Early reading skill profiles in typically developing and at-risk first grade readers to inform targeted early reading instruction
This study identified distinct, homogeneous latent profiles of at-risk (n = 141) and not at-risk (n = 149) first grade readers. Separate latent profile analyses were conducted with each subgroup using measures of phonological awareness, decoding, linguistic comprehension, and oral reading fluency. This study also examined which measures best differentiated the latent profiles. Finally, we examined differences on two measures of reading comprehension as a function of profile membership. Results showed two latent profiles of at-risk students and three latent profiles of not at-risk students. Latent profiles were gene...
Source: Journal of School Psychology - July 5, 2018 Category: Psychiatry & Psychology Source Type: research
African American adolescents' gender and perceived school climate moderate how academic coping relates to achievement
Publication date: August 2018Source: Journal of School Psychology, Volume 69Author(s): Jamie Amemiya, Ming-Te WangAbstractUsing stereotype threat and motivational resilience theories as the guiding frameworks, this study examined how African American adolescents' academic coping strategies (i.e., problem solving, help seeking, self-encouragement, comfort seeking, and commitment) were associated with academic achievement, and whether these associations varied by adolescents' gender and perceptions of school climate (i.e., school mastery goal structure and support for cultural pluralism). Data were collected from 274 African...
Source: Journal of School Psychology - July 5, 2018 Category: Psychiatry & Psychology Source Type: research
Losing and gaining friends: Does friendship instability compromise academic functioning in middle school?
Publication date: August 2018Source: Journal of School Psychology, Volume 69Author(s): Leah M. Lessard, Jaana JuvonenAbstractExtending past research on the academic benefits of having close friends in early adolescence, the study examines how instability of friendships (i.e., losses and gains of friends) is related to academic engagement and performance in middle school. The sample was drawn from a longitudinal study of ethnically diverse youth across 26 middle schools (N = 5991). The results demonstrated that over two thirds of friends were either lost or gained during the first year in middle school. When controlling...
Source: Journal of School Psychology - July 5, 2018 Category: Psychiatry & Psychology Source Type: research
Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade
Publication date: August 2018Source: Journal of School Psychology, Volume 69Author(s): Leigh McLean, Tashia Abry, Michelle Taylor, Carol McDonald ConnorAbstractRecent studies have established connections among teachers' mental health and student outcomes, however there is limited understanding of how these teacher characteristics manifest in the classroom to affect students. The present study informed this gap by examining the associations among third grade teachers' (N = 32) self-reported symptoms of clinical depression and their students' (N = 326) classroom instructional experiences. Eight student experiences de...
Source: Journal of School Psychology - July 5, 2018 Category: Psychiatry & Psychology Source Type: research
Longitudinal trends and year-to-year fluctuations in student–teacher conflict and closeness: Associations with aggressive behavior problems
This study applied a new methodology to determine whether year-to-year fluctuations in student–teacher conflict or closeness also predicted increased student aggression. 154 children were followed from Head Start preschools through elementary school. Early elementary teachers (kindergarten through third grade) rated the quality of conflict and closeness with students. Fifth grade teachers rated student aggression. Regression analyses revealed that year-to-year fluctuations in student–teacher conflict, along with mean levels of student–teacher conflict, each made unique contributions to fifth grade aggression, control...
Source: Journal of School Psychology - July 5, 2018 Category: Psychiatry & Psychology Source Type: research
Mediating effects of emotion regulation strategies in the relations between stressful life events and life satisfaction in a longitudinal sample of early adolescents
Publication date: October 2018Source: Journal of School Psychology, Volume 70Author(s): Zi Jia Ng, Eugene Scott Huebner, Kimberly Joy Hills, Robert Francis Valois (Source: Journal of School Psychology)
Source: Journal of School Psychology - July 5, 2018 Category: Psychiatry & Psychology Source Type: research
Mediating effects of emotion regulation strategies in the relations between stressful life events and life satisfaction in a longitudinal sample of early adolescents
Publication date: October 2018 Source:Journal of School Psychology, Volume 70 Author(s): Zi Jia Ng, Eugene Scott Huebner, Kimberly Joy Hills, Robert Francis Valois (Source: Journal of School Psychology)
Source: Journal of School Psychology - July 3, 2018 Category: Psychiatry & Psychology Source Type: research
Longitudinal trends and year-to-year fluctuations in student –teacher conflict and closeness: Associations with aggressive behavior problems
This study applied a new methodology to determine whether year-to-year fluctuations in student–teacher conflict or closeness also predicted increased student aggression. 154 children were followed from Head Start preschools through elementary school. Early elementary teachers (kindergarten through third grade) rated the quality of conflict and closeness with students. Fifth grade teachers rated student aggression. Regression analyses revealed that year-to-year fluctuations in student–teacher conflict, along with mean levels of student–teacher conflict, each made unique contributions to fifth grade aggression, control...
Source: Journal of School Psychology - July 3, 2018 Category: Psychiatry & Psychology Source Type: research
Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade
Publication date: August 2018 Source:Journal of School Psychology, Volume 69 Author(s): Leigh McLean, Tashia Abry, Michelle Taylor, Carol McDonald Connor Recent studies have established connections among teachers' mental health and student outcomes, however there is limited understanding of how these teacher characteristics manifest in the classroom to affect students. The present study informed this gap by examining the associations among third grade teachers' (N = 32) self-reported symptoms of clinical depression and their students' (N = 326) classroom instructional experiences. Eight student experiences de...
Source: Journal of School Psychology - June 6, 2018 Category: Psychiatry & Psychology Source Type: research
Losing and gaining friends: Does friendship instability compromise academic functioning in middle school?
Publication date: August 2018 Source:Journal of School Psychology, Volume 69 Author(s): Leah M. Lessard, Jaana Juvonen Extending past research on the academic benefits of having close friends in early adolescence, the study examines how instability of friendships (i.e., losses and gains of friends) is related to academic engagement and performance in middle school. The sample was drawn from a longitudinal study of ethnically diverse youth across 26 middle schools (N = 5991). The results demonstrated that over two thirds of friends were either lost or gained during the first year in middle school. When controlling f...
Source: Journal of School Psychology - May 31, 2018 Category: Psychiatry & Psychology Source Type: research
African American adolescents' gender and perceived school climate moderate how academic coping relates to achievement
Publication date: August 2018 Source:Journal of School Psychology, Volume 69 Author(s): Jamie Amemiya, Ming-Te Wang Using stereotype threat and motivational resilience theories as the guiding frameworks, this study examined how African American adolescents' academic coping strategies (i.e., problem solving, help seeking, self-encouragement, comfort seeking, and commitment) were associated with academic achievement, and whether these associations varied by adolescents' gender and perceptions of school climate (i.e., school mastery goal structure and support for cultural pluralism). Data were collected from 274 African A...
Source: Journal of School Psychology - May 31, 2018 Category: Psychiatry & Psychology Source Type: research
Early reading skill profiles in typically developing and at-risk first grade readers to inform targeted early reading instruction
This study identified distinct, homogeneous latent profiles of at-risk (n = 141) and not at-risk (n = 149) first grade readers. Separate latent profile analyses were conducted with each subgroup using measures of phonological awareness, decoding, linguistic comprehension, and oral reading fluency. This study also examined which measures best differentiated the latent profiles. Finally, we examined differences on two measures of reading comprehension as a function of profile membership. Results showed two latent profiles of at-risk students and three latent profiles of not at-risk students. Latent profiles were gene...
Source: Journal of School Psychology - May 30, 2018 Category: Psychiatry & Psychology Source Type: research
Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study
Publication date: August 2018 Source:Journal of School Psychology, Volume 69 Author(s): Jesus Alfonso D. Datu, Ronnel B. King Previous studies have shown that subjective well-being promotes a wide range of adaptive psychological outcomes. However, the role of subjective well-being in the school context, as a potential facilitator of key academic outcomes, remains underexplored. The primary objective of this study was to examine the extent to which the different dimensions of subjective well-being—life satisfaction, positive affect, and (low levels of) negative affect—were associated with academic engagement through...
Source: Journal of School Psychology - May 29, 2018 Category: Psychiatry & Psychology Source Type: research
Using latent profile and transition analyses to understand patterns of informant ratings of child depressive symptoms
Publication date: August 2018 Source:Journal of School Psychology, Volume 69 Author(s): Keith C. Herman, Daniel Cohen, Wendy M. Reinke, Rick Ostrander, Lori Burrell, Elizabeth McFarlane, Anne K. Duggan The present study examined the latent profiles of child, parent, and teacher ratings of child depressive symptoms in a developmental sample of children from Hawaii at two time points (2nd and 3rd grade). The study attempted to identify patterns of agreement and discrepancy among raters and correlates of these patterns to test a new theory for understanding rating disagreements as Divergent Operations. Three profiles...
Source: Journal of School Psychology - May 28, 2018 Category: Psychiatry & Psychology Source Type: research
The assessment of bystander intervention in bullying: Examining measurement invariance across gender
Publication date: August 2018 Source:Journal of School Psychology, Volume 69 Author(s): Lyndsay N. Jenkins, Stephanie S. Fredrick, Amanda Nickerson Research on bystander intervention in bullying has indicated that prosocial helping behavior is not consistent across gender, with girls engaging in more bystander intervention; however, a search of the literature does not reveal any studies that have examined the validity of bystander intervention measurement across subpopulations. The purpose of the current study was to investigate measurement invariance across gender in both the elementary and middle school versions of ...
Source: Journal of School Psychology - May 26, 2018 Category: Psychiatry & Psychology Source Type: research
