Pub Date : 2021-02-25DOI: 10.1080/21683603.2020.1832634
P. Sancho, C. Suero-Maloney, J. Tomás, A. Cordoba, D. Jiménez, I. Esnaola
ABSTRACT The Scale of Physical and Verbal Aggressiveness has been an instrument widely used in the scientific literature to measure physical and verbal aggressiveness, both in children and adolescents as well as in parents. The original scale has shown adequate psychometric properties. However, the scale has not been previously validated in Spanish, and no confirmatory analyses have been provided yet in Spanish contexts. The aim of this paper is to validate the Spanish version of the Physical and Verbal Aggressiveness Scale via confirmatory factor analysis, with a sample of 531 secondary school adolescents from the Dominican Republic. Reliability, factorial, convergent, and discriminant validity evidence is presented. The results showed that the scale has adequate one-factor confirmatory solution, with very good reliability, and adequate validity when assessed in a sample of Dominican students. The results contrast the differentiation between verbal and physical aggression, questioning the use of the scale for this purpose.
{"title":"Validating the Spanish version of the aggression scale in adolescents","authors":"P. Sancho, C. Suero-Maloney, J. Tomás, A. Cordoba, D. Jiménez, I. Esnaola","doi":"10.1080/21683603.2020.1832634","DOIUrl":"https://doi.org/10.1080/21683603.2020.1832634","url":null,"abstract":"ABSTRACT The Scale of Physical and Verbal Aggressiveness has been an instrument widely used in the scientific literature to measure physical and verbal aggressiveness, both in children and adolescents as well as in parents. The original scale has shown adequate psychometric properties. However, the scale has not been previously validated in Spanish, and no confirmatory analyses have been provided yet in Spanish contexts. The aim of this paper is to validate the Spanish version of the Physical and Verbal Aggressiveness Scale via confirmatory factor analysis, with a sample of 531 secondary school adolescents from the Dominican Republic. Reliability, factorial, convergent, and discriminant validity evidence is presented. The results showed that the scale has adequate one-factor confirmatory solution, with very good reliability, and adequate validity when assessed in a sample of Dominican students. The results contrast the differentiation between verbal and physical aggression, questioning the use of the scale for this purpose.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1832634","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44763353","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 : 2021-02-22DOI: 10.1080/21683603.2021.1878077
Annmary S. Abdou, Ashley M. Mayworm
ABSTRACT The overuse and misuse of exclusionary and punitive discipline practices in schools have been consistently linked to social and educational inequities across the globe, particularly for students of color. However, there is an ongoing need for a greater understanding of how school climate factors (e.g., adult-student relationships, racial climate) relate to the types of discipline approaches observed, particularly from the viewpoints of educators. The current study used hierarchical multiple regression analyses to investigate teacher, administrator, and staff (N = 168) survey responses from four junior high schools where discipline disproportionality for Latinx students had been previously established. Analyses explored how perceptions of adult-student relationships were associated with the perceived use of punitive and positive discipline practices and the potential moderating effect of racial climate. Results suggest that perceptions of more positive adult-student relationships were associated with less punitive discipline, but not meaningfully related to positive discipline approaches (i.e., social-emotional instruction, positive reinforcement). Additionally, racial climate was a significant moderator in the relation between adult-student relationships and punitive discipline techniques, enhancing the inverse relation between positive adult-student relationships and punitive discipline. Implications for theory, research, and practical application are discussed.
{"title":"Educator perceptions of adult-student relationships, racial climate, and associated discipline techniques","authors":"Annmary S. Abdou, Ashley M. Mayworm","doi":"10.1080/21683603.2021.1878077","DOIUrl":"https://doi.org/10.1080/21683603.2021.1878077","url":null,"abstract":"ABSTRACT The overuse and misuse of exclusionary and punitive discipline practices in schools have been consistently linked to social and educational inequities across the globe, particularly for students of color. However, there is an ongoing need for a greater understanding of how school climate factors (e.g., adult-student relationships, racial climate) relate to the types of discipline approaches observed, particularly from the viewpoints of educators. The current study used hierarchical multiple regression analyses to investigate teacher, administrator, and staff (N = 168) survey responses from four junior high schools where discipline disproportionality for Latinx students had been previously established. Analyses explored how perceptions of adult-student relationships were associated with the perceived use of punitive and positive discipline practices and the potential moderating effect of racial climate. Results suggest that perceptions of more positive adult-student relationships were associated with less punitive discipline, but not meaningfully related to positive discipline approaches (i.e., social-emotional instruction, positive reinforcement). Additionally, racial climate was a significant moderator in the relation between adult-student relationships and punitive discipline techniques, enhancing the inverse relation between positive adult-student relationships and punitive discipline. Implications for theory, research, and practical application are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1878077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41349067","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 : 2021-02-19DOI: 10.1080/21683603.2020.1871454
M. Poulou, L. Reddy, C. Dudek
ABSTRACT Extensive research has been conducted on teachers’ classroom practices, particularly instructional and behavior management practices that are linked to students’ learning. However, research on teaching practices in Greece is very limited due to the unavailability of valid, and reliable assessments. To support teachers’ evaluation and professional development in Greece, valid assessments that measure teachers’ classroom practice and capture teachers’ strengths, and areas in need of improvement are urgently needed. The current study presents the Greek translation and initial validation of the Classroom Strategy Assessment System (CSAS), a multi-rater, multi-source observational assessment of teachers’ evidence-based instructional and behavior management strategies. Trained school administrators observed 31 elementary school teachers (age range of students 6–12 years), three times each for 30 minutes in Greek Language Arts and mathematics lessons. Internal consistency, test–retest reliability, and interobserver reliability of the translated Greek CSAS were examined. Results revealed strong internal consistency, adequate test-retest, and interobserver reliability, and support the use of the CSAS in Greek classrooms. Overall, findings indicate that Greek teachers were rated as utilizing evidence-based classroom practices, but rates for some practices were lower than recommended by the literature. Implications for research and professional development are discussed.
{"title":"Assessment of teacher instructional and behavior management practices in Greek elementary schools: An initial investigation","authors":"M. Poulou, L. Reddy, C. Dudek","doi":"10.1080/21683603.2020.1871454","DOIUrl":"https://doi.org/10.1080/21683603.2020.1871454","url":null,"abstract":"ABSTRACT Extensive research has been conducted on teachers’ classroom practices, particularly instructional and behavior management practices that are linked to students’ learning. However, research on teaching practices in Greece is very limited due to the unavailability of valid, and reliable assessments. To support teachers’ evaluation and professional development in Greece, valid assessments that measure teachers’ classroom practice and capture teachers’ strengths, and areas in need of improvement are urgently needed. The current study presents the Greek translation and initial validation of the Classroom Strategy Assessment System (CSAS), a multi-rater, multi-source observational assessment of teachers’ evidence-based instructional and behavior management strategies. Trained school administrators observed 31 elementary school teachers (age range of students 6–12 years), three times each for 30 minutes in Greek Language Arts and mathematics lessons. Internal consistency, test–retest reliability, and interobserver reliability of the translated Greek CSAS were examined. Results revealed strong internal consistency, adequate test-retest, and interobserver reliability, and support the use of the CSAS in Greek classrooms. Overall, findings indicate that Greek teachers were rated as utilizing evidence-based classroom practices, but rates for some practices were lower than recommended by the literature. Implications for research and professional development are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1871454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49660197","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 : 2021-02-19DOI: 10.1080/21683603.2020.1859421
S. Georgiou, Kyriakos Charalampous, Panayotis Stavrinides
ABSTRACT The aim of the present study was to examine the relationship between moral disengagement, emotion regulation and bullying behavior at school. Participants were 512 adolescents (281 males and 231 females) attending secondary schools in Cyprus. They completed a questionnaire package two times, with a five months period between them. Structural equation modeling (SEM) was applied to investigate the relationships among the variables under study. Moderation analyses were used to examine the moderating role of emotion regulation strategies on the effect of moral disengagement on bullying activity and multi-group analyses were further employed to examine the role of gender as a potential moderator. In line with earlier research, a positive association between moral disengagement and bullying behavior was found. Further, it was found that emotion regulation serves as a moderator of the effect of moral disengagement on bullying behavior. However, such moderation was found only for girls who use maladaptive emotion regulation strategies.
{"title":"Moral disengagement and bullying at school: Is there a gender issue?","authors":"S. Georgiou, Kyriakos Charalampous, Panayotis Stavrinides","doi":"10.1080/21683603.2020.1859421","DOIUrl":"https://doi.org/10.1080/21683603.2020.1859421","url":null,"abstract":"ABSTRACT The aim of the present study was to examine the relationship between moral disengagement, emotion regulation and bullying behavior at school. Participants were 512 adolescents (281 males and 231 females) attending secondary schools in Cyprus. They completed a questionnaire package two times, with a five months period between them. Structural equation modeling (SEM) was applied to investigate the relationships among the variables under study. Moderation analyses were used to examine the moderating role of emotion regulation strategies on the effect of moral disengagement on bullying activity and multi-group analyses were further employed to examine the role of gender as a potential moderator. In line with earlier research, a positive association between moral disengagement and bullying behavior was found. Further, it was found that emotion regulation serves as a moderator of the effect of moral disengagement on bullying behavior. However, such moderation was found only for girls who use maladaptive emotion regulation strategies.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1859421","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41905864","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 : 2021-02-17DOI: 10.1080/21683603.2021.1877226
A. A. C. Colomès, Stéphane Duchesne, G. B. Châteauvert
ABSTRACT There is a broad literature that depicts the relationship between mothers’ and teachers’ autonomy support on students’ adjustment at school; yet the mechanisms underlying this link have received less attention. Grounded in self-determination theory (SDT), the present study aimed to address this gap in the literature by testing a model where basic psychological needs satisfaction and their frustration act as mediators in the association between autonomy support and school adjustment. The sample consisted of 271 Mauritian adolescent students (127 boys, 144 girls) in 10th and 11th grades (mean age of 15.5 years old) who responded to a questionnaire measuring their perceived relationships with their mother and teachers as well as their academic, social, and emotional adjustment. Path analyses showed that basic psychological needs satisfaction and frustration mediated the relationship between perceived autonomy support and school adjustment. However, distinct patterns of mediation were observed from mothers and teachers. In addition, gender differences were detected in perceived teachers’ autonomy support, the need for competence, and adjustment dimensions. These results are presented and discussed based on SDT. The limitations and implications of the present study are also highlighted.
{"title":"Autonomy support and school adjustment: The mediating role of basic psychological needs","authors":"A. A. C. Colomès, Stéphane Duchesne, G. B. Châteauvert","doi":"10.1080/21683603.2021.1877226","DOIUrl":"https://doi.org/10.1080/21683603.2021.1877226","url":null,"abstract":"ABSTRACT There is a broad literature that depicts the relationship between mothers’ and teachers’ autonomy support on students’ adjustment at school; yet the mechanisms underlying this link have received less attention. Grounded in self-determination theory (SDT), the present study aimed to address this gap in the literature by testing a model where basic psychological needs satisfaction and their frustration act as mediators in the association between autonomy support and school adjustment. The sample consisted of 271 Mauritian adolescent students (127 boys, 144 girls) in 10th and 11th grades (mean age of 15.5 years old) who responded to a questionnaire measuring their perceived relationships with their mother and teachers as well as their academic, social, and emotional adjustment. Path analyses showed that basic psychological needs satisfaction and frustration mediated the relationship between perceived autonomy support and school adjustment. However, distinct patterns of mediation were observed from mothers and teachers. In addition, gender differences were detected in perceived teachers’ autonomy support, the need for competence, and adjustment dimensions. These results are presented and discussed based on SDT. The limitations and implications of the present study are also highlighted.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1877226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43934212","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 : 2021-01-27DOI: 10.1080/21683603.2020.1864533
Anna Szymanik-Kostrzewska, Paulina Michalska, J. Trempała, Agnieszka Śpitalniak
ABSTRACT The results of studies on early competences suggest that the child’s delay of gratification (DoG) ability is a major predictor of school readiness (SR). However, there are no direct data or convincing explanations as to how DoG translates into preschool children’s readiness to commence school education. Aiming at a better understanding of the relationship between DoG and SR, standard solutions to measure these variables have been employed, i.e. the marshmallow task proposed by Mischel, and the Intelligence and Development Scales for Children (IDS). The study was conducted on a sample of 68 six-year-old children. In addition, the effects of selected socio-demographic variables were controlled. Contrary to what was expected, the delay of gratification proved to be a poor predictor of school readiness among six-year-old children. The study results indicate that DoG acts as a mediator in the correlations between school readiness and children’s age and place of residence. The future studies should be considered in the context of longitudinally measurement and some changes in marshmallow task, for example, more attractive stimuli.
{"title":"Delay of gratification implications for school readiness in six-year-old children","authors":"Anna Szymanik-Kostrzewska, Paulina Michalska, J. Trempała, Agnieszka Śpitalniak","doi":"10.1080/21683603.2020.1864533","DOIUrl":"https://doi.org/10.1080/21683603.2020.1864533","url":null,"abstract":"ABSTRACT The results of studies on early competences suggest that the child’s delay of gratification (DoG) ability is a major predictor of school readiness (SR). However, there are no direct data or convincing explanations as to how DoG translates into preschool children’s readiness to commence school education. Aiming at a better understanding of the relationship between DoG and SR, standard solutions to measure these variables have been employed, i.e. the marshmallow task proposed by Mischel, and the Intelligence and Development Scales for Children (IDS). The study was conducted on a sample of 68 six-year-old children. In addition, the effects of selected socio-demographic variables were controlled. Contrary to what was expected, the delay of gratification proved to be a poor predictor of school readiness among six-year-old children. The study results indicate that DoG acts as a mediator in the correlations between school readiness and children’s age and place of residence. The future studies should be considered in the context of longitudinally measurement and some changes in marshmallow task, for example, more attractive stimuli.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1864533","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43707843","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 : 2021-01-27DOI: 10.1080/21683603.2020.1862725
Kyoko Amai, Kiriko Emi
ABSTRACT The existence of young adolescents who do not seek help for their distress has been widely recognized, but few studies have focused on non-help-seekers, except for those related to help-seeking barriers. The current study sought to qualitatively determine a non-help-seeking adolescent’s perception toward a variety of supportive behaviors from others around them. The participants of individual interviews included Japanese secondary-school students (n = 12) and young adults (n = 10) who had chosen not to talk about their internal problems to others when they were secondary-school students. The data were analyzed by a hybrid approach in the thematic analysis. Thirteen themes for helpful behaviors such as “expression of caring” and “display consideration to avoid one’s disclosure,” and twelve themes for unpleasant behaviors including “force one’s disclosure” and “unsympathetic encouragement” were generated; all themes were categorized either to direct/indirect instrumental support or direct/indirect emotional support. The results found that non-help-seeking adolescents positively perceived direct and indirect emotional support, whereas they negatively evaluated non-required direct support regardless of whether it was instrumental or emotional. The findings have implications for the development of novel methods of supporting non-help-seekers besides encouraging help-seeking behaviors.
{"title":"Differences between helpful and unhelpful support for Japanese non-help-seeking adolescents: A qualitative analysis","authors":"Kyoko Amai, Kiriko Emi","doi":"10.1080/21683603.2020.1862725","DOIUrl":"https://doi.org/10.1080/21683603.2020.1862725","url":null,"abstract":"ABSTRACT The existence of young adolescents who do not seek help for their distress has been widely recognized, but few studies have focused on non-help-seekers, except for those related to help-seeking barriers. The current study sought to qualitatively determine a non-help-seeking adolescent’s perception toward a variety of supportive behaviors from others around them. The participants of individual interviews included Japanese secondary-school students (n = 12) and young adults (n = 10) who had chosen not to talk about their internal problems to others when they were secondary-school students. The data were analyzed by a hybrid approach in the thematic analysis. Thirteen themes for helpful behaviors such as “expression of caring” and “display consideration to avoid one’s disclosure,” and twelve themes for unpleasant behaviors including “force one’s disclosure” and “unsympathetic encouragement” were generated; all themes were categorized either to direct/indirect instrumental support or direct/indirect emotional support. The results found that non-help-seeking adolescents positively perceived direct and indirect emotional support, whereas they negatively evaluated non-required direct support regardless of whether it was instrumental or emotional. The findings have implications for the development of novel methods of supporting non-help-seekers besides encouraging help-seeking behaviors.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1862725","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44594342","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 : 2021-01-27DOI: 10.1080/21683603.2020.1859420
M. Umurkulova, R. Sabirova, G. Slanbekova, M. Kabakova, E. Kalymbetova
ABSTRACT This article describes the process of adaptation of the Russian version of The Student Well-being Process Questionnaire (Student WPQ). A sample of 408 Kazakhstan university students completed the adapted Student WPQ. The exploratory factor analysis revealed five factors, explaining 67.38% of the total variance that were consistent with the theoretical model developed by the authors of the original version. Cronbach’s alpha coefficients for internal consistency reliability of the scales ranged from 0.712 to 0.929. Statistically significant correlation was found between the adapted questionnaire and the questionnaires used to test the convergent validity (correlation coefficients ranged from 0.382 to 0.891). Regression analysis showed that positive well-being was predicted by psychological capital, positive coping, and low levels of student stress; negative well-being was predicted by high stressors and low consciousness. These findings were consistent with the results obtained by the authors of the original questionnaire. The Russian version of The Student WPQ can be used to measure well-being and academic stress in Kazakhstan conditions.
{"title":"Adaptation of the Student Well-being Process Questionnaire for Russian-speaking students of Kazakhstan","authors":"M. Umurkulova, R. Sabirova, G. Slanbekova, M. Kabakova, E. Kalymbetova","doi":"10.1080/21683603.2020.1859420","DOIUrl":"https://doi.org/10.1080/21683603.2020.1859420","url":null,"abstract":"ABSTRACT This article describes the process of adaptation of the Russian version of The Student Well-being Process Questionnaire (Student WPQ). A sample of 408 Kazakhstan university students completed the adapted Student WPQ. The exploratory factor analysis revealed five factors, explaining 67.38% of the total variance that were consistent with the theoretical model developed by the authors of the original version. Cronbach’s alpha coefficients for internal consistency reliability of the scales ranged from 0.712 to 0.929. Statistically significant correlation was found between the adapted questionnaire and the questionnaires used to test the convergent validity (correlation coefficients ranged from 0.382 to 0.891). Regression analysis showed that positive well-being was predicted by psychological capital, positive coping, and low levels of student stress; negative well-being was predicted by high stressors and low consciousness. These findings were consistent with the results obtained by the authors of the original questionnaire. The Russian version of The Student WPQ can be used to measure well-being and academic stress in Kazakhstan conditions.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1859420","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46327977","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 : 2021-01-27DOI: 10.1080/21683603.2020.1856740
F. Worrell, J. Perry, Kevin E. Wells, M. McKay
ABSTRACT Closing the poverty-related attainment gap in schoolchildren is a stated priority for the Scottish Government. In the present study, we examine the poverty-related attainment gap in Glasgow, a city wherein more than half of the 100 most deprived areas in Scotland are to be found. Further, we examine the potential mediating role of school attendance, academic self-efficacy, and future time attitudes (positive and negative) in the relationship between socio-economic status and academic attainment. Participants (N = 3,812) were from 30 High schools in the Glasgow Local Authority area. In the first instance, we examined the mediating role of both academic self-efficacy and school attendance. Then, in a subsample, we further examined the additional potential of both positive and negative time attitudes to mediate this relationship. Results of Study 1 support the combined partially mediating effect of both academic self-efficacy and higher school attendance on the poverty-attainment relationship. Results of Study 2 show that these variables fully mediate the poverty-attainment relationship, and further evidence a direct effect of both positive and negative time attitudes on attainment. The direct effects of time attitudes on attainment suggest that this construct may be viable in addressing the poverty-related attainment gap across the social spectrum.
{"title":"Time to change your attitude? Socio-economic status, academic attainment, and time attitudes in Glasgow school children","authors":"F. Worrell, J. Perry, Kevin E. Wells, M. McKay","doi":"10.1080/21683603.2020.1856740","DOIUrl":"https://doi.org/10.1080/21683603.2020.1856740","url":null,"abstract":"ABSTRACT Closing the poverty-related attainment gap in schoolchildren is a stated priority for the Scottish Government. In the present study, we examine the poverty-related attainment gap in Glasgow, a city wherein more than half of the 100 most deprived areas in Scotland are to be found. Further, we examine the potential mediating role of school attendance, academic self-efficacy, and future time attitudes (positive and negative) in the relationship between socio-economic status and academic attainment. Participants (N = 3,812) were from 30 High schools in the Glasgow Local Authority area. In the first instance, we examined the mediating role of both academic self-efficacy and school attendance. Then, in a subsample, we further examined the additional potential of both positive and negative time attitudes to mediate this relationship. Results of Study 1 support the combined partially mediating effect of both academic self-efficacy and higher school attendance on the poverty-attainment relationship. Results of Study 2 show that these variables fully mediate the poverty-attainment relationship, and further evidence a direct effect of both positive and negative time attitudes on attainment. The direct effects of time attitudes on attainment suggest that this construct may be viable in addressing the poverty-related attainment gap across the social spectrum.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1856740","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49086596","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 : 2021-01-22DOI: 10.1080/21683603.2020.1862724
Tsz Wing Tsang, H. Lu
ABSTRACT Moving the hands or chewing in the encoding stage enhances memory, because body movement activates the frontal cortex, which is crucial to the memory process. However, how hand movement facilitates word memory in an applied setting and whether it produces long-term effects remain unclear. Grade 1 students studied 15 new words through different strategies: fun hand movement, verbal repetition, listening (Study 1), copying words, and pure hand movement (Study 2). They recalled the words immediately, 25 minutes later, and 3 days later. Their memory performance was the best under the pure hand movement condition and the poorest under the verbal repetition and listening conditions. Moreover, the 3-day delayed recall was similar to the immediate recall under the pure hand movement condition, whereas recall decreased after 3 days in other conditions. These findings demonstrate effective strategies of word memory for vocabulary learning in classroom settings.
{"title":"Hand movement improves word memory of Grade 1 students","authors":"Tsz Wing Tsang, H. Lu","doi":"10.1080/21683603.2020.1862724","DOIUrl":"https://doi.org/10.1080/21683603.2020.1862724","url":null,"abstract":"ABSTRACT Moving the hands or chewing in the encoding stage enhances memory, because body movement activates the frontal cortex, which is crucial to the memory process. However, how hand movement facilitates word memory in an applied setting and whether it produces long-term effects remain unclear. Grade 1 students studied 15 new words through different strategies: fun hand movement, verbal repetition, listening (Study 1), copying words, and pure hand movement (Study 2). They recalled the words immediately, 25 minutes later, and 3 days later. Their memory performance was the best under the pure hand movement condition and the poorest under the verbal repetition and listening conditions. Moreover, the 3-day delayed recall was similar to the immediate recall under the pure hand movement condition, whereas recall decreased after 3 days in other conditions. These findings demonstrate effective strategies of word memory for vocabulary learning in classroom settings.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1862724","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45746837","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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