suitability, exposure to a motivated offender and capable guardianship on both cyber victimization and cyberbullying in a more comprehensive model based on the Routine Activities Theory. Altogether, the findings provide evidence-based strategies for cyberbullying and victimization prevention at schools.
{"title":"Routine Activities Theory in cyber victimization and cyberbullying experiences of Turkish adolescents","authors":"Gülendam Akgül","doi":"10.1080/21683603.2021.1980475","DOIUrl":"https://doi.org/10.1080/21683603.2021.1980475","url":null,"abstract":"ABSTRACT The Routine Activity Theory proposes that the presence of a suitable target and a motivated offender in the absence of capable guardianship predict criminal behaviors. Prior research has utilized the theory to explain varied cyber victimization in different western and eastern cultures. The purpose of this study is to test the effects of adolescents’ online behaviors on cyber victimization and cyberbullying experiences from the Routine Activities Theory framework. Therefore, through this study, the paper expands upon this research to examine the cyber activities of Turkish adolescents on both cyber victimization and cyberbullying experiences. The participants were 1046 high school students between the ages of 14–18. According to the findings, Turkish adolescents’ cyberbullying and victimization experiences could be predicted from their cyber activities after controlling for gender. The results revealed the role of target suitability, exposure to a motivated offender and capable guardianship on both cyber victimization and cyberbullying in a more comprehensive model based on the Routine Activities Theory. Altogether, the findings provide evidence-based strategies for cyberbullying and victimization prevention at schools.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43638797","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 purpose of the present study is to examine the efficacy of eye movement desensitization and reprocessing (EMDR) therapy for children and adolescents with post-traumatic stress disorder (PTSD). For this purpose, a framework was determined by using findings of the research and explanations at the conceptual level. PTSD is a mental disorder that is experienced after traumatic events, affects individuals cognitively, emotionally, and behaviorally and threatens the integrity of an individual's life. EMDR therapy is a therapy that imaginatively reveals the past or traumatic experiences of the client through eye movements and other bilateral stimuli (two-way sound or tactile stimulus), facilitates information processing processes. Whereas EMDR was initially an approach developed for adults, it was later used for children and adolescents. The fact that it gives positive results in a short time and these positive results continue in follow-up studies has increased the interest in using EMDR for children and adolescents with PTSD. The use of EMDR for children and adolescents has allowed their problems to be resolved in a timely manner and reduced PTSD symptoms. This situation has drawn attention to the importance of using EMDR in the practice of psychological counselors working in school environments, leading places where they work with children and adolescents, and where the first preventive and interventional studies are carried out. Therefore, it is considered that the use of EMDR will be functional in overcoming these negative life experiences of many students who have been directly or indirectly exposed to traumatic experiences during the COVID-19 epidemic period.
{"title":"Efficacy of eye movement desensitization and reprocessing (EMDR) therapy for children and adolescents with post-traumatic stress disorder","authors":"Esra Teke, Selahattin Avsaroglu","doi":"10.47602/JOSEP.V2I1.1","DOIUrl":"https://doi.org/10.47602/JOSEP.V2I1.1","url":null,"abstract":"The purpose of the present study is to examine the efficacy of eye movement desensitization and reprocessing (EMDR) therapy for children and adolescents with post-traumatic stress disorder (PTSD). For this purpose, a framework was determined by using findings of the research and explanations at the conceptual level. PTSD is a mental disorder that is experienced after traumatic events, affects individuals cognitively, emotionally, and behaviorally and threatens the integrity of an individual's life. EMDR therapy is a therapy that imaginatively reveals the past or traumatic experiences of the client through eye movements and other bilateral stimuli (two-way sound or tactile stimulus), facilitates information processing processes. Whereas EMDR was initially an approach developed for adults, it was later used for children and adolescents. The fact that it gives positive results in a short time and these positive results continue in follow-up studies has increased the interest in using EMDR for children and adolescents with PTSD. The use of EMDR for children and adolescents has allowed their problems to be resolved in a timely manner and reduced PTSD symptoms. This situation has drawn attention to the importance of using EMDR in the practice of psychological counselors working in school environments, leading places where they work with children and adolescents, and where the first preventive and interventional studies are carried out. Therefore, it is considered that the use of EMDR will be functional in overcoming these negative life experiences of many students who have been directly or indirectly exposed to traumatic experiences during the COVID-19 epidemic period.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77453886","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 purpose of the present study is to investigate the psychometric properties of two integrative inventories of psychological well-being– the Brief Inventory of Thriving (BIT) and the Comprehensive Inventory of Thriving (CIT)– that could be widely used among Turkish young adults. This study also aimed to examine whether students with severe psychological health symptoms reported higher levels of loneliness, lack of control, and negative feelings, and fewer positive domains of the CIT (e.g., support, belonging, positive feelings, and self-efficacy). The participants of this study included 314 Turkish undergraduate students (76% female with an age range of 18–47 years [M = 22.83, SD = 4.09]) from a state university in Turkey. Confirmatory factor analyses showed good psychometric fit statistics of both the CIT and BIT, confirming the latent structure of inventories. Factor loadings of the CIT items were strong, with robust indicator reliabilities. With regard to the concurrent validity of the measures, the study results showed that the domains and the brief version of the measure had significant correlations with psychological health symptoms. Additionally, individuals with severe mental health symptoms reported fewer positive psychological domains of psychological well-being, whereas having higher negative domains of psychological well-being than those with mild symptoms. Specifically, Cohen's d effect sizes were large for some social resources and subjective well-being domains. Overall, these results provide evidence suggesting that both the CIT and BIT could be used to assess psychological well-being among Turkish young adults.
{"title":"Psychological well-being in college students: Psychometric properties of the Brief Inventory of Thriving (BIT) and the Comprehensive Inventory of Thriving (CIT)","authors":"Gökmen Arslan","doi":"10.47602/josep.v1i1.6","DOIUrl":"https://doi.org/10.47602/josep.v1i1.6","url":null,"abstract":"The purpose of the present study is to investigate the psychometric properties of two integrative inventories of psychological well-being– the Brief Inventory of Thriving (BIT) and the Comprehensive Inventory of Thriving (CIT)– that could be widely used among Turkish young adults. This study also aimed to examine whether students with severe psychological health symptoms reported higher levels of loneliness, lack of control, and negative feelings, and fewer positive domains of the CIT (e.g., support, belonging, positive feelings, and self-efficacy). The participants of this study included 314 Turkish undergraduate students (76% female with an age range of 18–47 years [M = 22.83, SD = 4.09]) from a state university in Turkey. Confirmatory factor analyses showed good psychometric fit statistics of both the CIT and BIT, confirming the latent structure of inventories. Factor loadings of the CIT items were strong, with robust indicator reliabilities. With regard to the concurrent validity of the measures, the study results showed that the domains and the brief version of the measure had significant correlations with psychological health symptoms. Additionally, individuals with severe mental health symptoms reported fewer positive psychological domains of psychological well-being, whereas having higher negative domains of psychological well-being than those with mild symptoms. Specifically, Cohen's d effect sizes were large for some social resources and subjective well-being domains. Overall, these results provide evidence suggesting that both the CIT and BIT could be used to assess psychological well-being among Turkish young adults.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83851149","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}
{"title":"Positive education to promote flourishing in students returning to school after COVID-19 closure","authors":"Gökmen Arslan, J. Burke","doi":"10.47602/JOSEP.V1I1.3","DOIUrl":"https://doi.org/10.47602/JOSEP.V1I1.3","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79698955","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 : 2021-08-17DOI: 10.1080/21683603.2021.1951409
D. Tzuriel, Shlomit Cohen, Rafi Feuerstein, Haim Devisheim, Shahar Zaguri-Vittenberg, Rosalind Goldenberg, L. Yosef, Anat Cagan
ABSTRACT The Feuerstein Instrumental Enrichment (FIE) Program is a process-oriented program based on Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE) theory. It is aimed at promoting learning how to learn, development of deficient cognitive functions, problem-solving strategies and metacognitive abilities. The FIE program was developed mainly for students coming from low socioeconomic backgrounds with low academic achievements. The FIE was implemented for one year in three Grade 4 classes (n = 73) in an Israeli-Arab school. Two comparison classes from the same school in Grade 4 (n = 58) learned the regular content-oriented curriculum for the same period. All students were administered the Raven’s Colored Progressive Matrices, Numerical Progression Test, and the B8-B12 Set Variation measures before the intervention. Students’ grades in English, Arabic, and Mathematics were recorded before and after the intervention. The findings showed that the students receiving the FIE significantly improved their grades from pre- to post-intervention compared with the comparison group, and that students who started the year with lower cognitive scores benefited from the program more than the students with higher scores. The findings indicating a far-transfer effects are discussed in relation to the SCM-MLE theory and previous research.
{"title":"Evaluation of the Feuerstein Instrumental Enrichment (FIE) program among Israeli-Arab students","authors":"D. Tzuriel, Shlomit Cohen, Rafi Feuerstein, Haim Devisheim, Shahar Zaguri-Vittenberg, Rosalind Goldenberg, L. Yosef, Anat Cagan","doi":"10.1080/21683603.2021.1951409","DOIUrl":"https://doi.org/10.1080/21683603.2021.1951409","url":null,"abstract":"ABSTRACT The Feuerstein Instrumental Enrichment (FIE) Program is a process-oriented program based on Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE) theory. It is aimed at promoting learning how to learn, development of deficient cognitive functions, problem-solving strategies and metacognitive abilities. The FIE program was developed mainly for students coming from low socioeconomic backgrounds with low academic achievements. The FIE was implemented for one year in three Grade 4 classes (n = 73) in an Israeli-Arab school. Two comparison classes from the same school in Grade 4 (n = 58) learned the regular content-oriented curriculum for the same period. All students were administered the Raven’s Colored Progressive Matrices, Numerical Progression Test, and the B8-B12 Set Variation measures before the intervention. Students’ grades in English, Arabic, and Mathematics were recorded before and after the intervention. The findings showed that the students receiving the FIE significantly improved their grades from pre- to post-intervention compared with the comparison group, and that students who started the year with lower cognitive scores benefited from the program more than the students with higher scores. The findings indicating a far-transfer effects are discussed in relation to the SCM-MLE theory and previous research.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43430462","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 : 2021-08-17DOI: 10.1080/21683603.2021.1960227
Pambas Tandika Basil
ABSTRACT Though research on inclusive education in pre-primary in Tanzania exist, they have paid limited attention to the participation of parents and pre-primary teachers, in making their schools responsive to all the children’s needs. This study, therefore, was undertaken to establish how such stakeholders proactively contribute to making pre-primary offers equitable inclusive education. This qualitative descriptive study used semi-structured interviews with teachers and focus group interviews with parents to collect data. In all, 11 public pre-primary teachers and 43 parents from Kanyigo in Misenyi district and Nsalala in Shinyanga district were involved. Collected data were analyzed through a thematic content analysis procedure. Results show that, though teachers had a good understanding of inclusive education in pre-primary education, a good number of parents were largely ignorant about the concept. Consequently, parents participated poorly in fostering inclusive pre-primary education. Teachers participated in making pre-primary inclusive mainly through the preparation of instructional materials. Overall, transforming pre-primary education into more inclusive education was impacted by teachers’ and parents’ understanding of inclusion in teaching and learning. Planned and well-coordinated awareness initiatives and increasing budgetary allocations emerged in the study aimed to improve inclusion in PPE and serve its critical role as the foundational level of education.
{"title":"Inclusiveness in Tanzania’s public pre-primary education: Unbridged teachers’ and parents’ role awareness gap","authors":"Pambas Tandika Basil","doi":"10.1080/21683603.2021.1960227","DOIUrl":"https://doi.org/10.1080/21683603.2021.1960227","url":null,"abstract":"ABSTRACT Though research on inclusive education in pre-primary in Tanzania exist, they have paid limited attention to the participation of parents and pre-primary teachers, in making their schools responsive to all the children’s needs. This study, therefore, was undertaken to establish how such stakeholders proactively contribute to making pre-primary offers equitable inclusive education. This qualitative descriptive study used semi-structured interviews with teachers and focus group interviews with parents to collect data. In all, 11 public pre-primary teachers and 43 parents from Kanyigo in Misenyi district and Nsalala in Shinyanga district were involved. Collected data were analyzed through a thematic content analysis procedure. Results show that, though teachers had a good understanding of inclusive education in pre-primary education, a good number of parents were largely ignorant about the concept. Consequently, parents participated poorly in fostering inclusive pre-primary education. Teachers participated in making pre-primary inclusive mainly through the preparation of instructional materials. Overall, transforming pre-primary education into more inclusive education was impacted by teachers’ and parents’ understanding of inclusion in teaching and learning. Planned and well-coordinated awareness initiatives and increasing budgetary allocations emerged in the study aimed to improve inclusion in PPE and serve its critical role as the foundational level of education.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44889500","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}
ABSTRACT This paper presents the development and psychometric properties of an interpersonal problem-solving inventory for Vietnamese elementary school students (IPSI). The IPSI consists of five subscales: Positive problem-solving behavior; Negative problem-solving behavior; Rational problem-solving behavior; Impulsive behavior; and Avoidance behavior. The scale was administered to a total sample that consists of 730 Vietnamese fifth grade students (age 10–14, M = 10.70, SD = .56). Multiple psychometric analyses were utilized including classical test theory (CTT), exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Reliability of IPSI was reported by calculating internal consistency. Findings showed that the IPSI has adequate internal consistency (Cronbach’s α = 0.90; McDonald’s ω = .82). The EFA findings suggested that the IPSI has two-factor structure. The CFA findings indicated that the IPSI has the theory-driven five-factor structure that has the adequate fitness indices (χ2/df = 1.369, p < .001; GFI: .930; TLI: .926; CFI: .871; RMSEA: .032; SRMR: .046). These findings suggest that the IPSI is a well-functioning scale with good psychometric properties. Recommendations and weak points of the scale are discussed. Future research and possible improvements are proposed.
{"title":"Development and psychometric evaluation of the interpersonal problem-solving inventory for Vietnamese elementary school students","authors":"Cong Khanh Nguyen, Thao Thi Do, My Linh Thi Nguyen, Hanh Thi Tran, Quang Vinh Nguyen","doi":"10.1080/21683603.2021.1945511","DOIUrl":"https://doi.org/10.1080/21683603.2021.1945511","url":null,"abstract":"ABSTRACT This paper presents the development and psychometric properties of an interpersonal problem-solving inventory for Vietnamese elementary school students (IPSI). The IPSI consists of five subscales: Positive problem-solving behavior; Negative problem-solving behavior; Rational problem-solving behavior; Impulsive behavior; and Avoidance behavior. The scale was administered to a total sample that consists of 730 Vietnamese fifth grade students (age 10–14, M = 10.70, SD = .56). Multiple psychometric analyses were utilized including classical test theory (CTT), exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Reliability of IPSI was reported by calculating internal consistency. Findings showed that the IPSI has adequate internal consistency (Cronbach’s α = 0.90; McDonald’s ω = .82). The EFA findings suggested that the IPSI has two-factor structure. The CFA findings indicated that the IPSI has the theory-driven five-factor structure that has the adequate fitness indices (χ2/df = 1.369, p < .001; GFI: .930; TLI: .926; CFI: .871; RMSEA: .032; SRMR: .046). These findings suggest that the IPSI is a well-functioning scale with good psychometric properties. Recommendations and weak points of the scale are discussed. Future research and possible improvements are proposed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1945511","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46215284","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 : 2021-07-20DOI: 10.1080/21683603.2021.1945513
Sergios C. Sergiou, George K. Georgiou, Charalambos Y. Charalambous
ABSTRACT Although Cognitive Assessment System (CAS)-2: Brief was published in 2014 and it is used in applied settings all over the world, we still do not know how well it relates to academic achievement. Thus, this study aimed to examine the relations of CAS-2: Brief with reading and mathematics performance. Two hundred and twenty-two Greek-speaking children in Grade 6 (98 boys, 124 girls, M age = 135.85 months) were assessed on CAS-2: Brief and on measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). Results of the correlational analysis showed first that the CAS-2: Brief total score correlated moderately with both reading and mathematics tasks (rs ranged from .36 to .53). Second, results of the multilevel analyses revealed that the CAS-2: Brief total score explained 11.4% of unique variance in mathematics and 27.6% of unique variance in reading. Theoretical and practical implications of these findings are discussed.
{"title":"Examining the relation of Cognitive Assessment System-2: Brief with academic achievement in a sample of Greek-speaking children","authors":"Sergios C. Sergiou, George K. Georgiou, Charalambos Y. Charalambous","doi":"10.1080/21683603.2021.1945513","DOIUrl":"https://doi.org/10.1080/21683603.2021.1945513","url":null,"abstract":"ABSTRACT Although Cognitive Assessment System (CAS)-2: Brief was published in 2014 and it is used in applied settings all over the world, we still do not know how well it relates to academic achievement. Thus, this study aimed to examine the relations of CAS-2: Brief with reading and mathematics performance. Two hundred and twenty-two Greek-speaking children in Grade 6 (98 boys, 124 girls, M age = 135.85 months) were assessed on CAS-2: Brief and on measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). Results of the correlational analysis showed first that the CAS-2: Brief total score correlated moderately with both reading and mathematics tasks (rs ranged from .36 to .53). Second, results of the multilevel analyses revealed that the CAS-2: Brief total score explained 11.4% of unique variance in mathematics and 27.6% of unique variance in reading. Theoretical and practical implications of these findings are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1945513","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47355860","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 : 2021-07-20DOI: 10.1080/21683603.2021.1934207
Õnne Uus, Eve Kikas
ABSTRACT Self-regulation forms the rudiments for children’s academic achievement and socialization. Although one’s executive control and verbal skills are needed in both of the core aspects for academic performance: processing to regulate one’s own learning and behavior, young students’ cognitive capacity for that is still immature influencing the “right response” execution. This longitudinal study investigates children’s deviant self-regulation, aggression, in two reciprocal relations: (1) individual cognitive factors (2) classroom-contextual factors. Results show the persistence of aggression over time; in aggressive students also lower verbal and executive function skills in Grade 6, while no classroom-contextual relations were detected. This indicates the need to identify as early as possible the pupils performing poorly in cognitive tasks in order to implement specific scaffold-interventions to enhance their processing skills – fundamental for efficient executive control. By doing so, we can prevent possible later complications and improve those pupils’ basic functions early on to regulate their learning and execute appropriate behavior. Human cognition is an entire and interdependent system enabled by our undivided mental mechanism needed for making relevant conclusions as well as shaping appropriate behavior to become a responsibly thinking and dignified member of society.
{"title":"Longitudinal study of children’s aggressive behavior, and it’s relations to individual and contextual factors","authors":"Õnne Uus, Eve Kikas","doi":"10.1080/21683603.2021.1934207","DOIUrl":"https://doi.org/10.1080/21683603.2021.1934207","url":null,"abstract":"ABSTRACT Self-regulation forms the rudiments for children’s academic achievement and socialization. Although one’s executive control and verbal skills are needed in both of the core aspects for academic performance: processing to regulate one’s own learning and behavior, young students’ cognitive capacity for that is still immature influencing the “right response” execution. This longitudinal study investigates children’s deviant self-regulation, aggression, in two reciprocal relations: (1) individual cognitive factors (2) classroom-contextual factors. Results show the persistence of aggression over time; in aggressive students also lower verbal and executive function skills in Grade 6, while no classroom-contextual relations were detected. This indicates the need to identify as early as possible the pupils performing poorly in cognitive tasks in order to implement specific scaffold-interventions to enhance their processing skills – fundamental for efficient executive control. By doing so, we can prevent possible later complications and improve those pupils’ basic functions early on to regulate their learning and execute appropriate behavior. Human cognition is an entire and interdependent system enabled by our undivided mental mechanism needed for making relevant conclusions as well as shaping appropriate behavior to become a responsibly thinking and dignified member of society.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1934207","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42567271","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 : 2021-07-20DOI: 10.1080/21683603.2021.1944410
Shabbih Fatima, Sarwat Sultan, W. Jenson, John L. Davis, Keith C. Radley, Naintara
ABSTRACT This study investigated the efficacy of the Superheroes Social Skills program in increasing social engagement of four elementary-aged children with autism spectrum disorder (ASD) in Pakistan, where English was spoken as a second language. The investigators implemented the first six lessons from the program in the classroom and assessed its efficacy through observations made during a recess period. Although the skills were trained in one context (i.e., the classroom), observations showed that the participants increased social engagement in a second environment (i.e., recess playground) in which the skills had not been taught. Social engagement effect sizes were in the moderate to large range with larger effect sizes for social responses than for social initiations. The authors discuss the implications and research needs for implementing social skills programs in diverse cultures.
{"title":"Superheroes Social Skills Program: A Replication with Children with Autism Spectrum Disorder in Pakistan","authors":"Shabbih Fatima, Sarwat Sultan, W. Jenson, John L. Davis, Keith C. Radley, Naintara","doi":"10.1080/21683603.2021.1944410","DOIUrl":"https://doi.org/10.1080/21683603.2021.1944410","url":null,"abstract":"ABSTRACT This study investigated the efficacy of the Superheroes Social Skills program in increasing social engagement of four elementary-aged children with autism spectrum disorder (ASD) in Pakistan, where English was spoken as a second language. The investigators implemented the first six lessons from the program in the classroom and assessed its efficacy through observations made during a recess period. Although the skills were trained in one context (i.e., the classroom), observations showed that the participants increased social engagement in a second environment (i.e., recess playground) in which the skills had not been taught. Social engagement effect sizes were in the moderate to large range with larger effect sizes for social responses than for social initiations. The authors discuss the implications and research needs for implementing social skills programs in diverse cultures.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1944410","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49181684","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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