Pub Date : 2020-12-16DOI: 10.1080/21683603.2018.1548397
J. Carlson, Justina Yohannan, C. Darr, Matthew R. Turley, Natalie A Lárez, Michelle Perfect
ABSTRACT The purpose of this study was to systematically review the literature on the prevalence of adverse childhood experiences (ACEs) in school-aged youth (i.e., ≤ 18 years). Inclusion and exclusion search criteria led to the identification of 96 articles published during a 25-year period. Articles containing international samples (N = 44) and samples from the United States (N = 52) were examined for (a) the nature and prevalence of ACEs, (b) the nature of the samples and populations studied, and (c) the methods used to identify ACEs. Findings are narratively summarized and presented descriptively in tabular form to further assist school professionals in recognizing the diversity of ACEs worldwide and the array of methods used to identify trauma-related events. Prevalence rates vary substantially by the type of ACEs reported and the context or setting in which data were gathered. Yet, almost two thirds of youth experience significant adverse events no matter where they reside across the world, highlighting the need for local ACEs screening and early intervention. Implications for future research include the importance of clarifying ACEs exposure and measures used to quantify such events to allow for future aggregation (e.g., meta-analysis) of findings by country, context, population, or event type.
{"title":"Prevalence of adverse childhood experiences in school-aged youth: A systematic review (1990–2015)","authors":"J. Carlson, Justina Yohannan, C. Darr, Matthew R. Turley, Natalie A Lárez, Michelle Perfect","doi":"10.1080/21683603.2018.1548397","DOIUrl":"https://doi.org/10.1080/21683603.2018.1548397","url":null,"abstract":"ABSTRACT The purpose of this study was to systematically review the literature on the prevalence of adverse childhood experiences (ACEs) in school-aged youth (i.e., ≤ 18 years). Inclusion and exclusion search criteria led to the identification of 96 articles published during a 25-year period. Articles containing international samples (N = 44) and samples from the United States (N = 52) were examined for (a) the nature and prevalence of ACEs, (b) the nature of the samples and populations studied, and (c) the methods used to identify ACEs. Findings are narratively summarized and presented descriptively in tabular form to further assist school professionals in recognizing the diversity of ACEs worldwide and the array of methods used to identify trauma-related events. Prevalence rates vary substantially by the type of ACEs reported and the context or setting in which data were gathered. Yet, almost two thirds of youth experience significant adverse events no matter where they reside across the world, highlighting the need for local ACEs screening and early intervention. Implications for future research include the importance of clarifying ACEs exposure and measures used to quantify such events to allow for future aggregation (e.g., meta-analysis) of findings by country, context, population, or event type.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"2 - 23"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2018.1548397","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45087010","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: 10.1080/21683603.2019.1605952
M. Rezapour, N. Khanjani, Moghadameh Mirzai
ABSTRACT School bullying is a significant public health problem and a widespread type of school violence. Empirically validated evaluation scales are needed for use in research and practice to explain the nature and scope of adolescent bullying. The current study investigated the multilevel factor structure and measurement invariance of the Olweus bullying, victimization, and perpetration scales across gender and school types on a random sample of 1,558 Iranian adolescences. Although results indicated adequate goodness of fit for the one-factor and four-factor structures in both scales, it seems like the four-factor structure is more appropriate for use in within-level (students) and the one-factor for between-level (school). In addition, measurement invariance analyses showed that configural, metric, and scalar invariance were established across gender and school types. These findings provide psychometrical support for the use of the Olweus bullying, victimization, and perpetration scales in Iranian adolescents.
{"title":"Testing measurement invariance and multilevel factor structures of bullying among Iranian adolescents","authors":"M. Rezapour, N. Khanjani, Moghadameh Mirzai","doi":"10.1080/21683603.2019.1605952","DOIUrl":"https://doi.org/10.1080/21683603.2019.1605952","url":null,"abstract":"ABSTRACT School bullying is a significant public health problem and a widespread type of school violence. Empirically validated evaluation scales are needed for use in research and practice to explain the nature and scope of adolescent bullying. The current study investigated the multilevel factor structure and measurement invariance of the Olweus bullying, victimization, and perpetration scales across gender and school types on a random sample of 1,558 Iranian adolescences. Although results indicated adequate goodness of fit for the one-factor and four-factor structures in both scales, it seems like the four-factor structure is more appropriate for use in within-level (students) and the one-factor for between-level (school). In addition, measurement invariance analyses showed that configural, metric, and scalar invariance were established across gender and school types. These findings provide psychometrical support for the use of the Olweus bullying, victimization, and perpetration scales in Iranian adolescents.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"160 - 176"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1605952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47917946","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: 10.1080/21683603.2018.1558137
Maria E Porta, Gloria Ramirez
ABSTRACT This study examined the impact of two different interventions: Phonological Awareness PA–only versus PA, vocabulary, and Morphological Awareness (MA) on Spanish-speaking kindergarteners’ language and literacy skills. We took measures on PA, vocabulary, letter-name and sound knowledge, and MA. Children in the comprehensive intervention condition showed significant growth from pretest to posttest on all measures and an overall vocabulary knowledge advantage over children in the PA-only intervention. Children in the PA condition showed significant growth on vocabulary out of context, letter-name sound knowledge, initial syllable identity, and rhyme identity. Results support the integration of PA, vocabulary, and MA in kindergarten interventions. The importance of including MA in kindergarten vocabulary interventions and the feasibility of classroom interventions by trained teachers are discussed.
{"title":"The impact of an early intervention on vocabulary, phonological awareness, and letter–sound knowledge among Spanish-speaking kindergarteners","authors":"Maria E Porta, Gloria Ramirez","doi":"10.1080/21683603.2018.1558137","DOIUrl":"https://doi.org/10.1080/21683603.2018.1558137","url":null,"abstract":"ABSTRACT This study examined the impact of two different interventions: Phonological Awareness PA–only versus PA, vocabulary, and Morphological Awareness (MA) on Spanish-speaking kindergarteners’ language and literacy skills. We took measures on PA, vocabulary, letter-name and sound knowledge, and MA. Children in the comprehensive intervention condition showed significant growth from pretest to posttest on all measures and an overall vocabulary knowledge advantage over children in the PA-only intervention. Children in the PA condition showed significant growth on vocabulary out of context, letter-name sound knowledge, initial syllable identity, and rhyme identity. Results support the integration of PA, vocabulary, and MA in kindergarten interventions. The importance of including MA in kindergarten vocabulary interventions and the feasibility of classroom interventions by trained teachers are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"65 - 79"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2018.1558137","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43679962","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: 10.1080/21683603.2018.1552220
Ozlem Ulas-Kilic, J. Peila-Shuster, Selen Demirtaş-Zorbaz, S. Kızıldağ
ABSTRACT Multiple regression was used to investigate whether the perfectionism perceptions, automatic thoughts, and the grade point average (GPA) of young adolescent students predict their career decision-making self-efficacy levels. The final sample included 383 students in their eighth year of school. Results indicate that positive perfectionism, automatic thoughts, and GPA predict students’ levels of career decision-making self-efficacy. Furthermore, exploratory analyses indicated that female students had higher levels of career decision-making self-efficacy than did male students, as did students whose mothers were graduates of two and four-year postsecondary educational institutions versus high school. Practical recommendations and research suggestions are proposed.
{"title":"Career decision-making self-efficacy of young adolescent students in Turkey","authors":"Ozlem Ulas-Kilic, J. Peila-Shuster, Selen Demirtaş-Zorbaz, S. Kızıldağ","doi":"10.1080/21683603.2018.1552220","DOIUrl":"https://doi.org/10.1080/21683603.2018.1552220","url":null,"abstract":"ABSTRACT Multiple regression was used to investigate whether the perfectionism perceptions, automatic thoughts, and the grade point average (GPA) of young adolescent students predict their career decision-making self-efficacy levels. The final sample included 383 students in their eighth year of school. Results indicate that positive perfectionism, automatic thoughts, and GPA predict students’ levels of career decision-making self-efficacy. Furthermore, exploratory analyses indicated that female students had higher levels of career decision-making self-efficacy than did male students, as did students whose mothers were graduates of two and four-year postsecondary educational institutions versus high school. Practical recommendations and research suggestions are proposed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"38 - 48"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2018.1552220","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44046765","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: 10.1080/21683603.2019.1582380
Yansong Wang, Ichiko Shoji
ABSTRACT This study aimed to validate the Chinese School Attendance Reason Scale (CSARS) for assessing junior high students’ reasons for school attendance and examine the relationship between school attendance and school adjustment among Chinese students. Participants included three independent samples of 1,235 students from four Chinese provinces. Exploratory and confirmatory factor analyses indicated a four-factor scale: external pressure, norm, school attractiveness, and habit. The CSARS’ measurement invariance was generally supported, and test–retest reliability and predictive validity were examined. A multiple regression analysis was also conducted with each school attendance subscale as an independent variable, and school adjustment as the dependent variable. Since external pressure and school attractiveness strongly influence school adjustment, school support services should address these variables.
{"title":"Developing a School Attendance Reason Scale and its relationship with Chinese students’ school adjustment","authors":"Yansong Wang, Ichiko Shoji","doi":"10.1080/21683603.2019.1582380","DOIUrl":"https://doi.org/10.1080/21683603.2019.1582380","url":null,"abstract":"ABSTRACT This study aimed to validate the Chinese School Attendance Reason Scale (CSARS) for assessing junior high students’ reasons for school attendance and examine the relationship between school attendance and school adjustment among Chinese students. Participants included three independent samples of 1,235 students from four Chinese provinces. Exploratory and confirmatory factor analyses indicated a four-factor scale: external pressure, norm, school attractiveness, and habit. The CSARS’ measurement invariance was generally supported, and test–retest reliability and predictive validity were examined. A multiple regression analysis was also conducted with each school attendance subscale as an independent variable, and school adjustment as the dependent variable. Since external pressure and school attractiveness strongly influence school adjustment, school support services should address these variables.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"146 - 159"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1582380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41439030","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: 10.1080/21683603.2018.1558136
D. Talapatra, Gabrielle Wilcox, Holly L Roof, Courtney E. Hutchinson
ABSTRACT Postsecondary transition plans and services include domains such as independent living, postsecondary employment, and postsecondary education and have positive lifelong benefits for students with intellectual disabilities (ID). School psychologists have much to contribute to the transition process, but previous studies have indicated they often have limited involvement in this domain. A survey was conducted to assess school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Respondents included 282 practicing school psychologists from the United States and Canada. Regression results indicated that attitude, knowledge, and previous experience with the ID population were significant predictors of performance of transition-related professional behavior. Responses to open-ended questions supported the quantitative survey results and highlighted the importance of instruction (direct, informal, and experiential) in school psychologist delivery of transition services. Given this, recommendations to increase school psychologist knowledge of and positive attitudes toward transition planning and students with intellectual disabilities and their families are discussed.
{"title":"Transition planning for students with disabilities: Perspectives of Canadian and American school psychologists","authors":"D. Talapatra, Gabrielle Wilcox, Holly L Roof, Courtney E. Hutchinson","doi":"10.1080/21683603.2018.1558136","DOIUrl":"https://doi.org/10.1080/21683603.2018.1558136","url":null,"abstract":"ABSTRACT Postsecondary transition plans and services include domains such as independent living, postsecondary employment, and postsecondary education and have positive lifelong benefits for students with intellectual disabilities (ID). School psychologists have much to contribute to the transition process, but previous studies have indicated they often have limited involvement in this domain. A survey was conducted to assess school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Respondents included 282 practicing school psychologists from the United States and Canada. Regression results indicated that attitude, knowledge, and previous experience with the ID population were significant predictors of performance of transition-related professional behavior. Responses to open-ended questions supported the quantitative survey results and highlighted the importance of instruction (direct, informal, and experiential) in school psychologist delivery of transition services. Given this, recommendations to increase school psychologist knowledge of and positive attitudes toward transition planning and students with intellectual disabilities and their families are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"49 - 64"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2018.1558136","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44038267","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: 10.1080/21683603.2019.1572552
Gazal Bharara
ABSTRACT A positive transition to secondary school is pivotal to adolescents’ mental health and success. However, the school transition research has mainly focused on transition-related adversities rather than adolescent wellbeing and adaptation. While the disturbing consequences of a difficult school transition are known, little attention has been paid to the key breadth factors that enable adolescents to thrive during the school move. A systematic review was undertaken to determine the factors that predict positive transition to secondary school. A novel conceptual framework of positive school transition, based on a positive education paradigm, was proposed to group the findings. School ecology, organized activity involvement, spirituality, character strengths, self-efficacy, feeling safe, personality, physical fitness, and birth order are some of the relatively less researched aspects in transition literature that were found to be significantly associated with positive transition to secondary school, besides other popular school and social support factors. The results from the present review can stimulate and inform future research investigating the correlates or causes of a successful transition to secondary school. Improved understanding of the facilitators of positive transition will inform the invention and application of school transition programs.
{"title":"Factors facilitating a positive transition to secondary school: A systematic literature review","authors":"Gazal Bharara","doi":"10.1080/21683603.2019.1572552","DOIUrl":"https://doi.org/10.1080/21683603.2019.1572552","url":null,"abstract":"ABSTRACT A positive transition to secondary school is pivotal to adolescents’ mental health and success. However, the school transition research has mainly focused on transition-related adversities rather than adolescent wellbeing and adaptation. While the disturbing consequences of a difficult school transition are known, little attention has been paid to the key breadth factors that enable adolescents to thrive during the school move. A systematic review was undertaken to determine the factors that predict positive transition to secondary school. A novel conceptual framework of positive school transition, based on a positive education paradigm, was proposed to group the findings. School ecology, organized activity involvement, spirituality, character strengths, self-efficacy, feeling safe, personality, physical fitness, and birth order are some of the relatively less researched aspects in transition literature that were found to be significantly associated with positive transition to secondary school, besides other popular school and social support factors. The results from the present review can stimulate and inform future research investigating the correlates or causes of a successful transition to secondary school. Improved understanding of the facilitators of positive transition will inform the invention and application of school transition programs.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"8 1","pages":"104 - 123"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2019.1572552","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49021830","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 : 2020-12-02DOI: 10.1080/21683603.2020.1832635
Allan B. I. Bernardo
ABSTRACT The growth mindset is the belief that one’s level of intelligence can be changed, and many education-reform advocates have pushed for growth mindset interventions in the belief it will improve achievement in schools. While researchers have debated the usefulness of mindset interventions in schools, current research has focused on investigating the social contexts within which the growth mindset benefits are realized. As there are divergent findings regarding how socioeconomic status (SES) relates to growth mindset, this study examines how SES moderates the relationship between Filipino students’ growth mindset and learning in mathematics and science. Data from a nationally representative sample (n = 7,233) of Filipino students from the PISA2018 database were analyzed. The results show that holding a growth mindset was positively associated with learning in mathematics and science, explaining a small portion of variations in learning. In contrast, SES explained a larger portion of variations in learning. The positive association between growth mindset and learning was found only among higher SES students; there was a nonsignificant relationship between growth mindset and learning among lower SES students. The results are discussed in terms of how social resources supportive of efforts to improve intelligence might be prerequisites for realizing growth mindset benefits.
{"title":"Socioeconomic status moderates the relationship between growth mindset and learning in mathematics and science: Evidence from PISA 2018 Philippine data","authors":"Allan B. I. Bernardo","doi":"10.1080/21683603.2020.1832635","DOIUrl":"https://doi.org/10.1080/21683603.2020.1832635","url":null,"abstract":"ABSTRACT The growth mindset is the belief that one’s level of intelligence can be changed, and many education-reform advocates have pushed for growth mindset interventions in the belief it will improve achievement in schools. While researchers have debated the usefulness of mindset interventions in schools, current research has focused on investigating the social contexts within which the growth mindset benefits are realized. As there are divergent findings regarding how socioeconomic status (SES) relates to growth mindset, this study examines how SES moderates the relationship between Filipino students’ growth mindset and learning in mathematics and science. Data from a nationally representative sample (n = 7,233) of Filipino students from the PISA2018 database were analyzed. The results show that holding a growth mindset was positively associated with learning in mathematics and science, explaining a small portion of variations in learning. In contrast, SES explained a larger portion of variations in learning. The positive association between growth mindset and learning was found only among higher SES students; there was a nonsignificant relationship between growth mindset and learning among lower SES students. The results are discussed in terms of how social resources supportive of efforts to improve intelligence might be prerequisites for realizing growth mindset benefits.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"9 1","pages":"208 - 222"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1832635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46553273","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 : 2020-12-02DOI: 10.1080/21683603.2020.1841050
L. Fusco, L. S. Sica, A. Parola, L. Aleni Sestito
ABSTRACT Flexibility is considered one of the key resources for a successful adaptation to the world of work. It has also been defined as “the positive side” of career reconsideration process in vocational identity theory. However, previous empirical observations conducted in the Italian context have highlighted the negative relationship between vocational identity flexibility and psychological resources in adolescence. The aim of this study was to examine the relationship between vocational reconsideration dimensions and positive and negative outcomes of psychosocial functioning in a sample of Italian high school students. Structural equation modeling was performed in order to test theoretical hypothesis about the relations between reconsideration dimensions, agency, well-being, internalizing symptoms and externalizing behavior. Results confirmed a general association between vocational identity flexibility and negative psychosocial functioning. The study shows how a better conceptualization of career reconsideration dimensions is needed. Finally, the results warn against an excessive promotion of vocational flexibility among adolescents and encourage high schools to support students in their life design process.
{"title":"Vocational identity flexibility and psychosocial functioning in Italian high school students","authors":"L. Fusco, L. S. Sica, A. Parola, L. Aleni Sestito","doi":"10.1080/21683603.2020.1841050","DOIUrl":"https://doi.org/10.1080/21683603.2020.1841050","url":null,"abstract":"ABSTRACT Flexibility is considered one of the key resources for a successful adaptation to the world of work. It has also been defined as “the positive side” of career reconsideration process in vocational identity theory. However, previous empirical observations conducted in the Italian context have highlighted the negative relationship between vocational identity flexibility and psychological resources in adolescence. The aim of this study was to examine the relationship between vocational reconsideration dimensions and positive and negative outcomes of psychosocial functioning in a sample of Italian high school students. Structural equation modeling was performed in order to test theoretical hypothesis about the relations between reconsideration dimensions, agency, well-being, internalizing symptoms and externalizing behavior. Results confirmed a general association between vocational identity flexibility and negative psychosocial functioning. The study shows how a better conceptualization of career reconsideration dimensions is needed. Finally, the results warn against an excessive promotion of vocational flexibility among adolescents and encourage high schools to support students in their life design process.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"144 - 154"},"PeriodicalIF":0.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1841050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43974852","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 : 2020-11-13DOI: 10.1080/21683603.2020.1832941
E. Karagiannopoulou, F. S. Milienos, Christos Rentzios
ABSTRACT The present study investigates students’ profiles taking into account of learning approaches and emotional variables along with the pace of study. The sample consists of 406 social science students (34.1% first-year, 27.6% second-year, 16.7% third-year and 21.6% are fourth-year students). They completed: (a) the Approaches to Learning and Studying Inventory (ALSI) (b) the Student Experience of Emotions Inventory (c) the Emotion Regulation Questionnaire (d) the Need for Cognition-short form and (e) the Sense of Coherence Scale. The pace of study was assessed by the courses they failed. The statistical analysis used CFA, Cluster Analysis, MANOVA, Discriminant analysis and the Decision tree model. The study suggests the contribution of Sense of Coherence and Need for Cognition to students learning and supports recent suggestions about the crucial role of trait characteristics and mental health in learning. The findings reveal four students’ profiles: (a) surface-unorganized students (b) deep organized students (c) high dissonant students with a low sense of coherence and (d) moderate dissonant students with low need for cognition. In addition, first-year students are most likely to report increased level of failures. The findings are discussed in relation to recent literature.
{"title":"Grouping learning approaches and emotional factors to predict students’ academic progress","authors":"E. Karagiannopoulou, F. S. Milienos, Christos Rentzios","doi":"10.1080/21683603.2020.1832941","DOIUrl":"https://doi.org/10.1080/21683603.2020.1832941","url":null,"abstract":"ABSTRACT The present study investigates students’ profiles taking into account of learning approaches and emotional variables along with the pace of study. The sample consists of 406 social science students (34.1% first-year, 27.6% second-year, 16.7% third-year and 21.6% are fourth-year students). They completed: (a) the Approaches to Learning and Studying Inventory (ALSI) (b) the Student Experience of Emotions Inventory (c) the Emotion Regulation Questionnaire (d) the Need for Cognition-short form and (e) the Sense of Coherence Scale. The pace of study was assessed by the courses they failed. The statistical analysis used CFA, Cluster Analysis, MANOVA, Discriminant analysis and the Decision tree model. The study suggests the contribution of Sense of Coherence and Need for Cognition to students learning and supports recent suggestions about the crucial role of trait characteristics and mental health in learning. The findings reveal four students’ profiles: (a) surface-unorganized students (b) deep organized students (c) high dissonant students with a low sense of coherence and (d) moderate dissonant students with low need for cognition. In addition, first-year students are most likely to report increased level of failures. The findings are discussed in relation to recent literature.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"258 - 275"},"PeriodicalIF":0.0,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1832941","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43285495","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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