Journal Operations Report 2018
Publication date: Available online 9 August 2019Source: Journal of School PsychologyAuthor(s): (Source: Journal of School Psychology)
Source: Journal of School Psychology - August 10, 2019 Category: Psychiatry & Psychology Source Type: research
Understanding cross-cultural differences in affective teacher-student relationships: A comparison between Dutch and Chinese primary school teachers and students
Publication date: October 2019Source: Journal of School Psychology, Volume 76Author(s): Merngdi Chen, Marjolein Zee, Helma M.Y. Koomen, Debora L. RoordaAbstractThe affective quality of teacher-student relationships (TSRs) has mostly been studied in Western contexts and little is known how findings generalize to Eastern contexts. Therefore, the present study examined measurement invariance, mean differences, and agreement in teachers' and students' perceptions of relationship quality between the Netherlands and China. The sample consisted of 789 primary school students (51% girls) and 35 teachers (80% female) from the Nethe...
Source: Journal of School Psychology - August 9, 2019 Category: Psychiatry & Psychology Source Type: research
A pilot study to examine the feasibility and acceptability of a coordinated intervention design to address treatment engagement challenges in school mental health services
Publication date: October 2019Source: Journal of School Psychology, Volume 76Author(s): Kimberly D. Becker, Alayna L. Park, Maya M. Boustani, Bruce F. ChorpitaAbstractTreatment engagement is a significant challenge in school mental health services. Despite a growing evidence base on effective interventions for treatment engagement, attempts to address these challenges rarely leverage the available relevant research. To close this gap, this pilot study examined the feasibility, acceptability, and initial implementation outcomes of a coordinated knowledge system (CKS) designed to support the efforts of school mental health (...
Source: Journal of School Psychology - August 8, 2019 Category: Psychiatry & Psychology Source Type: research
Importance and feasibility of an adapted set of implementation strategies in schools
Publication date: October 2019Source: Journal of School Psychology, Volume 76Author(s): Aaron R. Lyon, Clayton R. Cook, Jill Locke, Chayna Davis, Byron J. Powell, Thomas J. WaltzAbstractImplementation strategies are methods or techniques used to enhance the adoption, implementation, and sustainment of a new program or practice. Recent studies have facilitated implementation strategy prioritization by mapping strategies based on their feasibility and importance, but these efforts have not been replicated across distinct service delivery contexts. The aim of the current project was to evaluate the feasibility and importance ...
Source: Journal of School Psychology - August 7, 2019 Category: Psychiatry & Psychology Source Type: research
Implementation science and school psychology: Future needs for research and practice
Publication date: October 2019Source: Journal of School Psychology, Volume 76Author(s): Susan G. Forman (Source: Journal of School Psychology)
Source: Journal of School Psychology - August 4, 2019 Category: Psychiatry & Psychology Source Type: research
School absenteeism in the first decade of education and outcomes in adolescence
This study used a prospective longitudinal sample of American children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (n = 1326) to consider the educational, social, and behavioral correlates of absenteeism. More specifically, this study examined: (a) the extent to which absenteeism in the early elementary school years is associated with absenteeism in the later school years; (b) the degree to which absenteeism in the first decade of children's education is associated with their academic achievement and social-behavioral outcomes at age 15; (c) whether ...
Source: Journal of School Psychology - August 2, 2019 Category: Psychiatry & Psychology Source Type: research
Double jeopardy – Double remedy? The effectiveness of self-affirmation for improving doubly disadvantaged students' mathematical performance
This study examines the effectiveness of a self-affirmation intervention to improve academic achievement for students with a “double-jeopardy status” of belonging to two potentially disadvantaged groups at the same time: girls with a minority background. The method established in the U.S. is adapted to the German cultural context and evaluated for its immediate and medium-term efficacy on math achievement among girls as well as among ethnic minority youth after the transition to secondary school. We applied a double-blind pre-post experimental design with randomized treatment allocation in 11 schools (N = 820, seve...
Source: Journal of School Psychology - July 26, 2019 Category: Psychiatry & Psychology Source Type: research
Increasing implementation science literacy to address the research-to-practice gap in school psychology
Publication date: October 2019Source: Journal of School Psychology, Volume 76Author(s): Lisa M. Hagermoser Sanetti, Melissa A. Collier-MeekAbstractMany evidence-based practices have not achieved their potential to broadly impact student outcomes as schools struggle with their adoption and implementation. This costly and consequential implementation gap must be addressed within school psychology through the focused study of implementation processes and outcomes. Implementation science is a multidisciplinary, translational field focused on increasing the usage and implementation of evidence-based practices into typical pract...
Source: Journal of School Psychology - July 26, 2019 Category: Psychiatry & Psychology Source Type: research
Single-item teacher stress and coping measures: Concurrent and predictive validity and sensitivity to change
This study examined the concurrent and predictive validity of single-item scales for assessing teacher stress and coping. Correlations between the stress and coping items and present and end-of-year teacher-reported burnout and self-efficacy generally aligned with hypotheses, with stronger associations between coping and burnout and self-efficacy in comparison to the associations between stress and burnout and self-efficacy. Stress and coping items also predicted concurrent and future emotional exhaustion controlling for covariates; however, only coping consistently predicted additional variance in future emotional exhaust...
Source: Journal of School Psychology - July 25, 2019 Category: Psychiatry & Psychology Source Type: research
A teacher-led vicarious contact intervention in culturally mixed classrooms with in- and outgroup role models of intergroup friendship
Publication date: Available online 23 July 2019Source: Journal of School PsychologyAuthor(s): Viivi Mäkinen, Karmela Liebkind, Inga Jasinskaja-Lahti, Tuuli Anna RenvikAbstractExisting prejudice-reduction interventions in schools mainly target majority students and are mostly conducted by researchers, which limits their use for anti-discriminatory practices in culturally mixed schools. We tested a teacher-led intervention aiming at prejudice-reduction among both minority and majority adolescents through vicarious contact. The effects of indirect vicarious contact rest on observed ingroup role models of intergroup contact w...
Source: Journal of School Psychology - July 24, 2019 Category: Psychiatry & Psychology Source Type: research
Bullying immigrant versus non-immigrant peers: Moral disengagement and participant roles
This study examined (1) whether self-justifying bullying (i.e., moral disengagement) differs in hypothetical bullying situations of a newcomer peer depending on his or her immigrant status; and (2) whether the respondent's immigration status, age, gender, real life bullying participant role (as bully, assistant, reinforcer, defender, victim or outsider) and moral disengagement proneness moderate the differences in moral disengagement between non-immigrant vs. immigrant victims. Altogether, 342 ten-year olds (54% immigrants) and 292 twelve-year olds (45% immigrants) answered peer-report measures to assess participation in b...
Source: Journal of School Psychology - July 23, 2019 Category: Psychiatry & Psychology Source Type: research
Preaching and practicing multicultural education: Predicting students' outgroup attitudes from perceived teacher norms and perceived teacher–classmate relations
Publication date: Available online 22 July 2019Source: Journal of School PsychologyAuthor(s): Jolien Geerlings, Jochem Thijs, Maykel VerkuytenAbstractResearch on the role of teachers in bringing about positive interethnic attitudes among their students has largely focused on the norms teachers express about cultural diversity in the classroom without considering teacher's enactment of these norms in their relationships with students. The current study assessed to what extent students' ethnic outgroup attitudes are affected by perceived positive teacher norms about cultural diversity, together with perceived positive teache...
Source: Journal of School Psychology - July 23, 2019 Category: Psychiatry & Psychology Source Type: research
School achievement and well-being of immigrant children: The role of acculturation orientations and perceived discrimination
Publication date: Available online 19 July 2019Source: Journal of School PsychologyAuthor(s): Rita Guerra, Ricardo Rodrigues, Cecília Aguiar, Margarida Carmona, Joana Alexandre, Rui Costa LopesAbstractThis survey study examined the role of perceived discrimination and acculturation orientations on immigrant children's achievement and well-being in the school context. Immigrant (n = 229), immigrant descendant (n = 196), and native Portuguese children (n = 168) from 4th to 6th grade participated in the study. Results showed the expected gap: immigrant and immigrant descendant children revealed lower school achie...
Source: Journal of School Psychology - July 19, 2019 Category: Psychiatry & Psychology Source Type: research
Effects of a brief psychological intervention on students' sense of belonging and educational outcomes: The role of students' migration and educational background
Publication date: Available online 4 July 2019Source: Journal of School PsychologyAuthor(s): Tamara Marksteiner, Stefan Janke, Oliver DickhäuserAbstractDisadvantaged students who or whose parents immigrated (i.e., migration background) and first-generation students (i.e., non-academic background) have a higher risk of dropping out of school or university, earning poor grades, and facing mental health problems. This is likely in part a result of their impaired sense of belonging (e.g., feeling accepted and valued by peers and others) at educational institutions. In the current study, we tested the effectiveness of a belong...
Source: Journal of School Psychology - July 6, 2019 Category: Psychiatry & Psychology Source Type: research
Concentrated poverty in preschools and children's cognitive skills: The mediational role of peers and teachers
Publication date: October 2019Source: Journal of School Psychology, Volume 76Author(s): Rebekah Levine Coley, Bryn Spielvogel, Melissa KullAbstractEconomic inequality and ensuing economic stratification in educational and community contexts are growing in the United States. Given these patterns, it is essential to understand the implications of economic stratification in early education settings. This paper delineates repercussions of the concentration of poor children in preschool programs using lagged structural equation models estimated in two longitudinal studies following 3396 4-year-old children in 486 primarily publ...
Source: Journal of School Psychology - June 21, 2019 Category: Psychiatry & Psychology Source Type: research
