School psychology (Washington, D.C.)最新文献

Although existing literature has focused on the impact of racial/ethnic discrimination on Chinese American youth mental health during the pandemic, less attention has been paid to the protective family-level processes that can buffer against such mental health risks. Guided by the dual-factor model of mental health and family systems theory, this study aimed to explore the role of affirming family communication in Chinese American youth mental health in the midst of racial discrimination. Participants were 205 Chinese American youth and their parents, who completed an online survey in the spring of 2020 during the COVID-19 pandemic. By conducting a series of path analyses, we found that affirming family communication functions as a promotive factor that counteracts the negative impact of prepandemic peer discrimination on youth externalizing problems. However, the positive influences of affirming family communication on internalizing problems and subjective well-being were weakened when Chinese American youth faced high levels of COVID-19-related peer discrimination. The findings offer implications for school psychology practice by underscoring how to engage with families to promote youth mental health in the context of racial discrimination. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Adolescents today face unprecedented levels of stress. Recent research has shown that adopting a stress-is-enhancing mindset can protect adolescents from the adverse effects of stress, and more importantly, this mindset can be altered by interventions. However, limited studies have investigated effective methods for changing adolescents' stress mindset, particularly in China, where academic stress is exceptionally high. This study examined the effects of a single 40-min stress mindset intervention delivered in a classroom setting at a Chinese middle school. Data were collected and analyzed from 174 eighth-grade students (97 in the intervention group and 77 in the control group). The results from difference-in-differences model showed that students in the intervention group demonstrated a significantly stronger stress-is-enhancing mindset compared to those in the control group. Within the intervention group, students who exhibited a greater shift toward a stress-is-enhancing mindset showed a larger reduction in perceived stress. However, there was no significant overall reduction in perceived stress at the group level. These findings suggest that traditional classroom teaching can serve as a practical and accessible approach for cultivating a stress-is-enhancing mindset, and they underscore the need for further research to evaluate the effectiveness of the teacher-led stress mindset intervention. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

In response to the "replication crisis," this conceptual replication study builds upon the work of Yang, Chan, Lin, and Chen (see record 2022-35868-001) conducted in China, exploring the interplay between teacher victimization, school climate, and teacher burnout among 504 K-12 teachers in the United States. Sequential linear regression analyses revealed that while a positive school climate generally protected teachers against burnout, it paradoxically intensified burnout for teachers experiencing specific forms of victimization. Statistically significant moderation effects showed that teachers who encountered higher levels of social/relational victimization reported increased depersonalization in more supportive school climates, while teachers experiencing cyber victimization exhibited greater feelings of reduced personal accomplishment within supportive school environments. These results support the healthy context paradox, suggesting that victimization can feel particularly isolating and detrimental within otherwise supportive settings, challenging the assumption that positive environments are universally protective. Contrary to the emotional contagion hypothesis, positive climates did not buffer the negative influence of victimization but rather accentuated feelings of alienation and burnout. These findings highlight the necessity of nuanced approaches to school climate interventions, particularly in addressing less overt forms of victimization. The study holds critical implications for policy and practice in addressing teacher well-being and retention amid growing concerns about school violence and mental health. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Despite the increasing diversity of students in the schools, Asian teachers remain an underrepresented group whose experiences are unexplored. There is also limited literature on understanding the definitions of well-being among Asian teachers. Using focus groups, this study explored how Asian teachers define well-being and their experiences with well-being initiatives. Findings reveal that Asian teachers' definition of well-being encompasses (a) universal elements, such as components in the positive emotion, engagement, relationships, meaning, and accomplishments model of well-being; (b) contextual factors (e.g., sense of safety); and (c) cultural-specific factors, including fairness, inclusion, and community support. These insights contribute to a nuanced understanding of Asian teacher well-being and offer practical recommendations to create more inclusive and supportive educational environments for Asian teachers. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Research has demonstrated a connection between anxiety and reading-related variables (e.g., achievement) in elementary school students, including those receiving reading intervention. While numerous psychometrically strong measures of child anxiety exist, there remains a need for a brief, self-report screening tool that can be used for assessing anxiety specific to reading. This study presents findings on the development and psychometric properties of such a measure, the Reading Anxiety Scale (RAS). Third- and fourth-grade students who were participating in a larger randomized control trial completed the RAS at two time points (T1, n = 306; T2, n = 219), along with other self-report behavioral measures. Exploratory factor analysis and confirmatory factor models demonstrated good fit for the six-item RAS. Further analysis revealed that the screener was most accurate at detecting higher than average reading anxiety levels, consistent with development goals. Internal consistency was adequate, as were convergent and discriminant validity. Overall, preliminary support for the RAS as a screener for identifying reading-related anxiety symptoms was demonstrated. Findings are discussed in terms of the utility of the scale, particularly within the context of school-based intervention research. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

The relationship between a positive school climate and adolescent suicidal ideation has been well established. However, there is limited research focusing on the distinct dimensions of a positive school climate and their cumulative protective impact on suicidal ideation. This study aimed to investigate the cross-sectional and longitudinal associations between a positive school climate and adolescents' suicidal ideation using the cumulative protection model and to examine the potential moderation role of sex. A total of 11,960 junior school students engaged in two surveys conducted 6 months apart (Time 1 [T1] and Time 2 [T2]). A positive school climate, depressive symptoms, and sociodemographic characteristics were assessed at T1. Suicidal ideation was measured at both T1 and T2. Each dimension of a positive school climate was coded into a dichotomous variable. The Cumulative Protection Index of School Climate was calculated by summing the scores across all dimensions of a positive school climate. Hierarchical regression analysis was conducted to elucidate the associations between the Cumulative Protection Index of School Climate and suicidal ideation at T1 and T2. The cumulative effect of a positive school climate on adolescents' concurrent and subsequent suicidal ideation was significant and showed a nonlinear pattern of quadratic function. Sex only moderated the concurrent association. This research provides insights into the correlation between the number of protective factors in the school climate and suicidal ideation among adolescents. Enhancing students' perception of a positive school climate would be helpful to mitigate the experience of suicidal ideation among adolescents. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

This study examined the psychometric properties of the Test Anxiety Coping Skills (TACS) measure, a new self-report scale developed to assess strategies employed by school-age students to cope with test anxiety. TACS proposed a three-factor structure of test anxiety coping skills that correspond to the three major treatment methods identified across previous studies as important components of test anxiety intervention programs: cognitive strategies, behavioral strategies, and study and test-taking skills. The study was conducted among a sample of 228 secondary school students (Grades 8 and 9) in Singapore, who completed the TACS measure at two timepoints of data collection. TACS demonstrated good levels of overall internal consistency among all items at both timepoints. Confirmatory factor analysis showed that the three-factor model provided a good fit to data obtained at both timepoints. Together, results of this study provide preliminary support for the sound psychometric characteristics of the TACS measure. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Social-emotional competence plays a pivotal role in adolescent development. Currently, teacher-student relationships are widely recognized as a critical determinant of adolescents' social-emotional competence, yet the underlying mechanisms remain insufficiently explored. This study employed a multicenter longitudinal design to examine the associations and pathways linking teacher-student relationships and adolescents' social-emotional competence, with particular attention to the mediating roles of school climate and interpersonal trust. Using a multicenter, stratified cluster sampling strategy, a longitudinal survey was conducted between June and December 2024 with 793 high school students. The survey instruments assessed demographic characteristics, teacher-student relationships, social-emotional competence, school climate, and interpersonal trust, and the relationships among variables were analyzed through structural equation modeling. Findings indicated that adolescents' social-emotional competence was at a moderate level. Teacher-student relationships positively predicted social-emotional competence, with school climate serving as a mediator between teacher-student relationships and social-emotional competence, while interpersonal trust mediated the link between teacher-student relationships and school climate. Thus, teacher-student relationships were directly related to adolescents' social-emotional competence and also indirectly influenced it through a sequential mediation pathway involving interpersonal trust and school climate. These results underscore the importance of fostering positive teacher-student relationships, strengthening interpersonal trust, and cultivating a supportive school climate to promote adolescents' social-emotional competence. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Despite increasing efforts to implement diversity training in K-12 schools, challenges persist in ensuring its effectiveness and sustainability. Authors employed a quantitative content analysis to (a) identify educator-reported barriers to diversity training using responses from a national sample of educators and (b) examine how the likelihood of reporting specific barriers varied by educator demographics and school characteristics. Open-ended survey responses from 633 educators were analyzed. Quantitative content analyses revealed eight major categories of barriers to diversity training: logistical (24%), individual (20%), leadership and commitment (16%), trainers and training (15%), community (10%), general resources (7%), policy and governance (6%), and no barriers (3%). Differences emerged based on educator demographics and school characteristics for community and logistical barriers. Findings underscore the need for tailored implementation strategies that address obstacles and foster a more supportive environment for diversity training. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

A cumulative count of adverse childhood experiences (ACEs) is associated with poor physical and mental health in adults and more recently associated with poor school performance and behavioral problems in children, although typically analyzed with binary logistic and linear regression models that may inaccurately bias the results. This study compared the results of a Poisson regression model with three binary logistic regression models of ACEs (i.e., 2-ACEs, 3-ACEs, and ≥ 4-ACEs) as well as two multiple linear regression models using ACEs as independent variables to predict children's internalizing and externalizing problem behaviors. We used 4,690 children's data from the Fragile Families and Child Wellbeing Study: a stratified, multistage sample of children born in large U.S. cities between 1998 and 2000, where births to unmarried mothers were oversampled. The children were 47.6% Black, 27.3% Latinx, and 21.1% White, and 4% were reported as other. Results showed that the Poisson regression model best fit the data compared to the logistic regression models based on comparisons of scatterplots of standardized deviance residuals. Results compared to the literature showed the Poisson and ≥ 4-ACEs model were comparable; however, the ≥4-ACEs model overpredicted negative outcomes for four or more ACEs and underpredicted negative outcomes for three or less ACEs. In addition, multiple linear regression results showed enhanced ACEs effects as suppressor variables. Poisson regression is considered the best method to analyze cumulative ACEs as the other methods yield biased results. (PsycInfo Database Record (c) 2026 APA, all rights reserved).