Article
Psychology, Educational
Leon J. Gilman, Bo Zhang, Jamie L. Lynch
Summary: The study explores the formation of relationships between school learning environments and students' lives, focusing on the influence of socio-demographic factors. The results suggest that socio-demographic differences have less impact on younger students' perceptions of the learning environment, and these associations tend to emerge during middle and high school. However, special education remains an exception, with younger students' perceptions of the learning environment being associated with their achievements at this age.
SOCIAL PSYCHOLOGY OF EDUCATION
(2023)
Article
Psychology, Educational
Randi A. Bates, Jaclyn M. Dynia
Summary: This study highlights the high levels of psychological and physiological stress experienced by early childhood educators (ECEs), which can have implications for their own mental health as well as the well-being and education of their students. The results indicate the need for targeted interventions to address and mitigate stressors in ECEs.
PSYCHOLOGY IN THE SCHOOLS
(2023)
Article
Psychology, Educational
Alice C. Mullin, Jill D. Sharkey, Karina Aragon, Olivia Appel, Paola Portabales, Isaac Bouchard, Erika D. Felix
Summary: Given the high prevalence of traumatic events experienced by children in the US, it is crucial for schools to provide trauma-informed practices and resources. This study investigated factors influencing teacher use of trauma-informed resources during the COVID-19 pandemic in two California school districts. Findings revealed that teacher-administrator relationships and intrinsic barriers were predictors of resource use. Barriers reported by teachers included limited time and district problems, while motivation stemmed from concern for students and self.
PSYCHOLOGY IN THE SCHOOLS
(2023)
Article
Psychology, Educational
Jared Vasil, Dayna Price, Michael Tomasello
Summary: The current study examined the impact of age-related conceptualization changes in social groups on the interpretation of the pronoun "we." The findings revealed that 2- and 4-year-old children interpreted "we" differently in different situations, suggesting that age-related conceptual development plays a crucial role in understanding personal pronouns.
Article
Education, Special
Katie C. Hart, Bridget Poznanski, Elizabeth D. Cramer
Summary: The purpose of this study was to evaluate the effectiveness of a specialized curriculum in preparing general education teacher candidates to implement classroom management strategies within a multi-tiered systems of support framework. The results showed significant differences in knowledge of classroom management principles and ADHD between the intervention group and the comparison group, indicating the effectiveness of the specialized curriculum.
JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
(2023)
Article
Psychology, Educational
Amy E. Fisher, Liat R. Johnson, Sonia Minnes, Emily K. Miller, Jessica S. Riccardi, Anastasia Dimitropoulos
Summary: After-school youth development programs have a positive impact on social-emotional functioning. Staff/student relationships, sense of belonging, and program engagement are predictors of social-emotional functioning. Program engagement plays a significant role in predicting self-management and self-efficacy. These findings have implications for after-school program planning and development.
PSYCHOLOGY IN THE SCHOOLS
(2023)
Article
Psychology, Educational
Yueming Ding, Guangli Lu, Shuyu Chen, Yipei Liang, Yiming Zhang, Qianwen Peng, Shuang Liang, Chaoran Chen
Summary: This study explored the relationship between perfectionism and relative deprivation among nursing students in China. It also examined the mediating role of interpersonal sensitivity and the moderating role of resilience. The results showed that maladaptive perfectionism was positively correlated with interpersonal sensitivity, relative deprivation, and resilience. Interpersonal sensitivity mediated the relationship between maladaptive perfectionism and relative deprivation, while resilience moderated the process. Targeted interventions to reduce maladaptive perfectionism, enhance resilience, and reduce interpersonal sensitivity could help reduce relative deprivation among nursing students.
PSYCHOLOGY IN THE SCHOOLS
(2023)
Review
Psychology, Educational
Jaime Flowers, Daniel Mccleary, Jillian Dawes, Hunter Marzolf
Summary: In the fields of psychology and school psychology, obtaining informed consent is mandatory when dealing with clients or participants who are 18 years old or older. Even if individuals are below 18 years old or under conservatorship, their assent is crucial. However, there is a lack of research and guidelines on how to effectively obtain assent.
PSYCHOLOGY IN THE SCHOOLS
(2023)
Article
Psychology, Educational
Arlene Bjugstad, Jodi Berger Cardoso, Tzuan A. Chen, Kalina M. Brabeck, Sharon Borja
Summary: This study examines the impact of social position factors and environmental contexts on school engagement among Latino adolescents. The findings reveal that both social position and environmental contexts significantly predict the students' engagement in school across cognitive, behavioral, and relational domains.
PSYCHOLOGY IN THE SCHOOLS
(2023)
Article
Psychology, Educational
Jiayi Wang, Rahma M. Hida, Jeongsoo Park, Eui Kyung Kim, John C. Begeny
Summary: Mixed methods (MM) designs have gained recognition for integrating quantitative and qualitative approaches in psychology. However, there is a relatively low number of mixed methods studies published in school psychology journals, highlighting the need for more attention and effort in this area.
PSYCHOLOGY IN THE SCHOOLS
(2023)
Article
Education & Educational Research
Amelie Lemieux
Summary: This article explores the exchanges between an early career 2SLGBTQ+ researcher and a group of Canadian adolescents in the context of maker literacies, with a focus on the implications of de/constructing gender. The author adopts a dynamic framework that combines affect theory and queer phenomenology to examine the researcher's positionality. Through the analysis of student data, the article emphasizes the importance of attending to affective phenomena and reimagining more equitable maker literacies futures.
READING RESEARCH QUARTERLY
(2023)
Article
Psychology, Educational
Sabine K. Lehmann-Grube, Anita Tobisch, Markus Dresel
Summary: Empirical findings have shown biased judgments of (future) teachers based on students' ethnic and social backgrounds. Stereotypes and attitudes of (future) teachers differ based on students' backgrounds and influence their judgments. An intervention was developed using theories of stereotype change, attitude change, and judgment formation to reduce biases. Experimental results showed that the intervention effectively changed stereotypes and attitudes, and reduced judgment distortions, especially for low-status students.
SOCIAL PSYCHOLOGY OF EDUCATION
(2023)
Review
Criminology & Penology
Sucharita Maji, Kumari Sarika
Summary: This study systematically reviews the existing literature on LGBTQ microaggression on campus, identifying multiple forms of microaggression that LGBTQ students experience in educational institutions, including environmental and interpersonal forms. These microaggressions negatively impact their academic outcomes and mental health. Intersectionality further contributes to their vulnerability to experiencing microaggression.
JOURNAL OF SCHOOL VIOLENCE
(2023)
Article
Education & Educational Research
Henry May, John Z. Strong, Sharon Walpole
Summary: This study demonstrates the positive effects of a comprehensive literacy curriculum, Bookworms K-5 Reading and Writing, on student achievement. The implementation of the program led to significant gains in reading scores over time, with an overall standardized effect size of .26 by the end of 5th grade. Students with lower initial achievement showed greater growth compared to those with average and high initial achievement.
SCIENTIFIC STUDIES OF READING
(2023)
Article
Criminology & Penology
Samantha Gregus, Sarah L. Smith, Timothy A. Cavell
Summary: This study aims to develop a competency-based framework to assist elementary school teachers in supporting chronically bullied children, and to refine the framework based on feedback from teachers and experts.
JOURNAL OF SCHOOL VIOLENCE
(2023)
Article
Psychology, Educational
Astraea Augsberger, Margaret Carroll, Riana C. Howard, Gloria Ng, Thomas Maldonado-Reis, Andria Amador, Melissa S. Morabito, Jennifer Greif Green
Summary: This study examines the impact of the COVID-19 pandemic on youth mental health crises in the USA and the role of schools in addressing these crises. Through community resource mapping in the Boston area, the study identifies gaps in the availability of youth mental health crisis services and barriers to service utilization. The findings highlight the need for collaborative efforts between schools and communities, as well as culturally responsive mental health education and promotion.
SCHOOL MENTAL HEALTH
(2023)
Article
Psychology, Educational
A. Turhan, J. J. Roest, M. J. Delforterie, G. H. P. Van der Helm, E. G. Neimeijer, R. Didden
Summary: The Group Climate Inventory-Revised (GCI-R) has been shown to be psychometrically adequate when applied to adult clients with mild intellectual disability or borderline intellectual functioning in secure residential facilities. Confirmatory factor analysis confirmed the five-factor structure of the GCI-R and demonstrated good internal consistency reliability of its scales.
JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES
(2023)
Article
Education & Educational Research
Rachelle S. Savitz, Jennifer D. Morrison, Christy Brown, Charlene Aldrich, Britnie D. Kane, W. Ian O'Byrne
Summary: Schools often request professional learning on adolescent literacy due to low reading scores and legislative policies. However, these decisions are often made without considering teachers' voices and may lead to ineffective coursework. This study found that certain disciplines have higher efficacy towards specific literacy practices, and state-required literacy courses are not significant. Therefore, it is important to involve teachers' perspectives and emphasize collaboration and learning among teachers of different disciplines.
READING RESEARCH QUARTERLY
(2023)
Article
Psychology, Educational
Xin Chen, Frederick K. S. Leung
Summary: This study examined the reciprocal relationship between lesson-specific perceived cognitive appraisals and academic emotions on an intra-individual level. Results revealed significant reciprocal relations between cognitive appraisals and academic emotions within early adolescents, and highlighted the role of emotions in guiding cognitive appraisals. The study also identified similarities and differences in the inter-individual relation between appraisals and emotions across self-reported questionnaires and daily diary measures.
Article
Psychology, Educational
Andreas Frey, Christoph Koenig, Aron Fink
Summary: The highly adaptive testing (HAT) design is introduced as an alternative test design for PISA. HAT combines established methods from computerized adaptive testing and outperforms the PISA 2018 multistage design (MST) in terms of test information, RMSE, and constraint management. However, it shows slightly weaker item exposure. Increasing the response probability to .62 is a viable option to enhance students' test-taking experience with HAT.
JOURNAL OF EDUCATIONAL MEASUREMENT
(2023)
