Educational psychology and resilience in developing contexts: A rejoinder to Toland and Carrigan (2011)
If educational psychologists wish to make a meaningful difference as practitioners, both to the children they work with and the ecologies these children come from, then, knowledge and application of resilience theory is crucial. Toland and Carrigan (2011) underscore this relationship in their 2011 article in this Journal. In our contribution below, we extend their assertion by urging greater attention to the interactive processes which underpin resilience and, more particularly, to how proximal, face-to-face transactions embedded in mesosystems and microsystems and nuanced by the distal, macrosystemic influences, mould res...
Source: School Psychology International - January 23, 2013 Category: Psychiatry & Psychology Authors: Theron, L. C., Donald, D. R. Tags: Articles Source Type: research
The long-term effects of early parent involvement and parent expectation in the USA
This study further clarifies the effects of the family environment on educational outcomes. (Source: School Psychology International)
Source: School Psychology International - January 23, 2013 Category: Psychiatry & Psychology Authors: Froiland, J. M., Peterson, A., Davison, M. L. Tags: Articles Source Type: research
Motivational style and actual and perceived academic performance of secondary school students in Hong Kong
This study examined the relationship between motivational style and academic achievement among 2,220 secondary school males and females in Hong Kong. Respondents were classified into high, average, or low academic performance (AAP) groups based on a single average for academic subjects obtained from their schools. Respondents were also classified into top, middle, or bottom groups based on their perceived academic performance (PAP). Results indicated that only 42% of the students perceived their academic performance correctly. Compared to their lower AAP counterparts, high scoring AAP males were significantly more serious,...
Source: School Psychology International - January 23, 2013 Category: Psychiatry & Psychology Authors: Sit, C. H. P., Braman, O. R., Kerr, J. H., Lindner, K. J. Tags: Articles Source Type: research
Does the teacher's pet phenomenon inevitably cause classroom conflict? Comparative viewpoints of three pet-student groups
This study confirms the model fit for teacher authority, the existence of the teacher’s pet phenomenon and its relationship to classroom conflict and students’ self-adjustment, as well as testing the different viewpoints of three pet-student groups. Participants in the study comprised 407 5th through 8th grade students from 12 schools in Taiwan. The findings indicate that the estimated model fits the observed data; teacher authority directly affects the teacher’s pet phenomenon and indirectly affects classroom conflict and students’ self-adjustment. Non-pet students, popular-pet students, and unpopu...
Source: School Psychology International - January 23, 2013 Category: Psychiatry & Psychology Authors: Chiu, S.-I., Lee, J., Liang, T. Tags: Articles Source Type: research
