Pub Date : 2021-07-02DOI: 10.1080/21683603.2021.1942344
J. Pietarinen, K. Pyhältö, Kaisa Haverinen, E. Leskinen, T. Soini
ABSTRACT There is provisional evidence that burnout may be contagious within professional communities via the crossover effect, referring to an inter-individual transmission of stress or strain. However, our understanding of effective means for tackling stressors is scarce. We tested a two-level path model to explore the interrelation between teachers’ proactive self- and co-regulative strategies and experienced burnout. The study sample comprised 1531 Finnish in-service teachers from 75 schools. The results showed that burnout symptoms varied both between individual teachers and between professional communities. Self- and co-regulative strategies serve partly different functions in regulating teacher burnout symptoms.
{"title":"Is individual- and school-level teacher burnout reduced by proactive strategies?","authors":"J. Pietarinen, K. Pyhältö, Kaisa Haverinen, E. Leskinen, T. Soini","doi":"10.1080/21683603.2021.1942344","DOIUrl":"https://doi.org/10.1080/21683603.2021.1942344","url":null,"abstract":"ABSTRACT There is provisional evidence that burnout may be contagious within professional communities via the crossover effect, referring to an inter-individual transmission of stress or strain. However, our understanding of effective means for tackling stressors is scarce. We tested a two-level path model to explore the interrelation between teachers’ proactive self- and co-regulative strategies and experienced burnout. The study sample comprised 1531 Finnish in-service teachers from 75 schools. The results showed that burnout symptoms varied both between individual teachers and between professional communities. Self- and co-regulative strategies serve partly different functions in regulating teacher burnout symptoms.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1942344","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49485645","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 : 2021-07-02DOI: 10.1080/21683603.2021.1942343
L. Tikkanen, K. Pyhältö, T. Soini, J. Pietarinen
ABSTRACT It has been proposed that well-being or lack of it can spread within tightly knit communities, including classrooms. Yet, to our knowledge, no studies have explored the crossover of burnout between the teachers and the students. In this study, we explored the relationship between teacher exhaustion and students’ study burnout symptoms. We hypothesized that teacher exhaustion is likely to be transmitted to students in classroom interaction both directly and via students’ perceptions of reduced social support from the teacher. A total of 1550 Finnish fifth-grade students from 104 classes and their teachers (N = 104) participated in the study. Multilevel structural modeling was applied to explore whether teacher exhaustion can cross over within classroom settings, i.e., whether it is related to their students’ study burnout levels and students’ perceptions of decreased social support. The findings indicated that teacher exhaustion contributed to higher levels of cynicism among the students. Interestingly, the teacher exhaustion was not related to the teacher support reported by their students. The perceived teacher support buffered the students’ study burnout at both individual and classroom levels. The findings imply that teachers’ well-being and the perceived social support from teachers play important roles in student well-being.
{"title":"Crossover of burnout in the classroom – Is teacher exhaustion transmitted to students?","authors":"L. Tikkanen, K. Pyhältö, T. Soini, J. Pietarinen","doi":"10.1080/21683603.2021.1942343","DOIUrl":"https://doi.org/10.1080/21683603.2021.1942343","url":null,"abstract":"ABSTRACT It has been proposed that well-being or lack of it can spread within tightly knit communities, including classrooms. Yet, to our knowledge, no studies have explored the crossover of burnout between the teachers and the students. In this study, we explored the relationship between teacher exhaustion and students’ study burnout symptoms. We hypothesized that teacher exhaustion is likely to be transmitted to students in classroom interaction both directly and via students’ perceptions of reduced social support from the teacher. A total of 1550 Finnish fifth-grade students from 104 classes and their teachers (N = 104) participated in the study. Multilevel structural modeling was applied to explore whether teacher exhaustion can cross over within classroom settings, i.e., whether it is related to their students’ study burnout levels and students’ perceptions of decreased social support. The findings indicated that teacher exhaustion contributed to higher levels of cynicism among the students. Interestingly, the teacher exhaustion was not related to the teacher support reported by their students. The perceived teacher support buffered the students’ study burnout at both individual and classroom levels. The findings imply that teachers’ well-being and the perceived social support from teachers play important roles in student well-being.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1942343","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47820876","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 : 2021-07-02DOI: 10.1080/21683603.2021.1945512
Florence Kyaruzi
ABSTRACT This study investigated the impact of gender on the sources of students’ self-efficacy in Mathematics in Tanzanian secondary schools. Data were collected from 267 Form 3 (Grade 11) students sampled from three public secondary schools in Dar es Salaam region. A previously validated questionnaire scale was used for measuring the sources of students’ self-efficacy in Mathematics: mastery experience, vicarious experience, physiological state (emotional arousal such as anxiety) and social persuasions. Data were analyzed using descriptive statistics, structural equation modeling and latent mean analysis techniques. Results from the structural equation modeling showed that the four-factor model best describes the sources of students’ self-efficacy in Mathematics. Results from descriptive statistics showed that students positively considered vicarious experience, mastery experience and social persuasions as credible sources of their self-efficacy in Mathematics. Results from the latent mean analysis showed significant gender differences in students’ perception of mastery experience. Meanwhile, vicarious experience and mastery experience positively predicted students’ Mathematics performance while physiological state was a negative predictor. The results imply that intervention for improving Mathematics learning ought to focus on fostering students’ sources of self-efficacy, particularly reducing psychological states that lower students’ self-efficacy in Mathematics.
{"title":"Impact of gender on sources of students’ self-efficacy in Mathematics in Tanzanian secondary schools","authors":"Florence Kyaruzi","doi":"10.1080/21683603.2021.1945512","DOIUrl":"https://doi.org/10.1080/21683603.2021.1945512","url":null,"abstract":"ABSTRACT This study investigated the impact of gender on the sources of students’ self-efficacy in Mathematics in Tanzanian secondary schools. Data were collected from 267 Form 3 (Grade 11) students sampled from three public secondary schools in Dar es Salaam region. A previously validated questionnaire scale was used for measuring the sources of students’ self-efficacy in Mathematics: mastery experience, vicarious experience, physiological state (emotional arousal such as anxiety) and social persuasions. Data were analyzed using descriptive statistics, structural equation modeling and latent mean analysis techniques. Results from the structural equation modeling showed that the four-factor model best describes the sources of students’ self-efficacy in Mathematics. Results from descriptive statistics showed that students positively considered vicarious experience, mastery experience and social persuasions as credible sources of their self-efficacy in Mathematics. Results from the latent mean analysis showed significant gender differences in students’ perception of mastery experience. Meanwhile, vicarious experience and mastery experience positively predicted students’ Mathematics performance while physiological state was a negative predictor. The results imply that intervention for improving Mathematics learning ought to focus on fostering students’ sources of self-efficacy, particularly reducing psychological states that lower students’ self-efficacy in Mathematics.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1945512","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42838965","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 : 2021-06-14DOI: 10.1080/21683603.2021.1934206
Barbara Rončević Zubković, Rosanda Pahljina-Reinić, Svjetlana Kolić-Vehovec
ABSTRACT This study aimed to explore age and gender differences in motivational (mathematics value and self-concept), emotional (mathematics anxiety), and cognitive (learning strategies and performance) aspects of mathematics functioning in a large representative sample of Croatian students (N = 2749; 56% girls, mean age = 14.58) during the transition from elementary to high school. The students’ values and self-concept in mathematics, mathematics anxiety, and perceived use of mathematics learning strategies were assessed using online self-report questionnaires. Teacher-created tasks were used for performance assessment. The results revealed a decrease in mathematics motivation and performance during school transition. Older students valued mathematics less than younger students, had less positive mathematics self-concept, less frequently used learning strategies, and had lower mathematics performance. No main effect of age/grade on mathematics anxiety was found. Boys had a more positive mathematics self-concept but used learning strategies less often than girls. Moreover, interaction effects of age and gender were found. High school girls showed lower performance but higher anxiety than boys. Future research should focus on examining the efficiency of interventions tailored to prevent a decline in mathematics motivation and performance during the transition periods, especially for girls.
{"title":"Age and gender differences in mathematics learning during school transition","authors":"Barbara Rončević Zubković, Rosanda Pahljina-Reinić, Svjetlana Kolić-Vehovec","doi":"10.1080/21683603.2021.1934206","DOIUrl":"https://doi.org/10.1080/21683603.2021.1934206","url":null,"abstract":"ABSTRACT This study aimed to explore age and gender differences in motivational (mathematics value and self-concept), emotional (mathematics anxiety), and cognitive (learning strategies and performance) aspects of mathematics functioning in a large representative sample of Croatian students (N = 2749; 56% girls, mean age = 14.58) during the transition from elementary to high school. The students’ values and self-concept in mathematics, mathematics anxiety, and perceived use of mathematics learning strategies were assessed using online self-report questionnaires. Teacher-created tasks were used for performance assessment. The results revealed a decrease in mathematics motivation and performance during school transition. Older students valued mathematics less than younger students, had less positive mathematics self-concept, less frequently used learning strategies, and had lower mathematics performance. No main effect of age/grade on mathematics anxiety was found. Boys had a more positive mathematics self-concept but used learning strategies less often than girls. Moreover, interaction effects of age and gender were found. High school girls showed lower performance but higher anxiety than boys. Future research should focus on examining the efficiency of interventions tailored to prevent a decline in mathematics motivation and performance during the transition periods, especially for girls.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1934206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44747019","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 : 2021-06-04DOI: 10.1080/21683603.2021.1930307
Satoshi Okada, Y. Kawasaki, M. Shinomiya, Hiroshi Hoshino, Tamiko Ino, Kazuko Sakai, Kimiko Murakami, Rie Ishida, Kaoru Mizuno, M. Takayanagi, S. Niwa
ABSTRACT The present study aimed to investigate the test-retest reliability of the Wechsler Intelligence Scale for Children-Fourth edition (WISC-IV) in a sample of 138 children with autism spectrum disorder (ASD) from a child psychiatric clinic in Tokyo, Japan. The stability coefficient of the Full Scale Intelligence Quotient (FSIQ), which is composed of four indices, was very high at .83, while those of the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index (PSI) individually were moderate to high, ranging from .62 to .79. Comparisons among three age groups revealed that the coefficients for children aged 5 to 7 years tended to be lower than those for children aged 11 years and older. With respect to relative strengths and weaknesses between index scores, approximately half of children did not exhibit the same trend in the second test. These results revealed that the FSIQ and index scores are stable in the long term in children with ASD aged 11 years and older, and that the PSI and discrepancies in index scores are less stable. Thus, practitioners should take into account ecological information and the test-taking behaviors of children when interpreting WISC-IV results for children with ASD. Abbreviations: ASD: autism spectrum disorder; WISC-IV: wechsler intelligence scale for children – fourth edition; FSIQ: full scale intelligence quotient; VCI: verbal comprehension index; PRI: perceptual reasoning index; WMI: working memory index; PSI: processing speed index
{"title":"Long-term stability of the WISC-Ⅳ in children with autism spectrum disorder","authors":"Satoshi Okada, Y. Kawasaki, M. Shinomiya, Hiroshi Hoshino, Tamiko Ino, Kazuko Sakai, Kimiko Murakami, Rie Ishida, Kaoru Mizuno, M. Takayanagi, S. Niwa","doi":"10.1080/21683603.2021.1930307","DOIUrl":"https://doi.org/10.1080/21683603.2021.1930307","url":null,"abstract":"ABSTRACT The present study aimed to investigate the test-retest reliability of the Wechsler Intelligence Scale for Children-Fourth edition (WISC-IV) in a sample of 138 children with autism spectrum disorder (ASD) from a child psychiatric clinic in Tokyo, Japan. The stability coefficient of the Full Scale Intelligence Quotient (FSIQ), which is composed of four indices, was very high at .83, while those of the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index (PSI) individually were moderate to high, ranging from .62 to .79. Comparisons among three age groups revealed that the coefficients for children aged 5 to 7 years tended to be lower than those for children aged 11 years and older. With respect to relative strengths and weaknesses between index scores, approximately half of children did not exhibit the same trend in the second test. These results revealed that the FSIQ and index scores are stable in the long term in children with ASD aged 11 years and older, and that the PSI and discrepancies in index scores are less stable. Thus, practitioners should take into account ecological information and the test-taking behaviors of children when interpreting WISC-IV results for children with ASD. Abbreviations: ASD: autism spectrum disorder; WISC-IV: wechsler intelligence scale for children – fourth edition; FSIQ: full scale intelligence quotient; VCI: verbal comprehension index; PRI: perceptual reasoning index; WMI: working memory index; PSI: processing speed index","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1930307","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48924906","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 : 2021-05-26DOI: 10.1080/21683603.2021.1925182
Syed Majid Ali Shah Bukhari, Shireen Gul Jamali, Abdul Razaque Larik, Muhammad Saleem Chang
ABSTRACT Given the high importance of the teachers’ role in overall school improvement, there has been a strong tradition to investigate various factors affecting teachers’ motivation in developed countries. However, like other variables, the factors of intrinsic motivation may offer variance in developed and underdeveloped countries. Thus, this study investigated the importance of work environmental factors and the role of teachers’ individual differences in fostering intrinsic motivation by collecting data from 357 Pakistani secondary school teachers. Interpersonal relationships were found to be the highest source of teachers’ intrinsic motivation. The structural equation model revealed that school work environment variables: administrative support, working conditions, interpersonal relationships, promotion, colleagues’ support, and salary were significant factors in fostering teachers’ intrinsic motivation. Teachers’ individual differences in gender, academic and professional qualifications, and work experience also showed a significant role in explaining teachers’ intrinsic motivation although the extent of effect was smaller than work environmental factors. Female teachers and teachers possessing low qualifications and having work experience of 6–10 years were found more intrinsically motivated. Findings suggest that school administration ought to encourage strategies that foster teachers’ needs and expectations, particularly for mid-career teachers and those possessing higher qualifications.
{"title":"Fostering intrinsic motivation among teachers: Importance of work environment and individual differences","authors":"Syed Majid Ali Shah Bukhari, Shireen Gul Jamali, Abdul Razaque Larik, Muhammad Saleem Chang","doi":"10.1080/21683603.2021.1925182","DOIUrl":"https://doi.org/10.1080/21683603.2021.1925182","url":null,"abstract":"ABSTRACT Given the high importance of the teachers’ role in overall school improvement, there has been a strong tradition to investigate various factors affecting teachers’ motivation in developed countries. However, like other variables, the factors of intrinsic motivation may offer variance in developed and underdeveloped countries. Thus, this study investigated the importance of work environmental factors and the role of teachers’ individual differences in fostering intrinsic motivation by collecting data from 357 Pakistani secondary school teachers. Interpersonal relationships were found to be the highest source of teachers’ intrinsic motivation. The structural equation model revealed that school work environment variables: administrative support, working conditions, interpersonal relationships, promotion, colleagues’ support, and salary were significant factors in fostering teachers’ intrinsic motivation. Teachers’ individual differences in gender, academic and professional qualifications, and work experience also showed a significant role in explaining teachers’ intrinsic motivation although the extent of effect was smaller than work environmental factors. Female teachers and teachers possessing low qualifications and having work experience of 6–10 years were found more intrinsically motivated. Findings suggest that school administration ought to encourage strategies that foster teachers’ needs and expectations, particularly for mid-career teachers and those possessing higher qualifications.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1925182","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44123281","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 : 2021-05-26DOI: 10.1080/21683603.2021.1925181
Elena A. Azarova, V. Basyuk, Alexander V. Vikhtodenko, S. Zholudeva
ABSTRACT Background Personal characteristics of troubled adolescents are affected by psychological deprivation, which contributes to the manifestation of deviant and delinquent behavior in individuals. Aim This study comprehensively examines structural units of self-consciousness, higher mental functions, and the emotional sphere of troubled adolescents (girls and boys) in residential care as well as develops a program for their psychological support. Methods and Results The results of the biographical method, observation, and psychological testing with the VI.ZI.ES Alpha test produced generalized psychological profiles of the adolescents. The methodology “Phenomenology of a Person’s Development and Being” underpinned development of their higher mental functions and structural units of self-consciousness. The obtained data formed the basis for a psychological support program for the personal development of troubled adolescents, with both traditional (discussions, trainings) and innovative (initiation, reflection) methods included. Conclusion The psychological support program allows educational psychologists to correct adolescents’ deviant and delinquent behavior.
{"title":"Personal characteristics of troubled adolescents in residential care","authors":"Elena A. Azarova, V. Basyuk, Alexander V. Vikhtodenko, S. Zholudeva","doi":"10.1080/21683603.2021.1925181","DOIUrl":"https://doi.org/10.1080/21683603.2021.1925181","url":null,"abstract":"ABSTRACT Background Personal characteristics of troubled adolescents are affected by psychological deprivation, which contributes to the manifestation of deviant and delinquent behavior in individuals. Aim This study comprehensively examines structural units of self-consciousness, higher mental functions, and the emotional sphere of troubled adolescents (girls and boys) in residential care as well as develops a program for their psychological support. Methods and Results The results of the biographical method, observation, and psychological testing with the VI.ZI.ES Alpha test produced generalized psychological profiles of the adolescents. The methodology “Phenomenology of a Person’s Development and Being” underpinned development of their higher mental functions and structural units of self-consciousness. The obtained data formed the basis for a psychological support program for the personal development of troubled adolescents, with both traditional (discussions, trainings) and innovative (initiation, reflection) methods included. Conclusion The psychological support program allows educational psychologists to correct adolescents’ deviant and delinquent behavior.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1925181","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41946853","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 : 2021-05-04DOI: 10.1080/21683603.2021.1915216
Stine Ekornes, Reidunn Tvergrov Øye
ABSTRACT In Norway, the interdisciplinary theme Public Health and Life Skills has been introduced in the new National K–12 curriculum, with the intention of promoting students’ physical and mental health and enhancing their social and academic coping resources. This paper presents a case study related to a project of expanded student services in an upper secondary school and aims to identify how inter-professional teamwork may promote life skills among students. The data is derived from a case study design with qualitative focus group interviews among 16 teachers, health professionals, social workers, and school leaders. Results identify four main areas to address in the promotion of life skills: (1) teaching about life skills topics, (2) providing emotional support (3) enhancing relational competencies, and (4) facilitating mastery experiences. Clearly, inter-professional collaboration is regarded as mutually beneficial in this work. By involving healthcare professionals in the teaching of life skills topics, teachers feel supported in their teaching practice. Also, by visiting classrooms more often, health care professionals become more familiar to the students and make it easier for students to contact them. Moreover, inter-professional collaboration contributes to identifying students’ complex needs of support and promoting students’ life skills through social and academic mastery.
{"title":"Inter-professional collaboration for the promotion of Public Health and Life Skills in upper secondary school – a Norwegian case study","authors":"Stine Ekornes, Reidunn Tvergrov Øye","doi":"10.1080/21683603.2021.1915216","DOIUrl":"https://doi.org/10.1080/21683603.2021.1915216","url":null,"abstract":"ABSTRACT In Norway, the interdisciplinary theme Public Health and Life Skills has been introduced in the new National K–12 curriculum, with the intention of promoting students’ physical and mental health and enhancing their social and academic coping resources. This paper presents a case study related to a project of expanded student services in an upper secondary school and aims to identify how inter-professional teamwork may promote life skills among students. The data is derived from a case study design with qualitative focus group interviews among 16 teachers, health professionals, social workers, and school leaders. Results identify four main areas to address in the promotion of life skills: (1) teaching about life skills topics, (2) providing emotional support (3) enhancing relational competencies, and (4) facilitating mastery experiences. Clearly, inter-professional collaboration is regarded as mutually beneficial in this work. By involving healthcare professionals in the teaching of life skills topics, teachers feel supported in their teaching practice. Also, by visiting classrooms more often, health care professionals become more familiar to the students and make it easier for students to contact them. Moreover, inter-professional collaboration contributes to identifying students’ complex needs of support and promoting students’ life skills through social and academic mastery.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1915216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42407348","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 : 2021-04-27DOI: 10.1080/21683603.2021.1900002
Roaa Aggad, M. Hennink, S. McNabb
ABSTRACT Mental health issues among school-age children are variable yet consistently prevalent worldwide; the implications can be debilitating and long-lasting. Due to their regular interactions with students, school staff members are well poised to identify issues and implement in-school mental health interventions. In this qualitative study, we examine how staff in public elementary schools in Jeddah, Saudi Arabia perceived, assessed, and responded to mental health challenges among their students. We conducted semi-structured interviews with school staff members (n = 16) including teachers (n = 8), counselors (n = 4), and principals (n = 4) from public elementary all-female schools. Using a thematic analysis, we outlined the school staff’s perceptions of the causes and identifiers of students’ mental health problems, their approach to managing students with mental health problems, and the perceived barriers to improving students’ mental health with suggested solutions. Public health implications and future recommendations were discussed.
{"title":"School staff perceptions of mental health among elementary students: A qualitative study in the Kingdom of Saudi Arabia","authors":"Roaa Aggad, M. Hennink, S. McNabb","doi":"10.1080/21683603.2021.1900002","DOIUrl":"https://doi.org/10.1080/21683603.2021.1900002","url":null,"abstract":"ABSTRACT Mental health issues among school-age children are variable yet consistently prevalent worldwide; the implications can be debilitating and long-lasting. Due to their regular interactions with students, school staff members are well poised to identify issues and implement in-school mental health interventions. In this qualitative study, we examine how staff in public elementary schools in Jeddah, Saudi Arabia perceived, assessed, and responded to mental health challenges among their students. We conducted semi-structured interviews with school staff members (n = 16) including teachers (n = 8), counselors (n = 4), and principals (n = 4) from public elementary all-female schools. Using a thematic analysis, we outlined the school staff’s perceptions of the causes and identifiers of students’ mental health problems, their approach to managing students with mental health problems, and the perceived barriers to improving students’ mental health with suggested solutions. Public health implications and future recommendations were discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1900002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47741728","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 : 2021-04-21DOI: 10.1080/21683603.2021.1901812
Kyoko Amai
ABSTRACT Adolescents who do not seek help from others, concealing their problems, make it difficult for teachers to detect students’ mental health problems early and provide preventive interventions. Individual interviews of secondary-school teachers (n = 15; 8 men and 7 women) were conducted for this study, where they were asked to report their experiences of providing support to students who did not seek help but were deemed to need it. The analysis was based on thematic analysis and the Trajectory Equifinality Model. The 26 cases (11 boys and 15 girls) included in the final analysis were categorized into four problem areas: family problems, school refusal, developmental disabilities, and interpersonal relationships at school, and the interaction processes in each problem domain were described. The results identified effective support behaviors that were common to all problem domains, such as environmental adjustment, as well as support behaviors that were effective for specific problem domains, such as support developing future vision and one-on-one tailored approach. However, it was also indicated that direct interventions without consent from the student risk breaking the connection between schools and students. Future research in other cultures with different teacher roles, and studies for the purpose of theory generation are indicated.
{"title":"Adolescents’ mental health problems, teacher support, and school adaptation: A qualitative analysis based on the Trajectory Equifinality Model","authors":"Kyoko Amai","doi":"10.1080/21683603.2021.1901812","DOIUrl":"https://doi.org/10.1080/21683603.2021.1901812","url":null,"abstract":"ABSTRACT Adolescents who do not seek help from others, concealing their problems, make it difficult for teachers to detect students’ mental health problems early and provide preventive interventions. Individual interviews of secondary-school teachers (n = 15; 8 men and 7 women) were conducted for this study, where they were asked to report their experiences of providing support to students who did not seek help but were deemed to need it. The analysis was based on thematic analysis and the Trajectory Equifinality Model. The 26 cases (11 boys and 15 girls) included in the final analysis were categorized into four problem areas: family problems, school refusal, developmental disabilities, and interpersonal relationships at school, and the interaction processes in each problem domain were described. The results identified effective support behaviors that were common to all problem domains, such as environmental adjustment, as well as support behaviors that were effective for specific problem domains, such as support developing future vision and one-on-one tailored approach. However, it was also indicated that direct interventions without consent from the student risk breaking the connection between schools and students. Future research in other cultures with different teacher roles, and studies for the purpose of theory generation are indicated.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1901812","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47601835","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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