Pub Date : 2021-01-22DOI: 10.1080/21683603.2020.1856741
Lourdes Joy T. Galvez Tan, L. Alampay
ABSTRACT This study explored age and gender as moderators of the effects of a school-based mindfulness program on Filipino youth’s depressive and anxiety symptoms, and emotion regulation capacities. Using a randomized controlled trial design, 186 public school children in the Philippines aged 9–16 were randomly assigned to either 8 weekly sessions of a mindfulness program or 8 weekly sessions of a handicrafts program as an active control condition. Simple moderation analyses using PROCESS macro indicated that age and gender were significant moderators. Specifically, the mindfulness intervention was more effective for older children than younger children in alleviating difficulties in impulse control, emotional acceptance, and use of emotion regulation strategies. In addition, the mindfulness intervention was more effective for girls than boys in improving anxiety symptoms and emotional acceptance. These findings highlighted the need to consider participant characteristics such as age and gender in designing and implementing mindfulness-based intervention programs in the school context.
{"title":"Exploring moderators of intervention effects of a mindfulness program for Filipino children","authors":"Lourdes Joy T. Galvez Tan, L. Alampay","doi":"10.1080/21683603.2020.1856741","DOIUrl":"https://doi.org/10.1080/21683603.2020.1856741","url":null,"abstract":"ABSTRACT This study explored age and gender as moderators of the effects of a school-based mindfulness program on Filipino youth’s depressive and anxiety symptoms, and emotion regulation capacities. Using a randomized controlled trial design, 186 public school children in the Philippines aged 9–16 were randomly assigned to either 8 weekly sessions of a mindfulness program or 8 weekly sessions of a handicrafts program as an active control condition. Simple moderation analyses using PROCESS macro indicated that age and gender were significant moderators. Specifically, the mindfulness intervention was more effective for older children than younger children in alleviating difficulties in impulse control, emotional acceptance, and use of emotion regulation strategies. In addition, the mindfulness intervention was more effective for girls than boys in improving anxiety symptoms and emotional acceptance. These findings highlighted the need to consider participant characteristics such as age and gender in designing and implementing mindfulness-based intervention programs in the school context.","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/10.1080/21683603.2020.1856741","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49516257","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 : 2021-01-21DOI: 10.1080/21683603.2020.1816237
Christopher L. Thomas
ABSTRACT Past research has demonstrated that the reasons underlying students’ decisions to engage in academic tasks (i.e., achievement goals) are associated with the experience of test anxiety. Empirical investigations focused on the association between achievement goals and test anxiety have historically been guided by the dichotomous, trichotomous, and 2 × 2 achievement goal models. However, few investigations have explored the association between achievement goals and test anxiety using the newly developed 3 × 2 achievement goal model. Therefore, the current study was designed to determine if task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance goal orientations are associated with cognitive, physical, and social dimensions of test anxiety. Participants (N = 482) completed the 3 × 2 achievement goal questionnaire, the reactions to tests instrument, and the social derogation subscale of the FRIEDBEN test anxiety scale. Results indicated that after controlling for important covariates, task-approach goals were a negative predictor of worry, test-irrelevant thinking, tension, bodily symptoms, and fear of social derogation. Interestingly, the results of the current examination highlight that the endorsement of other-avoidance goals is associated with an increased fear of social derogation. The discussion explores how efforts to promote task-approach focused goals may be an effective method of reducing test anxiety within undergraduate and graduate populations.
{"title":"Predicting test anxiety using the 3x2 achievement goal model","authors":"Christopher L. Thomas","doi":"10.1080/21683603.2020.1816237","DOIUrl":"https://doi.org/10.1080/21683603.2020.1816237","url":null,"abstract":"ABSTRACT Past research has demonstrated that the reasons underlying students’ decisions to engage in academic tasks (i.e., achievement goals) are associated with the experience of test anxiety. Empirical investigations focused on the association between achievement goals and test anxiety have historically been guided by the dichotomous, trichotomous, and 2 × 2 achievement goal models. However, few investigations have explored the association between achievement goals and test anxiety using the newly developed 3 × 2 achievement goal model. Therefore, the current study was designed to determine if task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance goal orientations are associated with cognitive, physical, and social dimensions of test anxiety. Participants (N = 482) completed the 3 × 2 achievement goal questionnaire, the reactions to tests instrument, and the social derogation subscale of the FRIEDBEN test anxiety scale. Results indicated that after controlling for important covariates, task-approach goals were a negative predictor of worry, test-irrelevant thinking, tension, bodily symptoms, and fear of social derogation. Interestingly, the results of the current examination highlight that the endorsement of other-avoidance goals is associated with an increased fear of social derogation. The discussion explores how efforts to promote task-approach focused goals may be an effective method of reducing test anxiety within undergraduate and graduate populations.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1816237","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44491722","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 : 2021-01-02DOI: 10.1080/21683603.2021.1885256
G. V. van Schalkwyk
Welcome to this, the first issue of the International Journal of School and Educational Psychology (IJSEP) for 2021. As the official journal of the International School Psychology Association (ISPA), IJSEP aims to bring you, the reader, a wide range of high-quality research pertaining to a variety of topics relevant to school/educational psychologists around the globe. As before, we collate in this issue papers from scholars in Europe, Canada, the United Kingdom and North America. Bartolo et al. (2021) explored an ecosystems model for early childhood education, particularly aimed at remedying the effects of exclusion on young minds. As in Europe, dealing with migrant and immigrant children poses a troubling situation, particularly for elementary students’ behavioral and social adjustment (Tardif-Grenier et al., 2021). Moffa et al. (2021) further explored the diverse school experiences of elementary/primary school children reporting on the cross-cultural validity of the “Me and My School Questionnaire” for investigating children’s mental health. On the other hand, as Finish and Estonian children grow and explore their own social, emotional and behavioral strengths, they seem to cope more efficiently with difficulties of early adolescence (Kyttälä et al., 2021). The next two papers deal with the factor structure of a “50-item self-report survey designed to measure engagement in five bullying roles” (Jenkins & Canivez, 2021, p. 57), and with the construct validity of the Italian version of the WISC-IV (Kush & Canivez, 2021). The final two papers move to explore other school stakeholders and post-secondary school issues. Parker and Hanson (2021, p. 98) observed the religious beliefs of school stakeholders concluding that one cannot “just leave [your] religious beliefs at home” when entering the school context, while Yang (2021) explored students’ resistance in the process of multicultural education. All of these papers followed a rigorous process of peer review and editing, attesting to the high standards of research and practice evident in school and educational psychology around the world. In this first issue of 2021, a big thank you to the Associate Editors. Editorial Board members and ad hoc reviewers for their continued support contributing their voluntary services to the IJSEP and by extension to ISPA in order to make possible the excellent selection of papers in this issue. Wishing all our readers and contributors a healthy and thriving 2021 as we continue to battle the global pandemic and its effects on our children and the school/educational psychologists around the world dealing with the aftermath of school closures and losses. May you continue to bring support to all in need and may you also receive support from the ISPA network in your work and research.
欢迎阅读《国际学校与教育心理学杂志》(IJSEP) 2021年第一期。作为国际学校心理学协会(ISPA)的官方期刊，IJSEP旨在为您，读者带来与全球学校/教育心理学家相关的各种主题的广泛高质量研究。与以前一样，我们在本期中整理了来自欧洲、加拿大、英国和北美学者的论文。Bartolo等人(2021)探索了一种早期儿童教育的生态系统模型，特别旨在弥补排斥对年轻人心灵的影响。与欧洲一样，处理移民和移民儿童的问题令人不安，尤其是小学生的行为和社会适应(Tardif-Grenier et al.， 2021)。Moffa et al.(2021)进一步探讨了小学生不同的学校经历，报告了“我和我的学校问卷”用于调查儿童心理健康的跨文化效度。另一方面，随着芬兰和爱沙尼亚儿童的成长和探索自己的社交、情感和行为优势，他们似乎能更有效地应对青春期早期的困难(Kyttälä等人，2021)。接下来的两篇论文涉及“50项自我报告调查的因素结构，旨在衡量五种欺凌角色的参与程度”(Jenkins & Canivez, 2021，第57页)，以及意大利版WISC-IV的结构效度(Kush & Canivez, 2021)。最后两篇论文探讨了其他学校利益相关者和高等教育问题。Parker和Hanson (2021, p. 98)观察了学校利益相关者的宗教信仰，得出结论，当进入学校环境时，一个人不能“把[你的]宗教信仰留在家里”，而Yang(2021)探讨了学生在多元文化教育过程中的抵抗。所有这些论文都遵循了严格的同行评审和编辑过程，证明了世界各地学校和教育心理学的高水平研究和实践。在2021年的第一期中，非常感谢副编辑。编辑委员会成员和特别审稿人感谢他们一直以来的支持，为国际学术期刊和学术期刊协会提供志愿服务，从而使本期的论文能够得到优秀的选择。在我们继续与全球大流行及其对儿童和世界各地学校/教育心理学家的影响作斗争之际，祝愿我们所有的读者和贡献者在2021年健康繁荣。愿你继续为所有有需要的人提供支持，也愿你在工作和研究中得到ISPA网络的支持。
{"title":"School/educational psychology at work around the globe","authors":"G. V. van Schalkwyk","doi":"10.1080/21683603.2021.1885256","DOIUrl":"https://doi.org/10.1080/21683603.2021.1885256","url":null,"abstract":"Welcome to this, the first issue of the International Journal of School and Educational Psychology (IJSEP) for 2021. As the official journal of the International School Psychology Association (ISPA), IJSEP aims to bring you, the reader, a wide range of high-quality research pertaining to a variety of topics relevant to school/educational psychologists around the globe. As before, we collate in this issue papers from scholars in Europe, Canada, the United Kingdom and North America. Bartolo et al. (2021) explored an ecosystems model for early childhood education, particularly aimed at remedying the effects of exclusion on young minds. As in Europe, dealing with migrant and immigrant children poses a troubling situation, particularly for elementary students’ behavioral and social adjustment (Tardif-Grenier et al., 2021). Moffa et al. (2021) further explored the diverse school experiences of elementary/primary school children reporting on the cross-cultural validity of the “Me and My School Questionnaire” for investigating children’s mental health. On the other hand, as Finish and Estonian children grow and explore their own social, emotional and behavioral strengths, they seem to cope more efficiently with difficulties of early adolescence (Kyttälä et al., 2021). The next two papers deal with the factor structure of a “50-item self-report survey designed to measure engagement in five bullying roles” (Jenkins & Canivez, 2021, p. 57), and with the construct validity of the Italian version of the WISC-IV (Kush & Canivez, 2021). The final two papers move to explore other school stakeholders and post-secondary school issues. Parker and Hanson (2021, p. 98) observed the religious beliefs of school stakeholders concluding that one cannot “just leave [your] religious beliefs at home” when entering the school context, while Yang (2021) explored students’ resistance in the process of multicultural education. All of these papers followed a rigorous process of peer review and editing, attesting to the high standards of research and practice evident in school and educational psychology around the world. In this first issue of 2021, a big thank you to the Associate Editors. Editorial Board members and ad hoc reviewers for their continued support contributing their voluntary services to the IJSEP and by extension to ISPA in order to make possible the excellent selection of papers in this issue. Wishing all our readers and contributors a healthy and thriving 2021 as we continue to battle the global pandemic and its effects on our children and the school/educational psychologists around the world dealing with the aftermath of school closures and losses. May you continue to bring support to all in need and may you also receive support from the ISPA network in your work and research.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1885256","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42363147","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 : 2021-01-01Epub Date: 2020-02-12DOI: 10.1080/21683603.2020.1721384
Michael Dunn, Matthew C Zajic, Virginia Berninger
Dysgraphia, a specific learning disability, impairs legible and automatic letter production by hand, which can interfere with written composing. The goal of the current study was not to investigate effective methods for teaching self-regulated writing to students with dysgraphia, but rather to investigate their self that is involved in their self-regulated writing. Students with dysgraphia in grades 4 to 9 (17 males; 3 females, M=139.44 months, SD=12.15) composed six personal narratives about themselves and their relationships to others. Five indicators of self/self-others, informed by Theory of Mind (Frith & Frith, 2010), were coded in the six personal narratives. They also completed normed measures of self-regulation of attention and of written composing. Correlations identified which coded indicators of self/self-others and which measures of attention regulation were significantly related to the same written composing measure to be used as predictors in multiple regressions. Results showed that coded quality of Text Organization (Self Schema in Personal Story) for "My Life Before the School Years" as first predictor AND either Focused or Switching Attention as second predictor jointly accounted for significant variance and each predictor explained unique variance in writing fluency (timed composing). Implications of findings for educational practice and future research are discussed.
{"title":"The Self in Self-Regulated Writing of Fourth to Ninth Graders with Dysgraphia.","authors":"Michael Dunn, Matthew C Zajic, Virginia Berninger","doi":"10.1080/21683603.2020.1721384","DOIUrl":"10.1080/21683603.2020.1721384","url":null,"abstract":"<p><p>Dysgraphia, a specific learning disability, impairs legible and automatic letter production by hand, which can interfere with written composing. The goal of the current study was not to investigate effective methods for teaching self-regulated writing to students with dysgraphia, but rather to investigate their self that is involved in their self-regulated writing. Students with dysgraphia in grades 4 to 9 (17 males; 3 females, <i>M</i>=139.44 months, <i>SD</i>=12.15) composed six personal narratives about themselves and their relationships to others. Five indicators of self/self-others, informed by Theory of Mind (Frith & Frith, 2010), were coded in the six personal narratives. They also completed normed measures of self-regulation of attention and of written composing. Correlations identified which coded indicators of self/self-others and which measures of attention regulation were significantly related to the same written composing measure to be used as predictors in multiple regressions. Results showed that coded quality of Text Organization (Self Schema in Personal Story) for \"My Life Before the School Years\" as first predictor AND either Focused or Switching Attention as second predictor jointly accounted for significant variance and each predictor explained unique variance in writing fluency (timed composing). Implications of findings for educational practice and future research are discussed.</p>","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8673780/pdf/nihms-1564273.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39851984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-16DOI: 10.1080/21683603.2019.1566104
Yi-Jhen Wu, Sarah M. Kiefer, Yi-Hsin Chen
ABSTRACT Learning behavior of East Asian students has been debated due to their striking performance on international large-scale assessments. This study was a comparative study using latent class analysis to examine students’ perceptions of learning strategies, students’ reported learning strategy use, and the relationships between learning strategies and self-efficacy across Taiwanese and American students in the Program for International Student Assessment (PISA) 2012. The results indicate that learning strategy items were perceived equivalently. Taiwanese students (5%) reported less memorization than American students (19%). More Taiwanese students (63%) reported elaboration strategy; more American students (57%) reported control strategy. High self-efficacy Taiwanese students reported memorization the least; high self-efficacy American students reported elaboration less than control strategy. Implications are discussed.
{"title":"Relationships between learning strategies and self-efficacy: A cross-cultural comparison between Taiwan and the United States using latent class analysis","authors":"Yi-Jhen Wu, Sarah M. Kiefer, Yi-Hsin Chen","doi":"10.1080/21683603.2019.1566104","DOIUrl":"https://doi.org/10.1080/21683603.2019.1566104","url":null,"abstract":"ABSTRACT Learning behavior of East Asian students has been debated due to their striking performance on international large-scale assessments. This study was a comparative study using latent class analysis to examine students’ perceptions of learning strategies, students’ reported learning strategy use, and the relationships between learning strategies and self-efficacy across Taiwanese and American students in the Program for International Student Assessment (PISA) 2012. The results indicate that learning strategy items were perceived equivalently. Taiwanese students (5%) reported less memorization than American students (19%). More Taiwanese students (63%) reported elaboration strategy; more American students (57%) reported control strategy. High self-efficacy Taiwanese students reported memorization the least; high self-efficacy American students reported elaboration less than control strategy. Implications are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1566104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45288684","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 : 2020-12-16DOI: 10.1080/21683603.2019.1572553
Maher M. Abu-Hilal, S. Al-Maamari, Humaira Alsulaimani
ABSTRACT Rarely has the self-description questionnaire II (SDQ-II) been used with Arab samples. The Arab culture has unique characteristics that warrant investigating self-concept among individuals who are impacted by the culture. The SDQ-II has eleven factors and each is measured by 8 or 10 items. This study used a short version of the SDQ-II with an Omani sample (n = 700). The Arabic short version has nine factors with 4 items measuring each factor. Confirmatory factor analysis was performed twice: one with nine factors, and another with nine first-order factors and 2 high-order factors. The fit indices for the two models were acceptable and they were not significantly different. All of the items loaded substantially on their respective factors with mean loadings of 0.59. The correlation between the high-order factors was 0.79. All of the bivariate correlations were significant -except for two. The average of the correlations was 0.31 (range from 0.08 to 0.67), thus providing evidence of convergent and discriminant validity. The results indicate that self-concept dimensions can be used separately, and each of the high-order factors can be used as one instrument. The implications are that researchers and counselors can use the short form for research and assessment purposes.
{"title":"Factor structure of a short version of SDQ-II among Omani school students","authors":"Maher M. Abu-Hilal, S. Al-Maamari, Humaira Alsulaimani","doi":"10.1080/21683603.2019.1572553","DOIUrl":"https://doi.org/10.1080/21683603.2019.1572553","url":null,"abstract":"ABSTRACT Rarely has the self-description questionnaire II (SDQ-II) been used with Arab samples. The Arab culture has unique characteristics that warrant investigating self-concept among individuals who are impacted by the culture. The SDQ-II has eleven factors and each is measured by 8 or 10 items. This study used a short version of the SDQ-II with an Omani sample (n = 700). The Arabic short version has nine factors with 4 items measuring each factor. Confirmatory factor analysis was performed twice: one with nine factors, and another with nine first-order factors and 2 high-order factors. The fit indices for the two models were acceptable and they were not significantly different. All of the items loaded substantially on their respective factors with mean loadings of 0.59. The correlation between the high-order factors was 0.79. All of the bivariate correlations were significant -except for two. The average of the correlations was 0.31 (range from 0.08 to 0.67), thus providing evidence of convergent and discriminant validity. The results indicate that self-concept dimensions can be used separately, and each of the high-order factors can be used as one instrument. The implications are that researchers and counselors can use the short form for research and assessment purposes.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1572553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46393024","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 : 2020-12-16DOI: 10.1080/21683603.2018.1561343
Tat Shing Yeung, R. Volpe, A. Briesch
ABSTRACT This study examines the reliability and validity of the Chinese language version of the Integrated Screening and Intervention System Teacher Rating Form (ITRF) as a screening tool for problem behaviors among secondary school students in Hong Kong. The Chinese ITRF was validated through identifying factor structure using exploratory factor analysis and evaluating internal consistency, temporal stability, convergent validity, and discriminant validity. Thirty-one teachers completed the ITRF and Strengths and Difficulties Questionnaire (SDQ) for five students nominated for behavioral problems and five randomly chosen students in their class with a subset of 27 teachers repeating the procedure two to five weeks later for test–retest analysis. Results support a two-factor structure (i.e., Oppositional/Disruptive, Academic Productivity/Disorganization) as identified in the original ITRF and German ITRF. The Chinese ITRF demonstrated adequate internal consistency (αs > .90) and temporal stability (rs > .80). Correlation coefficients between similar (rs = .54–.74) and dissimilar (rs = .06–.24) ITRF and SDQ subscales supported its convergent validity and discriminant validity, respectively. The findings imply the measurement invariance of the ITRF and usability of the Chinese ITRF as a validated universal screener for behavior.
{"title":"Reliability and validity of a Chinese language universal behavioral screener","authors":"Tat Shing Yeung, R. Volpe, A. Briesch","doi":"10.1080/21683603.2018.1561343","DOIUrl":"https://doi.org/10.1080/21683603.2018.1561343","url":null,"abstract":"ABSTRACT This study examines the reliability and validity of the Chinese language version of the Integrated Screening and Intervention System Teacher Rating Form (ITRF) as a screening tool for problem behaviors among secondary school students in Hong Kong. The Chinese ITRF was validated through identifying factor structure using exploratory factor analysis and evaluating internal consistency, temporal stability, convergent validity, and discriminant validity. Thirty-one teachers completed the ITRF and Strengths and Difficulties Questionnaire (SDQ) for five students nominated for behavioral problems and five randomly chosen students in their class with a subset of 27 teachers repeating the procedure two to five weeks later for test–retest analysis. Results support a two-factor structure (i.e., Oppositional/Disruptive, Academic Productivity/Disorganization) as identified in the original ITRF and German ITRF. The Chinese ITRF demonstrated adequate internal consistency (αs > .90) and temporal stability (rs > .80). Correlation coefficients between similar (rs = .54–.74) and dissimilar (rs = .06–.24) ITRF and SDQ subscales supported its convergent validity and discriminant validity, respectively. The findings imply the measurement invariance of the ITRF and usability of the Chinese ITRF as a validated universal screener for behavior.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2018.1561343","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47173930","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 : 2020-12-16DOI: 10.1080/21683603.2019.1605953
S. Dunsmuir, C. Atkinson, J. Lang, Sarah M. Wright
ABSTRACT This paper explores trainee educational psychology doctoral students’ experiences of Objective Structured Professional Assessments (OSPAs), implemented at three UK universities and involving participation in a series of timed, simulated scenarios. Focus groups were audio-recorded, transcribed, and subjected to thematic analysis. Themes linked with cognitions included identification of learning processes (reflection, discovery, reception) or practical constraints (authenticity and timing of scenarios). Statements of emotion included positive responses (containment, reassurance, and relief) as well as more adverse reactions to the experience (anxiety and anger). Overall, the findings suggest that many students valued OSPAs as worthwhile and useful in developing professional competencies.
{"title":"The value of practice simulations and Objective Structured Professional Assessments (OSPAs) for school psychology training: Participant perspectives","authors":"S. Dunsmuir, C. Atkinson, J. Lang, Sarah M. Wright","doi":"10.1080/21683603.2019.1605953","DOIUrl":"https://doi.org/10.1080/21683603.2019.1605953","url":null,"abstract":"ABSTRACT This paper explores trainee educational psychology doctoral students’ experiences of Objective Structured Professional Assessments (OSPAs), implemented at three UK universities and involving participation in a series of timed, simulated scenarios. Focus groups were audio-recorded, transcribed, and subjected to thematic analysis. Themes linked with cognitions included identification of learning processes (reflection, discovery, reception) or practical constraints (authenticity and timing of scenarios). Statements of emotion included positive responses (containment, reassurance, and relief) as well as more adverse reactions to the experience (anxiety and anger). Overall, the findings suggest that many students valued OSPAs as worthwhile and useful in developing professional competencies.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1605953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45034963","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 : 2020-12-16DOI: 10.1080/21683603.2019.1578313
Prerna G. Arora, Sarika Persaud
ABSTRACT The current study sought to better understand barriers to mental health help-seeking for suicide, as well as elicit input on recommendations for suicide prevention and intervention efforts for Guyanese youth. Participants included 17 adult stakeholders (i.e., teachers, administrative staff, and school-allied community workers) and 40 students at a secondary school in Guyana who participated in focus groups and interviews, respectively. Data were analyzed using a grounded theory approach. Themes related to perceptions of barriers to mental health help-seeking included shame and stigma about mental illness, fear of negative parental response to mental health help-seeking, and limited awareness and negative beliefs about mental health services. Themes related to recommendations for adolescent suicide prevention in Guyana included the need for culturally informed prevention efforts, the importance of integrating such efforts within schools, and the role of government and community organization in suicide prevention efforts. Findings have implications for the development and tailoring of suicide prevention efforts for Guyanese youth.
{"title":"Suicide among Guyanese youth: Barriers to mental health help-seeking and recommendations for suicide prevention","authors":"Prerna G. Arora, Sarika Persaud","doi":"10.1080/21683603.2019.1578313","DOIUrl":"https://doi.org/10.1080/21683603.2019.1578313","url":null,"abstract":"ABSTRACT The current study sought to better understand barriers to mental health help-seeking for suicide, as well as elicit input on recommendations for suicide prevention and intervention efforts for Guyanese youth. Participants included 17 adult stakeholders (i.e., teachers, administrative staff, and school-allied community workers) and 40 students at a secondary school in Guyana who participated in focus groups and interviews, respectively. Data were analyzed using a grounded theory approach. Themes related to perceptions of barriers to mental health help-seeking included shame and stigma about mental illness, fear of negative parental response to mental health help-seeking, and limited awareness and negative beliefs about mental health services. Themes related to recommendations for adolescent suicide prevention in Guyana included the need for culturally informed prevention efforts, the importance of integrating such efforts within schools, and the role of government and community organization in suicide prevention efforts. Findings have implications for the development and tailoring of suicide prevention efforts for Guyanese youth.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1578313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46910488","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 : 2020-12-16DOI: 10.1080/21683603.2019.1630042
Waleed Al Hashmi, R. Klassen
ABSTRACT In Oman, applicants are selected for initial teacher education programs (ITEPs) based mainly on their academic achievements. Applicants’ non-cognitive attributes (NCAs) (e.g., resilience and motivation) receive less attention. Situational judgment tests (SJTs) are a type of simulation test that are used in the candidate selection process for different professions. We aim to (a) develop an SJT for selecting ITEP applicants in Oman, (b) explore its psychometric properties, and (c) explore applicants’ reactions to the test. There were four study phases. Phase 1 used a multi-step design to explore the NCAs’ underlying teacher effectiveness. Phase 2 used these NCAs to develop an SJT with working teachers (N = 116). The developed SJT was initially piloted in Phase 3 with new ITEP candidates (N = 171) and was then piloted with other criterion measures in Phase 4 (N = 142). Results demonstrated good SJT internal consistency (α = .75). SJT scores correlated significantly with scores on two facets of the Big Five personality measure (i.e., conscientiousness and agreeableness). Additionally, SJT scores were positively correlated with participants’ GPA, but not with their interview scores. Participants’ reactions to the SJT were positive. With further research, SJTs could prove helpful for selecting teachers in Oman.
{"title":"Developing a situational judgement test for admission into initial teacher education in Oman: An exploratory study","authors":"Waleed Al Hashmi, R. Klassen","doi":"10.1080/21683603.2019.1630042","DOIUrl":"https://doi.org/10.1080/21683603.2019.1630042","url":null,"abstract":"ABSTRACT In Oman, applicants are selected for initial teacher education programs (ITEPs) based mainly on their academic achievements. Applicants’ non-cognitive attributes (NCAs) (e.g., resilience and motivation) receive less attention. Situational judgment tests (SJTs) are a type of simulation test that are used in the candidate selection process for different professions. We aim to (a) develop an SJT for selecting ITEP applicants in Oman, (b) explore its psychometric properties, and (c) explore applicants’ reactions to the test. There were four study phases. Phase 1 used a multi-step design to explore the NCAs’ underlying teacher effectiveness. Phase 2 used these NCAs to develop an SJT with working teachers (N = 116). The developed SJT was initially piloted in Phase 3 with new ITEP candidates (N = 171) and was then piloted with other criterion measures in Phase 4 (N = 142). Results demonstrated good SJT internal consistency (α = .75). SJT scores correlated significantly with scores on two facets of the Big Five personality measure (i.e., conscientiousness and agreeableness). Additionally, SJT scores were positively correlated with participants’ GPA, but not with their interview scores. Participants’ reactions to the SJT were positive. With further research, SJTs could prove helpful for selecting teachers in Oman.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1630042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46297550","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：