Pub Date : 2021-04-07DOI: 10.1080/21683603.2021.1901811
R. Masa'deh, Manar AlAzzam, Ghadeer Al-Dweik, Omayma M Masadeh, A. Hamdan-Mansour, I. Basheti
ABSTRACT Self-esteem has a profound role in students’ academic performances. This study was designed to examine the moderation effect of self-esteem on the relationship between academic performance and students’ socio-demographic characteristics. A cross-sectional descriptive study was conducted in 20 schools in Jordan. A nonrandom consecutive sampling method was used to recruit students who provided their demographic information and answered the Arabic Version of the Rosenberg Self-Esteem Scale. Participating students (n = 1800) showed a mean self-esteem of 23.07 (SD = 2.69), while the academic performance showed a mean of 86.5 (SD = 6.34). Self-esteem moderated the relationship between socio-demographics (gender, educational sector, and education program) and academic performance. Self-esteem is an important indicator of academic performance and should be strongly considered by stakeholders at all school programs and types. The differences in self-esteem and academic performance according to gender need to be investigated further to draw conclusive future plans.
{"title":"Academic performance and socio-demographic characteristics of students: Assessing moderation effect of self-esteem","authors":"R. Masa'deh, Manar AlAzzam, Ghadeer Al-Dweik, Omayma M Masadeh, A. Hamdan-Mansour, I. Basheti","doi":"10.1080/21683603.2021.1901811","DOIUrl":"https://doi.org/10.1080/21683603.2021.1901811","url":null,"abstract":"ABSTRACT Self-esteem has a profound role in students’ academic performances. This study was designed to examine the moderation effect of self-esteem on the relationship between academic performance and students’ socio-demographic characteristics. A cross-sectional descriptive study was conducted in 20 schools in Jordan. A nonrandom consecutive sampling method was used to recruit students who provided their demographic information and answered the Arabic Version of the Rosenberg Self-Esteem Scale. Participating students (n = 1800) showed a mean self-esteem of 23.07 (SD = 2.69), while the academic performance showed a mean of 86.5 (SD = 6.34). Self-esteem moderated the relationship between socio-demographics (gender, educational sector, and education program) and academic performance. Self-esteem is an important indicator of academic performance and should be strongly considered by stakeholders at all school programs and types. The differences in self-esteem and academic performance according to gender need to be investigated further to draw conclusive future plans.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1901811","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49451240","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 : 2021-04-07DOI: 10.1080/21683603.2020.1850374
N. Barlas, Jeevita Sidhu, Chieh-Lan Li
ABSTRACT Growing research suggests that a social-emotional learning (SEL) curriculum in school has a positive impact on students’ emotional and academic learning. However, schools in Pakistan face multiple challenges for fostering social-emotional skills due to lack of awareness of the existence and benefits of SEL programs, inadequate funding in public schools, absence of motivation in private schools, and lack of teacher training. Several SEL programs have been adapted to different countries and diverse populations worldwide with promising results. But there is limited research on the applicability of these programs in Pakistani schools and in countries with similar cultural and educational context. We conducted a literature review on studies published between 2000 and 2019 to search for SEL programs applicable to schools in Pakistan. Nineteen studies were identified with SEL programs including PATHS, Second Step, Strong Kids, and Lions Quest. These programs were then evaluated based on their ease of adaptation and implementation and cost effectiveness to elementary schools in Pakistan. Results support the applicability of PATHS based on all the evaluation criteria. Implications and considerations for the adaptation of PATHS in elementary schools in Pakistan are discussed.
{"title":"Can social-emotional learning programs be adapted to schools in Pakistan? A literature review","authors":"N. Barlas, Jeevita Sidhu, Chieh-Lan Li","doi":"10.1080/21683603.2020.1850374","DOIUrl":"https://doi.org/10.1080/21683603.2020.1850374","url":null,"abstract":"ABSTRACT Growing research suggests that a social-emotional learning (SEL) curriculum in school has a positive impact on students’ emotional and academic learning. However, schools in Pakistan face multiple challenges for fostering social-emotional skills due to lack of awareness of the existence and benefits of SEL programs, inadequate funding in public schools, absence of motivation in private schools, and lack of teacher training. Several SEL programs have been adapted to different countries and diverse populations worldwide with promising results. But there is limited research on the applicability of these programs in Pakistani schools and in countries with similar cultural and educational context. We conducted a literature review on studies published between 2000 and 2019 to search for SEL programs applicable to schools in Pakistan. Nineteen studies were identified with SEL programs including PATHS, Second Step, Strong Kids, and Lions Quest. These programs were then evaluated based on their ease of adaptation and implementation and cost effectiveness to elementary schools in Pakistan. Results support the applicability of PATHS based on all the evaluation criteria. Implications and considerations for the adaptation of PATHS in elementary schools in Pakistan are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1850374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44856848","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 : 2021-04-03DOI: 10.1080/21683603.2021.1938842
G. V. van Schalkwyk
Goodbye but not farewell. This second issue for 2021 will be my last editorial for which I will be the Editor-inChief for the International Journal of School and Educational Psychology (IJSEP), a position I have held since my appointment in 2018. It has been a great privilege and honor for me to serve the International School Psychology Association (ISPA) and the school and educational psychology researchers, practitioners, and scholars from around the globe in this way and I hope to meet with you in many and diverse ways in future. I now pass on the reigns of this esteemed journal to the next Editor-in-Chief, Tamika LaSalle from the University of Connecticut. For the past 6 months, we have worked closely to make the transition as smooth as possible, and I invite you all to welcome her with the same warmth and compassion that I received. She is well suited to cherish our journal just as I hope you do, and I wish you, together with the newly appointed Editorial Team (i.e., Associate Editors and Editorial Board members) all the best taking our journal to even greater heights than before. Over the past three years, it has been my privilege to work in close association with Associate Editors, who excelled in their diligence and commitment to ISPA and the IJSEP: Profs Rik Carl D’Amato (the founding Editor), The Chicago School of Professional Psychology, and Melissa Bray, University of Connecticut, and Drs Rina Chittooran, Saint Louis University, Sarah Davis, University of Worcester, Nurit Kaplan-Toren, University of Haifa, Anastasia Lijadi, International Institute for Applied Systems Analysis, Andrew Davis, Ball State University, Richard Gonzales, Education Specialist at the World Bank. There have also been other Associate Editors, who served as part of the time during my tenure: Prof Lisa Woolfson, University of Strathclyde, and Drs Terence Bowles, The University of Melbourne, Barry Mallin, University of Manitoba, and Antoinette Ah Hing, Nelson Mandela Metropolitan University. To all these Associate Editors, a special word of thanks for their collaboration to bring our IJSEP readers a range of empirically based research, peerreviewed articles produced by international school and educational psychology scholars. We have worked well together being able to fulfill one of our objectives with the IJSEP, namely, to intentionally help our international colleagues to publish in a reputable academic journal and to receive the recognition they deserve. As always, I also wish to thank our authors and readers of the IJSEP for their contributions, not only for bringing us your best articles for inclusion but also for reading and using the work published here in your various professional endeavors. Over the past years, the submission rate for the IJSEP has increased significantly to the point where we had to bring out several supplementary issues (published online only). We have also had several Special Issues on relevant topics for school and educational psycholo
再见，但不是再见。2021年的第二期将是我担任《国际学校与教育心理学杂志》（IJSEP）主编的最后一篇社论，自2018年上任以来，我一直担任该职位。我非常荣幸能以这种方式为国际学校心理学协会（ISPA）以及来自世界各地的学校和教育心理学研究人员、从业者和学者服务，我希望在未来以多种多样的方式与大家见面。我现在将这份受人尊敬的期刊的统治权移交给下一任主编，康涅狄格大学的塔米卡·拉萨尔。在过去的6个月里，我们密切合作，使过渡尽可能顺利，我邀请大家以我所得到的同样的热情和同情欢迎她。她非常适合像我希望你那样珍惜我们的期刊，我祝愿你和新任命的编辑团队（即副编辑和编委会成员）一切顺利，将我们的期刊推向比以前更高的高度。在过去的三年里，我很荣幸能与副编辑密切合作，他们在对ISPA和IJSEP的勤奋和承诺方面表现出色：芝加哥职业心理学学院的Rik Carl D'Amato教授（创始编辑）和康涅狄格大学的Melissa Bray，圣路易斯大学的Rina Chittoran博士、Sarah Davis，伍斯特大学，Nurit Kaplan Toren，海法大学，Anastasia Lijadi，国际应用系统分析研究所，Andrew Davis，鲍尔州立大学，Richard Gonzales，世界银行教育专家。在我任职期间，还有其他副主编：斯特拉斯克莱德大学的Lisa Woolfson教授、墨尔本大学的Terence Bowles博士、曼尼托巴大学的Barry Mallin和纳尔逊·曼德拉都市大学的Antoinette Ah Hing。特别感谢所有这些副编辑，感谢他们的合作，为我们的IJSEP读者带来了一系列基于经验的研究，国际学校和教育心理学学者撰写的同行评审文章。我们合作得很好，能够实现我们与IJSEP的目标之一，即有意帮助我们的国际同事在声誉良好的学术期刊上发表文章，并获得他们应得的认可。一如既往，我也要感谢IJSEP的作者和读者的贡献，他们不仅为我们带来了您最好的文章供我们收录，而且在您的各种专业努力中阅读和使用了这里发表的作品。在过去几年中，IJSEP的提交率大幅上升，以至于我们不得不提出几个补充问题（仅在线发布）。我们还为21世纪的学校和教育心理学家举办了几期关于相关主题的特刊。继续这样做，帮助我们保持众所周知的高标准。在本期中，我们整理了来自世界各地学者的论文，这些论文涉及一系列与学校/教育心理学日常实践直接相关的主题。Simpson和Atkinson（2021）对学校心理学家在治疗干预中的作用进行了系统的文献综述。他们关注最近的文献，讨论了改善契约的必要性，加强有效的治疗实践，并衡量我们作为学校心理学家的工作的影响。Gonzalez等人（2021）接着分析了学校心理学教师“关于研究生培训在循证评估和干预中的地位”的“信念、态度和看法”（第132页）。我相信这篇论文将对未来学校/教育心理学家的培训和该领域的循证实践具有重要意义。其余的文章涉及我们服务的儿童和学生，从斯洛伐克的学龄前儿童开始（Stillerova et al.，2021），这是美国小学生社会情感力量和学校成员关系的跨文化比较（Chan等人，2021），随后对课堂目标结构及其对希腊小学生的影响进行了评估（Gertsakis等人，2021）。谈到中学生和高中生，Nazim和Duyen（2021）讨论了欺凌对高中生学校生活的影响，而Arslan（2021https://doi.org/10.1080/21683603.2021.1938842
{"title":"Goodbye but not farewell and welcome to the future of International School/Educational Psychology","authors":"G. V. van Schalkwyk","doi":"10.1080/21683603.2021.1938842","DOIUrl":"https://doi.org/10.1080/21683603.2021.1938842","url":null,"abstract":"Goodbye but not farewell. This second issue for 2021 will be my last editorial for which I will be the Editor-inChief for the International Journal of School and Educational Psychology (IJSEP), a position I have held since my appointment in 2018. It has been a great privilege and honor for me to serve the International School Psychology Association (ISPA) and the school and educational psychology researchers, practitioners, and scholars from around the globe in this way and I hope to meet with you in many and diverse ways in future. I now pass on the reigns of this esteemed journal to the next Editor-in-Chief, Tamika LaSalle from the University of Connecticut. For the past 6 months, we have worked closely to make the transition as smooth as possible, and I invite you all to welcome her with the same warmth and compassion that I received. She is well suited to cherish our journal just as I hope you do, and I wish you, together with the newly appointed Editorial Team (i.e., Associate Editors and Editorial Board members) all the best taking our journal to even greater heights than before. Over the past three years, it has been my privilege to work in close association with Associate Editors, who excelled in their diligence and commitment to ISPA and the IJSEP: Profs Rik Carl D’Amato (the founding Editor), The Chicago School of Professional Psychology, and Melissa Bray, University of Connecticut, and Drs Rina Chittooran, Saint Louis University, Sarah Davis, University of Worcester, Nurit Kaplan-Toren, University of Haifa, Anastasia Lijadi, International Institute for Applied Systems Analysis, Andrew Davis, Ball State University, Richard Gonzales, Education Specialist at the World Bank. There have also been other Associate Editors, who served as part of the time during my tenure: Prof Lisa Woolfson, University of Strathclyde, and Drs Terence Bowles, The University of Melbourne, Barry Mallin, University of Manitoba, and Antoinette Ah Hing, Nelson Mandela Metropolitan University. To all these Associate Editors, a special word of thanks for their collaboration to bring our IJSEP readers a range of empirically based research, peerreviewed articles produced by international school and educational psychology scholars. We have worked well together being able to fulfill one of our objectives with the IJSEP, namely, to intentionally help our international colleagues to publish in a reputable academic journal and to receive the recognition they deserve. As always, I also wish to thank our authors and readers of the IJSEP for their contributions, not only for bringing us your best articles for inclusion but also for reading and using the work published here in your various professional endeavors. Over the past years, the submission rate for the IJSEP has increased significantly to the point where we had to bring out several supplementary issues (published online only). We have also had several Special Issues on relevant topics for school and educational psycholo","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1938842","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41936961","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 : 2021-04-02DOI: 10.1080/21683603.2021.1898501
Ashley M. Ebbert, S. Luthar
ABSTRACT This study examined the strength of associations between multiple aspects of school climate and adjustment outcomes among a group recently identified as being at risk: youth attending high-achieving schools (HAS). Using three diverse high schools as samples (n = 2,508, 49% female) – one boarding, one private, and one public school – links with school climate dimensions were examined separately for boys and girls. Importantly, using multivariate analyses, salient aspects of parent-child relationships known to be significant for adolescent adjustment were first considered. Thus, analyses provided relatively stringent tests of potentially unique effects of individual school climate dimensions. Findings showed that (1) consistent differences existed across schools by region and type and (2) links between school climate dimensions and adolescent adjustment were robust after considering the quality of parent-child relationships. Among the different dimensions of school climate, negative aspects of school climate – feeling alienated by teachers and perceived tolerance of bullying – were most consistently linked to symptoms. Conversely, positive school climate indices, including having a caring adult at school and respect for diversity, were most consistently linked to positive adjustment outcomes. Findings are discussed in terms of the importance of school climate dimensions for adjustment among HAS youth.
{"title":"Influential domains of school climate fostering resilience in high achieving schools","authors":"Ashley M. Ebbert, S. Luthar","doi":"10.1080/21683603.2021.1898501","DOIUrl":"https://doi.org/10.1080/21683603.2021.1898501","url":null,"abstract":"ABSTRACT This study examined the strength of associations between multiple aspects of school climate and adjustment outcomes among a group recently identified as being at risk: youth attending high-achieving schools (HAS). Using three diverse high schools as samples (n = 2,508, 49% female) – one boarding, one private, and one public school – links with school climate dimensions were examined separately for boys and girls. Importantly, using multivariate analyses, salient aspects of parent-child relationships known to be significant for adolescent adjustment were first considered. Thus, analyses provided relatively stringent tests of potentially unique effects of individual school climate dimensions. Findings showed that (1) consistent differences existed across schools by region and type and (2) links between school climate dimensions and adolescent adjustment were robust after considering the quality of parent-child relationships. Among the different dimensions of school climate, negative aspects of school climate – feeling alienated by teachers and perceived tolerance of bullying – were most consistently linked to symptoms. Conversely, positive school climate indices, including having a caring adult at school and respect for diversity, were most consistently linked to positive adjustment outcomes. Findings are discussed in terms of the importance of school climate dimensions for adjustment among HAS youth.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1898501","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47862634","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 : 2021-04-02DOI: 10.1080/21683603.2021.1881000
Emily DeBiase, M. Bray, M. Levine, Miranda Graves, Meghann Long
ABSTRACT This study is a multi-component Positive Psychology Intervention (PPI) with the goal of improving daily happiness and classroom behavior in a sample at-risk high-school students. PPIs have increasingly been used in school settings to enhance student well-being, student success, and to increase positive affect. The current study utilized a multiple baseline design, across five adolescents, to examine whether a manualized PPI implemented in individual school-based counseling sessions with at-risk high-school students, would lead to increased happiness, improved classroom behavior, and life satisfaction, measured through a Daily Happiness survey, the Direct Behavior Rating (DBR), General Happiness Scale, Brief Multidimensional Students’ Life Satisfaction Scale, and the Student Life Satisfaction Scale. Results demonstrated high variability in the data and an overall null effect of the intervention on the two dependent variables of daily happiness and classroom behavior. Limitations included individual impacts of outside factors on student reports and behavior. Due to the small scale of the study and lack of observed intervention effects, more research is needed to draw conclusions about the application of the intervention. However, social validity data revealed that school-based mental health professionals may still consider this intervention to teach students strategies to improve life satisfaction.
{"title":"Improving well-being and behavior in adolescents utilizing a school-based positive psychology intervention","authors":"Emily DeBiase, M. Bray, M. Levine, Miranda Graves, Meghann Long","doi":"10.1080/21683603.2021.1881000","DOIUrl":"https://doi.org/10.1080/21683603.2021.1881000","url":null,"abstract":"ABSTRACT This study is a multi-component Positive Psychology Intervention (PPI) with the goal of improving daily happiness and classroom behavior in a sample at-risk high-school students. PPIs have increasingly been used in school settings to enhance student well-being, student success, and to increase positive affect. The current study utilized a multiple baseline design, across five adolescents, to examine whether a manualized PPI implemented in individual school-based counseling sessions with at-risk high-school students, would lead to increased happiness, improved classroom behavior, and life satisfaction, measured through a Daily Happiness survey, the Direct Behavior Rating (DBR), General Happiness Scale, Brief Multidimensional Students’ Life Satisfaction Scale, and the Student Life Satisfaction Scale. Results demonstrated high variability in the data and an overall null effect of the intervention on the two dependent variables of daily happiness and classroom behavior. Limitations included individual impacts of outside factors on student reports and behavior. Due to the small scale of the study and lack of observed intervention effects, more research is needed to draw conclusions about the application of the intervention. However, social validity data revealed that school-based mental health professionals may still consider this intervention to teach students strategies to improve life satisfaction.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1881000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43585080","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 : 2021-04-02DOI: 10.1080/21683603.2021.1904068
Ramin Aliyev, Ufuk Akbaş, Yaşar Özbay
ABSTRACT The aim of this study was to examine the effects of external and internal factors on academic resilience. This study is more apt to examine the critical role of internal protective factors in students’ academic resilience. Child rearing attitudes or parenting style and ecological education value perception were included as external factors and academic self-efficacy and academic motivation as internal factors. Within the scope of this purpose, the Academic Resilience Scale (ARS) was adapted to Turkish, and the Ecological Education Value Perception Scale (EEVPS) was developed. The model testing with structural equation modeling indicated that internal factors play a mediating role between external factors and academic resilience. Internal protective factors of academic motivation and academic self-efficacy were found to mediate between external factors of parenting style and ecological education value and academic resilience. It was concluded that even having external protective factors for resilience, we still need internal protective factors to become academically more resilient. The current study’s results showed that the existence of intrinsic motivation and protective features can be considered a prerequisite for academic resilience. The results are discussed in light of previous studies and within the limitations of this study.
{"title":"Mediating Role of Internal Factors in Predicting Academic Resilience","authors":"Ramin Aliyev, Ufuk Akbaş, Yaşar Özbay","doi":"10.1080/21683603.2021.1904068","DOIUrl":"https://doi.org/10.1080/21683603.2021.1904068","url":null,"abstract":"ABSTRACT The aim of this study was to examine the effects of external and internal factors on academic resilience. This study is more apt to examine the critical role of internal protective factors in students’ academic resilience. Child rearing attitudes or parenting style and ecological education value perception were included as external factors and academic self-efficacy and academic motivation as internal factors. Within the scope of this purpose, the Academic Resilience Scale (ARS) was adapted to Turkish, and the Ecological Education Value Perception Scale (EEVPS) was developed. The model testing with structural equation modeling indicated that internal factors play a mediating role between external factors and academic resilience. Internal protective factors of academic motivation and academic self-efficacy were found to mediate between external factors of parenting style and ecological education value and academic resilience. It was concluded that even having external protective factors for resilience, we still need internal protective factors to become academically more resilient. The current study’s results showed that the existence of intrinsic motivation and protective features can be considered a prerequisite for academic resilience. The results are discussed in light of previous studies and within the limitations of this study.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1904068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43961413","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 : 2021-03-11DOI: 10.1080/21683603.2021.1879697
Linda Landqvist, Elinor Schad
ABSTRACT In the present study, we respond to recent calls to investigate work-related circumstances of school psychologists. As very limited research is done on work engagement among school psychologists, we also tested for the effect of well-established work-related factors on work engagement. A subsample of data from a survey distributed to all members of the Swedish Psychological Association was used to assess school psychologists’ (N = 440) perceptions of work-related factors and work engagement. Our results indicate that a considerable part of the participating school psychologists experience high work demands and have trouble finding work–life balance. In general, however, school psychologists in Sweden experience high work engagement. The results also indicate that school psychologists in Sweden experience a lack of role clarity in their professional role. Our findings validate a model that underlines the importance of role clarity for school psychologists work engagement.
{"title":"Perceptions of work and work engagement among school psychologists in Sweden","authors":"Linda Landqvist, Elinor Schad","doi":"10.1080/21683603.2021.1879697","DOIUrl":"https://doi.org/10.1080/21683603.2021.1879697","url":null,"abstract":"ABSTRACT In the present study, we respond to recent calls to investigate work-related circumstances of school psychologists. As very limited research is done on work engagement among school psychologists, we also tested for the effect of well-established work-related factors on work engagement. A subsample of data from a survey distributed to all members of the Swedish Psychological Association was used to assess school psychologists’ (N = 440) perceptions of work-related factors and work engagement. Our results indicate that a considerable part of the participating school psychologists experience high work demands and have trouble finding work–life balance. In general, however, school psychologists in Sweden experience high work engagement. The results also indicate that school psychologists in Sweden experience a lack of role clarity in their professional role. Our findings validate a model that underlines the importance of role clarity for school psychologists work engagement.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1879697","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48863172","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 : 2021-03-11DOI: 10.1080/21683603.2020.1804020
Koichi Yoshikawa, T. Kehle, M. Bray, M. del Campo, Johanna deLeyer-Tiarks, Emily L. Winter, Natalie R. Starling
ABSTRACT The present pilot study employed an experimental design to examine the efficacy of a self-distancing intervention for promoting adolescent’s reflective adaptation to anger inducing events. Recent experimental studies on college students, elementary school students, and couples have found that self-distancing interventions, as compared to self-immersion/reflection interventions or a no-treatment control, lead to adaptive responses to anger and reductions in future aggression. As adolescents are particularly prone to intense experiences of anger and are at high-risk of being perpetrators and victims of aggression, examining the potential of self-distancing to reduce anger has important implications for adults serving this population. However, contrary to the results of the literature examining self-distancing in adult and child populations, self-distancing was not found to reduce, and may have increased, implicit aggressive cognition, anger, and negative affect in the adolescent sample.
{"title":"Self-distancing to reduce anger in high school students","authors":"Koichi Yoshikawa, T. Kehle, M. Bray, M. del Campo, Johanna deLeyer-Tiarks, Emily L. Winter, Natalie R. Starling","doi":"10.1080/21683603.2020.1804020","DOIUrl":"https://doi.org/10.1080/21683603.2020.1804020","url":null,"abstract":"ABSTRACT The present pilot study employed an experimental design to examine the efficacy of a self-distancing intervention for promoting adolescent’s reflective adaptation to anger inducing events. Recent experimental studies on college students, elementary school students, and couples have found that self-distancing interventions, as compared to self-immersion/reflection interventions or a no-treatment control, lead to adaptive responses to anger and reductions in future aggression. As adolescents are particularly prone to intense experiences of anger and are at high-risk of being perpetrators and victims of aggression, examining the potential of self-distancing to reduce anger has important implications for adults serving this population. However, contrary to the results of the literature examining self-distancing in adult and child populations, self-distancing was not found to reduce, and may have increased, implicit aggressive cognition, anger, and negative affect in the adolescent sample.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1804020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47493050","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 : 2021-03-09DOI: 10.1080/21683603.2020.1856249
Zita Gál, László Kasik, Szilvia Jámbori, J. Fejes, K. Nagy
ABSTRACT Students face several challenges when transitioning to a new school level. This necessitates an exploration of the personal features supporting their adjustment, which may provide valuable insights for intervention programs and counseling services at institutions. We employed a sample of 9th- to 10th-grade high school students (N = 255) and 1st- to 2nd-year university students (N = 320) and adopted a longitudinal design to examine the relation between their social problem-solving, life satisfaction and school well-being and how they change in a new institutional environment during the first year. The participants answered the Hungarian version of the Social Problem-Solving Inventory–Revised, the Negative Problem Orientation Questionnaire, the Satisfaction with Life Scale and the School Well-being Questionnaire. The results revealed a similar pattern in social problem-solving and negative problem orientation among high school and university students. Positive problem orientation decreased while negative problem orientation and avoidance increased. Negative orientation toward social problems significantly affected life satisfaction and well-being in school. This study then discussed the implications of these findings for interventions supporting students’ social problem-solving and well-being.
{"title":"Social problem-solving, life satisfaction and well-being among high school and university students","authors":"Zita Gál, László Kasik, Szilvia Jámbori, J. Fejes, K. Nagy","doi":"10.1080/21683603.2020.1856249","DOIUrl":"https://doi.org/10.1080/21683603.2020.1856249","url":null,"abstract":"ABSTRACT Students face several challenges when transitioning to a new school level. This necessitates an exploration of the personal features supporting their adjustment, which may provide valuable insights for intervention programs and counseling services at institutions. We employed a sample of 9th- to 10th-grade high school students (N = 255) and 1st- to 2nd-year university students (N = 320) and adopted a longitudinal design to examine the relation between their social problem-solving, life satisfaction and school well-being and how they change in a new institutional environment during the first year. The participants answered the Hungarian version of the Social Problem-Solving Inventory–Revised, the Negative Problem Orientation Questionnaire, the Satisfaction with Life Scale and the School Well-being Questionnaire. The results revealed a similar pattern in social problem-solving and negative problem orientation among high school and university students. Positive problem orientation decreased while negative problem orientation and avoidance increased. Negative orientation toward social problems significantly affected life satisfaction and well-being in school. This study then discussed the implications of these findings for interventions supporting students’ social problem-solving and well-being.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1856249","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44862597","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 : 2021-03-09DOI: 10.1080/21683603.2021.1886208
Scott B. Greenspan, Sara A. Whitcomb, Kelsey L. Gordon, L. Hayden, Alexandra A. Lauterbach, Sarah A. Fefer, C. Griffith
ABSTRACT Literature continues to suggest that physical activity is a viable modality in promoting positive mental health outcomes among youth. School psychologists may be well-positioned to incorporate physical activity within school-based mental health intervention service delivery. This study explores school psychologists’ perspectives of using physical activity as a mechanism to support the mental health of students. Twenty practicing school psychologists participated in semi-structured focus groups and shared their perspectives on facilitators and barriers of promoting physical activity in schools to enhance mental health outcomes. Analytically, this study employed a grounded theory approach to yield themes that provide insight into the intersection of school psychology and physical activity. Results suggest that when school and district leaders prioritize using physical activity to promote mental health, this can in turn foster the development of (a) structures to foster such initiatives, (b) data collection and data-based decision-making efforts, and, in turn (c) effective and targeted interventions. Implications for research and practice are discussed.
{"title":"Incorporating physical activity in mental health intervention service delivery: School psychologists’ perspectives","authors":"Scott B. Greenspan, Sara A. Whitcomb, Kelsey L. Gordon, L. Hayden, Alexandra A. Lauterbach, Sarah A. Fefer, C. Griffith","doi":"10.1080/21683603.2021.1886208","DOIUrl":"https://doi.org/10.1080/21683603.2021.1886208","url":null,"abstract":"ABSTRACT Literature continues to suggest that physical activity is a viable modality in promoting positive mental health outcomes among youth. School psychologists may be well-positioned to incorporate physical activity within school-based mental health intervention service delivery. This study explores school psychologists’ perspectives of using physical activity as a mechanism to support the mental health of students. Twenty practicing school psychologists participated in semi-structured focus groups and shared their perspectives on facilitators and barriers of promoting physical activity in schools to enhance mental health outcomes. Analytically, this study employed a grounded theory approach to yield themes that provide insight into the intersection of school psychology and physical activity. Results suggest that when school and district leaders prioritize using physical activity to promote mental health, this can in turn foster the development of (a) structures to foster such initiatives, (b) data collection and data-based decision-making efforts, and, in turn (c) effective and targeted interventions. Implications for research and practice are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1886208","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45836512","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：