Profiles of middle school teacher stress and coping: Concurrent and prospective correlates
This study examined the stress and coping patterns of middle school teachers. A final teacher sample of 102 and student sample of 1450 agreed to participate in the study. We conducted a latent profile analysis of the teachers' self-reported levels of stress and coping at the beginning of the school year and used the resulting profiles to predict teacher practices and student outcomes over time. Nearly all teachers were characterized by high stress and high coping (66%) or high stress and low coping (28%). Based on concurrent ratings and observations, the High Stress/Low Coping profile had higher burnout and lower self-effi...
Source: Journal of School Psychology - December 24, 2019 Category: Psychiatry & Psychology Source Type: research
Cumulative risk, teacher-child closeness, executive function and early academic skills in kindergarten children
Publication date: February 2020Source: Journal of School Psychology, Volume 78Author(s): Noelle M. Suntheimer, Sharon WolfAbstractWe tested the role of teacher-child closeness in moderating the associations between early childhood adversity, measured as a cumulative risk index, and child outcomes during the kindergarten year. Using the ECLSK:11, a national dataset of kindergarteners in the 2010–11 academic year, we examined three dimensions of executive function (cognitive flexibility, inhibitory control, working memory), as well as early reading and math scores, as key skills that facilitate the transition to school. Cu...
Source: Journal of School Psychology - December 21, 2019 Category: Psychiatry & Psychology Source Type: research
Peer defending as a multidimensional behavior: Development and validation of the Defending Behaviors Scale
The objective of the current research was to design and validate the Defending Behaviors Scale (DBS), a multidimensional self-report scale of defending behaviors. Data were collected from 572 early adolescents in Grades 6 to 8. Participants completed the DBS as well as established measures of bullying, victimization, empathy, aggression, social self-efficacy, social support, and prosocial behavior. Data were analyzed using an exploratory structural equation modeling framework. A four-factor model provided the best fit to the data. Direct defending included aggressive and solution-focused behaviors, whereas indirect defendi...
Source: Journal of School Psychology - December 21, 2019 Category: Psychiatry & Psychology Source Type: research
Editorial Board
Publication date: December 2019Source: Journal of School Psychology, Volume 77Author(s): (Source: Journal of School Psychology)
Source: Journal of School Psychology - December 17, 2019 Category: Psychiatry & Psychology Source Type: research
Stress mindset predicts job turnover among preschool teachers
Publication date: February 2020Source: Journal of School Psychology, Volume 78Author(s): Joungyoun Kim, Yeoul Shin, Eli Tsukayama, Daeun ParkAbstractTeaching is one of the most challenging jobs, with a high turnover rate. Unfortunately, we know very little about how to retain teachers. This longitudinal field study (N = 310) examined whether preschool teachers' stress mindset—that is, whether they believe stress is harmful or beneficial—predicted their job stress and turnover within a school year. The results suggested that teachers who believe in the potential benefits of stress experienced less job stress, and were...
Source: Journal of School Psychology - December 14, 2019 Category: Psychiatry & Psychology Source Type: research
Defending victims of cyberbullying: The role of self-efficacy and moral disengagement
Publication date: February 2020Source: Journal of School Psychology, Volume 78Author(s): Kay Bussey, Aileen Luo, Sally Fitzpatrick, Kimberley AllisonAbstractCyberbullying is a significant problem worldwide that affects adolescents' social relations, academic achievement, and mental health. As this form of bullying is typically viewed by a large audience it is important to understand the role of observers as they may hold a key for reducing bullying. The aim of this study was to investigate the role of the socio-cognitive factors of defending self-efficacy (i.e., belief in one's capability to defend) and moral disengagement...
Source: Journal of School Psychology - December 11, 2019 Category: Psychiatry & Psychology Source Type: research
Promoting Science: Reflections of a Journal Editor
Publication date: Available online 26 November 2019Source: Journal of School PsychologyAuthor(s): Michelle K. Demaray (Source: Journal of School Psychology)
Source: Journal of School Psychology - November 27, 2019 Category: Psychiatry & Psychology Source Type: research
Longitudinal associations between features of toxic masculinity and bystander willingness to intervene in bullying among middle school boys
Publication date: Available online 26 November 2019Source: Journal of School PsychologyAuthor(s): Katherine M. Ingram, Jordan P. Davis, Dorothy L. Espelage, Tyler Hatchel, Gabriel J. Merrin, Alberto Valido, Cagil TorgalAbstractBystander intervention (i.e., a third party decides to defend a victim when witnessing a conflict) has been identified as an effective strategy to resolve bullying incidents (O’Connell, Pepler, & Craig, 1999). Researchers suggest that student willingness to intervene (WTI) is a robust predictor of bystander intervention (Nickerson, Aloe, Livingston, & Feeley, 2014). Toxic masculinity has been defin...
Source: Journal of School Psychology - November 27, 2019 Category: Psychiatry & Psychology Source Type: research
A multilevel analysis of racial discipline disproportionality: A focus on student perceptions of academic engagement and disciplinary environment
Publication date: Available online 26 November 2019Source: Journal of School PsychologyAuthor(s): Kristine E. Larson, Jessika H. Bottiani, Elise T. Pas, Joseph M. Kush, Catherine P. BradshawAbstractExcessive use of exclusionary school discipline with Black students is a persistent, systemic problem in U.S. schools with potential to affect students' perceptions of their school. For example, students may notice racial differences in out-of-school suspensions, which may relate to how academically engaged they feel and the extent to which they view the school's disciplinary environment as positive. The current study investigat...
Source: Journal of School Psychology - November 27, 2019 Category: Psychiatry & Psychology Source Type: research
Daily social and affective lives of homeless youth: What is the role of teacher and peer social support?
Publication date: December 2019Source: Journal of School Psychology, Volume 77Author(s): Amanda M. Griffin, Michael L. Sulkowski, Mayra Y. Bámaca-Colbert, H. Harrington ClevelandAbstractYouth spend a significant amount of time in school surrounded by and interacting with teachers and peers. For doubled-up homeless youth (i.e., youth who share housing with a series of friends and/or extended family members), in-school relationships may be important for their emotional functioning. The current study captured dynamic processes by which in-school teacher and peer social support (i.e., baseline assessments of prior support and...
Source: Journal of School Psychology - November 27, 2019 Category: Psychiatry & Psychology Source Type: research
Are school psychologists’ special education eligibility decisions reliable and unbiased?: A multi-study experimental investigation
Publication date: December 2019Source: Journal of School Psychology, Volume 77Author(s): Amanda L. Sullivan, Shanna Sadeh, Alaa K. HouriAbstractNearly 50 years of research show persistent racial disproportionality in the identification of special education disabilities, but the underlying mechanisms for these disparities remain largely unexplored. Because ambiguous regulations defining disabilities may allow subjectivity and unlawful differential treatment (i.e., racial bias or discrimination) in the special education eligibility process, an important target of study is disparate treatment of students by race in evaluation...
Source: Journal of School Psychology - November 27, 2019 Category: Psychiatry & Psychology Source Type: research
Evaluation of a multi-component and multi-agent intervention to improve classroom social relationships among early elementary school-age children
We present the preliminary evaluation of a comprehensive, multi-component and multi-agent 2-year classroom intervention to enhance children's relationships with their peers and teachers among early elementary school students in Spain. The intervention contained universal components directed to the whole class plus targeted components for children with peer problems. Using a quasi-experimental design, 229 children (in 10 classrooms) formed a comparison group whose teachers engaged in their typical practices, followed the next year by 214 children (in 9 classrooms) who received the intervention. Children completed a sociomet...
Source: Journal of School Psychology - November 27, 2019 Category: Psychiatry & Psychology Source Type: research
Predicting the development of pro-bullying bystander behavior: A short-term longitudinal analysis
Publication date: December 2019Source: Journal of School Psychology, Volume 77Author(s): Wendy Troop-Gordon, Cynthia A. Frosch, Christine M. Wienke Totura, Alyssa N. Bailey, Jennifer D. Jackson, Robert D. DvorakAbstractPro-bullying bystander behavior is a key socio-contextual factor underlying the perpetuation of bullying, yet investigators know relatively little as to what contributes to its development. The current study uses a short-term longitudinal design to identify child characteristics and relationship qualities that predict pro-bullying bystander behavior over the course of one school year. Participants were 484 c...
Source: Journal of School Psychology - November 26, 2019 Category: Psychiatry & Psychology Source Type: research
Multi-informant universal screening: Evaluation of rater, item, and construct variance using a trifactor model
Publication date: December 2019Source: Journal of School Psychology, Volume 77Author(s): Nathaniel von der Embse, Eun Sook Kim, Stephen Kilgus, Robert Dedrick, Alexis SanchezAbstractUniversal screening is a proactive method for identifying student risk, yet remains under-utilized in school systems. Instead, many schools rely on teacher reports and referrals without accounting for different informant perspectives. In the current study, multi-informant universal screening in evaluated using a trifactor model. The study utilized the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), specifically the teacher (SAE...
Source: Journal of School Psychology - November 23, 2019 Category: Psychiatry & Psychology Source Type: research
Academic impairment among high school students with ADHD: The role of motivation and goal-directed executive functions
This study examined deficits in self-regulated learning in a sample of high school students with ADHD (n = 32) compared to demographically similar classmates without ADHD (n = 18). A multimethod battery of self and parent rating scales and cognitive tasks measured aspects of intrinsic motivation, extrinsic motivation, and goal-directed executive functions. A multiple regression modeled predictors of current Grade Point Average (GPA). Results indicated that high school students with ADHD placed lower value on academics (d = .99), were less likely to use goal-setting strategies (d = .95), possessed lower levels of me...
Source: Journal of School Psychology - November 23, 2019 Category: Psychiatry & Psychology Source Type: research
