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Promoting equity and justice in school mental health J. School Psychol. (IF 6.033) Pub Date : 2024-04-24 S. Andrew Garbacz, Katie Eklund, Stephen P. Kilgus, Nathaniel von der Embse
Advancing equity and justice in school mental health can address inequities in school-based services and outcome disparities. The purpose of this special issue is to promote equitable and just systems and practices in school mental health to promote change in institutional practices that have produced and reproduced inequities over time. The four articles in this special issue clarify a process for
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Reconceptualizing the approach to supporting students with attention-deficit/hyperactivity disorder in school settings J. School Psychol. (IF 6.033) Pub Date : 2024-04-22 Gregory A. Fabiano, Kellina Lupas, Brittany M. Merrill, Nicole K. Schatz, Jennifer Piscitello, Emily L. Robertson, William E. Pelham Jr
The long-term academic outcomes for many students with attention-deficit/hyperactivity disorder (ADHD) are strikingly poor. It has been decades since students with ADHD were specifically recognized as eligible for special education through the Other Health Impaired category under the Education for all Handicapped Children Act of 1975, and similarly, eligible for academic accommodations through Section
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Advancing equity in access to school mental health through multiple informant decision-making J. School Psychol. (IF 6.033) Pub Date : 2024-04-20 Nathaniel von der Embse, Andres De Los Reyes
There has been a substantial increase in the number of students with mental health needs, yet significant discrepancies exist in access to timely intervention. Traditional gatekeeping to intervention has been the provenance of single information sources. Multi-informant decision-making is a promising mechanism to improve equitable access. However, critical advancements are necessary to improve decision-making
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Gender, racial-ethnic, and socioeconomic disparities in the development of social-emotional competence among elementary school students J. School Psychol. (IF 6.033) Pub Date : 2024-04-13 Juyeon Lee, Valerie B. Shapiro, Jennifer L. Robitaille, Paul LeBuffe
Social-emotional competence (SEC) has been demonstrated to be a crucial factor for student mental health and is malleable through the high-quality implementation of effective school-based social and emotional learning (SEL) programs. SEL is now widely practiced in the United States as a Tier 1 strategy for the entire student body, yet it remains unclear whether disparities exist in the development
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The effects of question previewing on response accuracy and text processing: An eye-movement study J. School Psychol. (IF 6.033) Pub Date : 2024-04-03 Corrin Moss, Scott P. Ardoin, Joshua A. Mellott, Katherine S. Binder
The present study investigated the impact of manipulating reading strategies (i.e., reading the questions first [QF] or reading the passage first [PF]) during a reading comprehension test where we explored how reading strategy was related to student characteristics (i.e., reading achievement and working memory capacity). Participants' eye movements were monitored as they read 12 passages and answered
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Academic and behavior combined support: A single-case practice-based replication study J. School Psychol. (IF 6.033) Pub Date : 2024-04-02 Maribeth Gettinger, Thomas R. Kratochwill, Joel R. Levin, Abigail Eubanks, Alison Foy
The purpose of this research was to conduct a practice-based replication of (ABC Support), a previously developed and experimentally evaluated supplemental intervention that merges a combined focus on reading fluency and academic engagement. In the present study, a school-based interventionist and data collector had access to implementation resources online and participated in virtual training and
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Dynamics of a dynamic interrelationship: Exploring whether bidirectional learning behaviors-achievement relations differ across student-teacher relationship profiles J. School Psychol. (IF 6.033) Pub Date : 2024-03-30 Christopher J. Anthony, Julia Ogg, Emily H. Winkelman
Children who engage more in classroom instruction tend to also have higher levels of academic achievement relative to their peers who engage less. Although research has clearly established an association between such learning behaviors and academic achievement, the directionality of this relationship, and the possibility of bidirectional relations, remain unclear. It is possible that this lack of clarity
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A healthy breakfast each and every day is important for students' motivation and achievement J. School Psychol. (IF 6.033) Pub Date : 2024-03-29 Andrew J. Martin, Keiko C.P. Bostwick, Emma C. Burns, Vera Munro-Smith, Tony George, Roger Kennett, Joel Pearson
Breakfast is often cited as the most important meal of the day and vital for students' academic functioning at school. Although much research has linked students' breakfast consumption to better achievement, there has been debate about why and how breakfast has academic benefits. The present study of 648 Australian high school students investigated (a) the role of breakfast consumption and breakfast
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Immigration stress and internalizing symptoms among Latinx and Asian American students: The roles of school climate and community violence J. School Psychol. (IF 6.033) Pub Date : 2024-03-16 Blanche Wright, Belinda C. Chen, Tamar Kodish, Yazmin Meza Lazaro, Anna S. Lau
Immigration-related problems and stressors are prevalent and pressing concerns among Latinx and Asian American school-age youth. Youth fears related to family deportation have been associated with adverse mental health outcomes. This study used an ecological framework to examine the impact of immigration stress and school- and community-level resources and protective factors on Latinx and Asian American
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Examining differential effects of an equity-focused schoolwide positive behavioral interventions and supports approach on teachers' equity in school discipline J. School Psychol. (IF 6.033) Pub Date : 2024-03-14 Sean C. Austin, Kent McIntosh, Keith Smolkowski, María Reina Santiago-Rosario, Stacy L. Arbuckle, Nicole E. Barney
Following a randomized controlled trial that showed effectiveness of an equity-centered positive behavioral interventions and supports (PBIS) professional development intervention on student discipline in elementary schools, we studied the extent to which the intervention had differential effects on individual teachers' use of exclusionary discipline. Using the sample of teachers from the randomized
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Reframing family-school partnerships to disrupt disenfranchisement of Black families and promote reciprocity in collaboration J. School Psychol. (IF 6.033) Pub Date : 2024-03-13 Bri'Anna Collins, S. Andrew Garbacz, Tunette Powell
Research has long demonstrated the benefits of family-school partnerships. However, these benefits often fail to generalize to all families, especially Black families. A present and historical pattern of discrimination and exclusion has contributed to the lack of benefits yielded from Black family-school partnerships. A major contributing factor is the narrow way in which schools define family engagement
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The contribution of school climate, socioeconomic status, ethnocultural affiliation, and school level to language arts scores: A multilevel moderated mediation model J. School Psychol. (IF 6.033) Pub Date : 2024-03-13 Ruth Berkowitz, Elisheva Ben-Artzi
Evidence suggests that schools can promote academic success and higher grades by reducing the negative effect of socioeconomic disadvantage through the mediation of a positive climate. However, a critical question largely remains unanswered: Does the mediation of positive school climate on the link between socioeconomic background and academic achievement remain similar for all schools in all cultures
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Intersectionality and school racial climate to create schools as sites of fairness and liberation for Black girls J. School Psychol. (IF 6.033) Pub Date : 2024-03-11 Charity Brown Griffin, Jamelia N. Harris, Sherrie L. Proctor
Within this article, we utilize intersectionality theory as a framework for understanding the experiences of Black girls who attend PK–12 schools in the United States. Black girls' experiences are then illuminated within the context of the school racial climate research. We then add an intersectional lens to the school racial climate research to demonstrate how specific aspects of the school environment
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Promoting equitable and socially just school climates for minoritized and marginalized students J. School Psychol. (IF 6.033) Pub Date : 2024-03-08 Tamika La Salle-Finley, Jesslynn Neves-McCain
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Examining ethnic identity, school climate, and academic futility among minoritized students J. School Psychol. (IF 6.033) Pub Date : 2024-03-08 Tamika La Salle-Finley, Jesslynn R. Neves-McCain, Michael G. Li, Mykelle S. Coleman
The present causal-comparative study examined the relation between school climate, ethnic identity, and academic futility among racially and ethnically minoritized students. The sample included 1721 racially and ethnically minoritized students identifying as Black, Asian, Latine, and Multiracial from 11 schools in the northeastern region of the United States. Regression models indicated a direct relation
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Teachers’ stress and training in a school-based mindfulness program: Implementation results from a cluster randomized controlled trial J. School Psychol. (IF 6.033) Pub Date : 2024-02-28 Summer S. Braun, Mark T. Greenberg, Robert W. Roeser, Laura J. Taylor, Jesus Montero-Marin, Catherine Crane, J. Mark G. Williams, Anna Sonley, Liz Lord, Tamsin Ford, Willem Kuyken
School-based mindfulness trainings (SBMT) are a contemporary approach for intervening to promote students' social and emotional skills and well-being. Despite evidence from the larger field of evidence-based social and emotional learning programs demonstrating the importance of high-quality implementation, few studies have investigated factors impacting the implementation of SBMTs, particularly teacher-level
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Targeting ethnic-racial identity development and academic engagement in tandem through curriculum J. School Psychol. (IF 6.033) Pub Date : 2024-02-22 Kristia A. Wantchekon, Adriana J. Umaña-Taylor
Schools play an integral role in adolescents' learning and understanding of their ethnic-racial identity (ERI); however, the extant research offers a limited understanding of how specific educator practices can inform adolescents' ERI development, and in turn, their academic adjustment. Accordingly, the present study utilized 30 interviews with Latinx, White, Asian American, and Multiracial eighth
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The spillover effect of school suspensions on adolescents' classroom climate perceptions and academic achievement J. School Psychol. (IF 6.033) Pub Date : 2024-02-17 Ming-Te Wang, Juan Del Toro, Christina L. Scanlon, James P. Huguley
Proponents of exclusionary discipline claim that removing disruptive peers from the classroom benefits well-behaved students. Given educators' increasingly widespread use of suspensions in response to adolescents' minor behavioral infractions (e.g., dress code violations, backtalk), it is critical that we examine whether this theory translates into practice. Using two independent samples (Study 1:
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Registered reports and replications: An ongoing Journal of School Psychology initiative J. School Psychol. (IF 6.033) Pub Date : 2024-02-17 Jeffery P. Braden
Recent psychological research suggests that many published studies cannot be replicated (e.g., Open Science Collaboration, 2015). The inability to replicate results suggests that there are influences and biases in the publication process that encourage publication of unusual—rather than representative—results, and that also discourage independent replication of published studies. A brief discussion
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Are student engagement and disaffection important for teacher well-being? A longitudinal examination of between- and within-person effects J. School Psychol. (IF 6.033) Pub Date : 2024-02-16 Irena Burić, Aleksandra Huić, Izabela Sorić
Although a lot is known about how teachers influence student motivation, evidence on the importance of student engagement for teacher well-being is lacking. In addition, studies investigating the effects of student behavior on teachers have mostly focused on the between-person perspective while neglecting the within-person processes. Thus, in the present study, we examined longitudinal associations
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The relational side of teachers' self-efficacy: Assimilation and contrast effects of classroom relational climate on teachers' self-efficacy J. School Psychol. (IF 6.033) Pub Date : 2024-02-16 Marjolein Zee, Peter F. de Jong, Helma M.Y. Koomen
Although much is known about the sources of teachers' self-efficacy (TSE), less attention has been paid to the social-contextual specificity of TSE and the processes influencing the relevance of TSE information sources. This study investigated both dyad-level relationships and the classroom relational climate as predictors of TSE at the student and classroom level. Additionally, we explored two competing
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The role of parenting self-efficacy on teacher-child relationships and parent-teacher communication: Evidence from an Australian national longitudinal study J. School Psychol. (IF 6.033) Pub Date : 2024-02-09 Tianyi Ma, Cassandra L. Tellegen, Matthew R. Sanders
High-quality teacher-child relationships and parent-teacher communications have substantial benefits to children's well-being and school functioning. However, more research is needed to understand how parenting self-efficacy influences these relationships. This cross-sequential study investigated the direct associations of parenting self-efficacy with the teacher-child relationship and parent-teacher
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Mental health profiles and academic achievement in Australian school students J. School Psychol. (IF 6.033) Pub Date : 2024-02-01 Tess Gregory, Neida Sechague Monroy, Blair Grace, Amy Finlay-Jones, Mary Brushe, Alanna Sincovich, Brody Heritage, Zara Boulton, Sally A. Brinkman
This study explored mental health profiles in Australian school students using indicators of well-being (i.e., optimism, life satisfaction, and happiness) and psychological distress (i.e., sadness and worries). The sample included 75,757 students (ages 8–18 years) who completed the 2019 South Australian Wellbeing and Engagement Collection. Latent profile analysis identified five mental health profiles
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Third variables in longitudinal research: Application of longitudinal mediation and moderation in school psychology J. School Psychol. (IF 6.033) Pub Date : 2024-01-20 Jacqueline M. Caemmerer, Briana Hennessy, Christopher R. Niileksela
Third variable models, such as mediation and moderation, can identify contextual factors that help explain the relation between two variables. Although used less frequently in school psychology research, longitudinal mediation, longitudinal moderation, and the integration of these two approaches can be used to describe the developmental changes in children's psychological and behavioral processes throughout
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The effect of measurement error on the positive predictive value of PSW methods for SLD identification: How buffer zones dispel the illusion of inaccuracy J. School Psychol. (IF 6.033) Pub Date : 2024-01-10 W. Joel Schneider, Dawn P. Flanagan, Christopher R. Niileksela, Joseph R. Engler
Patterns of Strengths and Weaknesses (PSW) methods are widely used for identifying specific learning disabilities (SLDs). Several researchers, however, have reported that the diagnostic accuracy of PSW methods is unacceptably low when strict thresholds were used to identify students with SLDs. We believe these findings give a misleading impression of the magnitude of the diagnostic errors that are
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Problem solving team interventions: Web-based and consultant-based experimental evaluations J. School Psychol. (IF 6.033) Pub Date : 2024-01-11 Thomas R. Kratochwill, Jennifer M. Asmus, Clarissa Schienebeck, Elizabeth Dohrn, Joel R. Levin, Alexandra Puk Ament, Elizabeth Hagermoser-Bayley, Brittany Bice-Urbach, Megan Willes, Dana Sorensen, Leroy Williams, Lionel Alvarez, Jackie Roessler
This research was designed to develop, implement, and evaluate an assessment and intervention protocol to increase problem-solving teams' (PSTs) adoption and implementation of evidence-based practices aimed at students with disruptive behavior problems. Participants included 15 PSTs. Adopting single-case design methodology, we examined whether a customized set of assessment and intervention consultant-led
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Measuring social-emotional development in schoolchildren: A national-level analysis of ECLS-B cohort data J. School Psychol. (IF 6.033) Pub Date : 2024-01-04 Quentin H. Riser, Heather L. Rouse, Ji Young Choi
The present study examined the social-emotional development items assessed by kindergarten teachers in the Early Childhood Longitudinal Study-Birth Cohort to determine the optimal factor structure underlying the items as well as the reliability and validity of the resulting factors. This study identified an empirically derived factor structure for teacher-reported social development, investigated whether
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Kids these days and kids those days: Investigating perceptions of children's social skills from 1988 to 2007 J. School Psychol. (IF 6.033) Pub Date : 2024-01-04 Katherine E. Frye, Christopher J. Anthony, A. Corinne Huggins-Manley, Tina M. Smith-Bonahue
Behavior rating scales are frequently used assessment tools designed to measure social skills. Use of norm-referenced assessments such as behavior rating scales requires examiners and test publishers to consider when norms become obsolete and norm-referenced scores can no longer be validly interpreted. A fundamental factor influencing norm obsolescence regards changes in baseline levels of targeted
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Relationships among teacher enjoyment, emotional labor, and perceived student engagement: A daily diary approach J. School Psychol. (IF 6.033) Pub Date : 2023-12-29 Irena Burić, Hui Wang
The present daily diary study among 587 Canadian primary and secondary school teachers assessed teachers' genuine expression, faking, hiding of happiness and enthusiasm, and their daily associations with perceived student emotional and behavioral engagement. Moreover, we measured teachers' trait enjoyment before and after the diary study to examine whether teacher trait enjoyment predicted the use
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Method considerations for school psychology from longitudinal research on gifted students J. School Psychol. (IF 6.033) Pub Date : 2023-12-22 Jonathan Wai, Harrison J. Kell, Frank C. Worrell
This article draws from longitudinal research on gifted students to provide method considerations for school psychology research. First, we provide some background of gifted and talented education in the United States. Then, drawing from multiple longitudinal samples of gifted students, in particular the Study of Mathematically Precocious Youth (SMPY), we illustrate the role of replications, including
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Math self-concept in the transition to secondary school: Developmental trends, predictors, and educational implications among high-ability and average-ability students J. School Psychol. (IF 6.033) Pub Date : 2023-12-23 Alicia Ramos, Karine Verschueren
This study examined the development of math self-concept during the transition to secondary school comparatively among high-ability and average-ability students in a largescale longitudinal sample in Flanders, Belgium (N = 5740 students; 49.5% males). Latent change models revealed that high-ability students, although maintaining higher relative levels of math self-concept, experienced steeper levels
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The role of school-based creative expression interventions in the aftermath of migration: A qualitative exploration of parents' and teachers' perspectives J. School Psychol. (IF 6.033) Pub Date : 2023-11-20 Sofie de Smet, Caroline Spaas, Ilse Derluyn, Ruth Kevers, Hilde Colpin, Lucia De Haene
This study explored supportive relational processes for immigrant children's well-being between peers, teachers, and parents in the development of school-based creative interventions in European multi-ethnic societies. Within the present study, we integrated the perspectives of teachers and parents to broaden the dominant focus on the assessment of individual symptomatology within the existing body
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Mediating role of social skills in the longitudinal relationship between intrapersonal perfectionism and psychological well-being of preadolescents J. School Psychol. (IF 6.033) Pub Date : 2023-11-22 Younsil A. Lee, Haeyoung G. Park, Jeong Eun Cheon, Kenneth G. Rice, Young-Hoon Kim
Intrapersonal perfectionism is the dispositional tendency to impose perfectionistic expectations on oneself and is considered a bidimensional construct that consists of standards perfectionism and discrepancy perfectionism. Although scholars established the links between standards perfectionism and psychological adjustment and between discrepancy perfectionism and psychopathology, the mechanisms that
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National patterns of vulnerable decision points in school discipline J. School Psychol. (IF 6.033) Pub Date : 2023-11-20 Sean C. Austin, Kent McIntosh, Erik J. Girvan
In this study, we identified the specific discipline decision situations (i.e., vulnerable decision points [VDPs]) that contribute most to racial discipline disparities from a sample of 2020 schools across the United States. We also examined how much VDPs contributed to overall discipline disparities and the extent to which there was similarity among the strongest VDPs within each school. Last, we
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Considering between- and within-person relations in auto-regressive cross-lagged panel models for developmental data J. School Psychol. (IF 6.033) Pub Date : 2023-11-08 Lesa Hoffman, Garret J. Hall
Longitudinal data can provide inferences at both the between-person and within-person levels of analysis, but only to the extent that the statistical models chosen for data analysis are specified to adequately capture these distinct sources of association. The present work focuses on auto-regressive cross-lagged panel models, which have long been used to examine time-lagged reciprocal relations and
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Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal study J. School Psychol. (IF 6.033) Pub Date : 2023-11-07 Ana Blasco-Belled, Mònica González-Carrasco, Ferran Casas
Disentangling the connections between subjective and psychological well-being may help practitioners identify effective targets of intervention to promote mental health in school settings. Based on theoretical foundations of well-being, the present study utilized psychometric network analysis to explore prospective associations between the subjective and psychological well-being of adolescents over
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Mindfulness-based interventions for preadolescent children: A comprehensive meta-analysis J. School Psychol. (IF 6.033) Pub Date : 2023-11-07 Tharen N. Kander, David Lawrence, Allison Fox, Stephen Houghton, Rodrigo Becerra
Among the many social and emotional learning (SEL) interventions available, mindfulness-based interventions (MBIs) have become increasingly popular, particularly for preadolescent children who were once thought to not possess the metacognitive abilities or cognitive resources to benefit from such training. Although previous research syntheses indicate that MBIs show promise in promoting positive outcomes
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Examining different motivational patterns in individualized learning J. School Psychol. (IF 6.033) Pub Date : 2023-11-06 Stefan Kulakow, Diana Raufelder
Past research on situated expectancy-value theory has regularly provided evidence of different motivational patterns indicating that not only can students be characterized by different levels of motivation (e.g., low vs. high), but also by divergent profiles (e.g., high success expectancies, low task values). This person-oriented two-wave study (a) identified and compared the motivational patterns
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Trajectories of defending behaviors: Longitudinal association with normative and social adjustment and self-perceived popularity J. School Psychol. (IF 6.033) Pub Date : 2023-10-05 Ana Bravo, Christian Berger, Rosario Ortega-Ruiz, Eva M. Romera
Defending the victim in bullying situations is a moral behavior that has received increasing attention in the literature. However, important questions about the development and maintenance of defending behaviors remain unanswered. The present study adopted a longitudinal design with two main goals: (a) identifying trajectories of change in individuals' defending behavior over time and (b) describing
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Formative behavioral assessment across eight constructs: Dependability of direct behavior ratings and formative behavior rating measures J. School Psychol. (IF 6.033) Pub Date : 2023-10-04 Robert J. Volpe, Michael Matta, Amy M. Briesch, Julie S. Owens
Due to their promise as a feasible tool for evaluating the effects of school-based interventions, Direct Behavior Ratings (DBR) have received much research attention over the past 2 decades. Although DBR methodology has demonstrated much promise, favorable psychometric characteristics only have been demonstrated for tools measuring a small number of constructs. Likewise, although a variety of methods
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Meta-analysis of skill-based and therapeutic interventions to address math anxiety J. School Psychol. (IF 6.033) Pub Date : 2023-08-31 Robin S. Codding, Abigail E. Goodridge, Emily Hill, Kourtney R. Kromminga, Reina Chehayeb, Robert J. Volpe, Nicole Scheman
The purpose of this meta-analysis was to examine the impact of school-based therapeutic and math skill interventions on math anxiety symptoms and math achievement among K–12 students. Potential moderators included treatment type and study quality. A systematic search yielded 17 included studies representing 1786 primary and secondary students. The results suggested that therapeutic interventions reduced
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Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics J. School Psychol. (IF 6.033) Pub Date : 2023-09-01 Kelly N. Clark, Madeline S. Blocker, Oceann S. Gittens, Anna C.J. Long
Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen
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A longitudinal person-centered representation of elementary students' motivation: Do perceptions of parent and teacher achievement goals matter? J. School Psychol. (IF 6.033) Pub Date : 2023-08-31 Lindsey Nadon, Alexandre J.S. Morin, Elizabeth Olivier, Isabelle Archambault, Victoria Smodis McCune, István Tóth-Király
This study utilized a longitudinal person-centered approach to investigate how children's achievement goals combine with the goals held for them by their parents and teachers to form unique achievement goal profiles among a sample of 619 elementary school students (Mage = 9.782; 52.5% female; 79.2% first- and second-generation immigrants) from low SES ethnically diverse neighborhoods. Our results revealed
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Stability and change of secondary school students' motivation profiles in mathematics: Effects of a student intervention J. School Psychol. (IF 6.033) Pub Date : 2023-08-31 Tanja Held, Tina Hascher
There is high agreement that motivation is an important factor for successful learning processes and outcomes. But how do students differ in terms of motivation and how do these differences affect the effectiveness of a motivation intervention? As an intervention interacts with students' characteristics, students' heterogeneity must be considered and homogeneous intervention effects must be critically
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Numeracy and literacy attainment of children exposed to maternal incarceration and other adversities: A linked data study J. School Psychol. (IF 6.033) Pub Date : 2023-08-18 Megan F. Bell, Leonie Segal, Susan Dennison, Stuart A. Kinner, Sharon Dawe, Matthew J. Spittal, David B. Preen
Parental incarceration has been associated with educational disadvantages for children, such as lower educational attainment, increased grade retention, and truancy and suspensions. However, children exposed to parental incarceration often experience other adversities that are also associated with educational disadvantage; the contribution of these co-occurring adversities has not been considered in
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The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement J. School Psychol. (IF 6.033) Pub Date : 2023-08-17 Leslie M. Hasty, Michaela Quintero, Tianyu Li, Seowon Song, Zhe Wang
Personal characteristics and classroom environment features both play important roles in predicting students' levels of classroom engagement. The present study took a person-environment transaction perspective to investigate how factors at both the personal (i.e., student externalizing behaviors) and relational (i.e., teacher-student relationships) levels jointly predict the development of classroom
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Can School-Wide Positive Behavioral Interventions and Supports (SWPBIS) improve adolescents' perceptions of school climate? J. School Psychol. (IF 6.033) Pub Date : 2023-07-24 Violaine Kubiszewski, Alexia Carrizales, Florent Lheureux
As school climate plays a key role in adolescents' academic and socio-emotional outcomes, interventions that can enhance this climate are of major interest. In considering research on practices linked to a positive school climate, School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a promising approach. To date, most SWPBIS studies have been conducted in English-speaking countries
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Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change J. School Psychol. (IF 6.033) Pub Date : 2023-07-12
Given that defending victimized peers might help discourage bullying behavior and prevent its harmful consequences, various anti-bullying programs have attempted to increase defending behavior among participating children. However, the cognitions that underlie the effectiveness of interventions in increasing defending remain unknown. Data for this randomized controlled trial (RCT) of the KiVa anti-bullying
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Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition J. School Psychol. (IF 6.033) Pub Date : 2023-07-10
This study explored the link between classroom-level problem behaviors and teacher-child interaction quality in 307 Head Start preschool classrooms. The moderating role of the classroom's age composition (e.g., 3- and 4-year-olds versus 4-year-olds only) also was examined. Using a dataset of 852 3-year-old children and 1114 4-year-old children, classroom-level problem behaviors were operationalized
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The Cultural Humility Scale for Students: Development and initial validation among adolescents J. School Psychol. (IF 6.033) Pub Date : 2023-07-11
Designed for middle and high school students to rate the cultural humility levels among their teachers, this two-study article reports on the development and initial validation of the Cultural Humility Scale for Students (CHS-S), which was adapted from the original Cultural Humility Scale used in psychotherapy. Having cultural humility may facilitate positive teacher-student relationships by preventing
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Social relationship provisions and loneliness in school: Child- and classroom-level effects J. School Psychol. (IF 6.033) Pub Date : 2023-06-16 Paula K.S. Yust, Molly S. Weeks, Gladys A. Williams, Steven R. Asher
Building on social needs theory (Weiss, 1974), this study introduces the construct of classroom provision richness and examines the association between the exchange of social provisions among children in classrooms and children's feelings of loneliness in school. We examined the receipt of provisions from reciprocally nominated friends versus unilateral (one-sided) and non-friend classmates and examined
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Contributions of attentional control, hyperactivity-impulsivity, and reading skills to performance on a fourth-grade state writing test J. School Psychol. (IF 6.033) Pub Date : 2023-06-19 Erin K. Reid, Yusra Ahmed, Milena A. Keller-Margulis
Writing proficiency facilitates higher achievement in educational and professional endeavors, yet most students fail to meet national writing benchmarks by the end of high school. Attentional control and overall reading skill are documented to result in better writing quality; however, most research on these relationships has focused on early elementary students (K–3rd grade. This project evaluated
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Effectiveness and mechanisms of change of a mindfulness-based intervention on elementary school children: A cluster-randomized control trial J. School Psychol. (IF 6.033) Pub Date : 2023-06-13 Carlos García-Rubio, Marta Herrero, Teodoro Luna-Jarillo, Jacobo Albert, Raquel Rodríguez-Carvajal
Mindfulness-based interventions (MBIs) in the school context are increasingly widespread worldwide. The present study evaluates the effectiveness of a school-MBI (GrowingUp Breathing program) on children's socio-emotional and academic development. Three hundred thirteen elementary students from 7 to 12 years old from two schools in Madrid (Spain) participated. A cluster-randomized control trial was
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Stress of school performance among secondary students: The role of classroom goal structures and teacher support J. School Psychol. (IF 6.033) Pub Date : 2023-06-13 Irene García-Moya, Marta Díez, Carmen Paniagua
With concern growing about the increasing levels of school stress among secondary school students, examining its associations with students' perceptions of important elements in classroom climate can offer valuable scientific information. However, there is minimal research about the role of perceived classroom goal structures and teacher support in school stress. In addition, most research on classroom
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The student-teacher relationship and ADHD symptomatology: A meta-analysis J. School Psychol. (IF 6.033) Pub Date : 2023-06-10 Jaidon MacLean, Amanda Krause, Maria A. Rogers
Children with attention-deficit/hyperactivity disorder (ADHD) typically experience significant academic and social impairments, including problem behaviors in the classroom. Existing research suggests students who present with ADHD symptoms are more likely to have relationships with their teachers that are low in closeness and high in conflict. However, research about the quality of relationships between
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The roles of adaptability and school climate in first-year teachers' developing perceptions of themselves, their classroom relationships, and the career J. School Psychol. (IF 6.033) Pub Date : 2023-06-10 Leigh McLean, Michelle Taylor, Lia Sandilos
The teaching career, and especially the transition from pre-service to in-service teaching, is uniquely characterized by change. Adaptability is an internal characteristic that has been shown to benefit teachers and may be especially relevant as they begin developing initial perceptions of themselves as educators, of their relationships with students, and of the teaching career at large. Importantly
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Latent profile similarity of middle and high school youth risk and needs J. School Psychol. (IF 6.033) Pub Date : 2023-06-09 Thao T. Vo, Cihan Demir, Brian F. French, Bruce W. Austin, Paul S. Strand
Research concerning school success and completion has grown increasingly complex with the number of proposed associated risk and needs domains. As the number of domains expands, various data analytical techniques have been employed to understand them, including the modeling of latent profiles, to better understand how risks and needs aggregate at the level of individual persons. Latent profile analysis
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Teachers' racialized anger: Implications for discipline disparities J. School Psychol. (IF 6.033) Pub Date : 2023-06-07 Kamilah B. Legette, Andrew Supple, Johari Harris, Amy G. Halberstadt
The contribution of racial bias to teachers' racialized discipline practices is increasingly clear, but the processes by which these biases are activated are less well understood. This study examined teachers' emotional responses to students' misbehaviors by student race as well as whether teachers' emotional responses serve to mediate the association between student race and teachers' discipline practices