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Journal of School Psychology

Kathryn Van Eck, Stacy R Johnson, Amie Bettencourt, Sarah Lindstrom Johnson
Chronic absence is a significant problem in schools. School climate may play an important role in influencing chronic absence rates among schools, yet little research has evaluated how school climate constructs relate to chronic absence. Using multilevel latent profile analysis, we evaluated how profiles of student perceptions of school climate at both the student and school level differentiated school-level rates of chronic absence. Participants included 25,776 middle and high school students from 106 schools who completed a district administered school climate survey...
April 2017: Journal of School Psychology
Cindy Faith Miller, Karen P Kochel, Lorey A Wheeler, Kimberly A Updegraff, Richard A Fabes, Carol Lynn Martin, Laura D Hanish
The present study reports initial efficacy data for a new school-based intervention - the Relationship Building Intervention (RBI) - that includes a series of teacher-facilitated, structured activities designed to promote positive peer relationships and inclusive classroom communities. The RBI was evaluated in fifth-grade classrooms by estimating multilevel model (MLM) analyses of covariance (ANCOVA) comparing 368 fifth-grade students in intervention classrooms with 259 fifth-graders in control classrooms on social behaviors, perceptions of classroom connectedness, and academic performance...
April 2017: Journal of School Psychology
Joseph F T Nese, Akihito Kamata, Gerald Tindal
Emergent reading skills are crucial to the development of fluency and comprehension, and as such, assessing kindergarten entry skills is critical to inform educational decisions. However, skills that are assessed too early are likely to yield many zero scores, as most students do not yet have the experience or ability to perform the task. Although these floor effects typically lessen across time to show near-normal distributions, growth models cannot accommodate repeated measures with different distributions...
April 2017: Journal of School Psychology
Susan M Sheridan, Amanda L Witte, Shannon R Holmes, Michael J Coutts, Amy L Dent, Gina M Kunz, ChaoRong Wu
The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher-parent relationships in rural schools are presented. CBC is an indirect service delivery model that addresses concerns shared by teachers and parents about students. In the present study, the intervention was aimed at promoting positive school-related social-behavioral skills and strengthening teacher-parent relationships in rural schools. Participants were 267 students in grades K-3, their parents, and 152 teachers in 45 Midwest rural schools...
April 2017: Journal of School Psychology
Jesus Alfonso D Datu, Ronnel B King, Jana Patricia M Valdez
Interdependent happiness has been found to be positively associated with optimal psychological outcomes in collectivist cultures. However, the association between interdependent happiness and key academic outcomes has remained unexplored. The current study examined the association of interdependent happiness with key academic outcomes such as autonomous motivation, engagement, and achievement using both cross-sectional (Study 1) and longitudinal (Study 2) approaches. Study 1 revealed that interdependent happiness positively predicted academic engagement (partly) via autonomous motivation...
April 2017: Journal of School Psychology
DeLeon L Gray
Education researchers have consistently linked students' perceptions of "fitting in" at school with patterns of motivation and positive emotions. This study proposes that "standing out" is also helpful for producing these outcomes, and that standing out works in concert with perceptions of fitting in. In a sample of 702 high school students nested within 33 classrooms, principal components analysis and confirmatory factor analysis were each conducted on half of the sample. Results support the proposed structure of measures of standing out and fitting in...
April 2017: Journal of School Psychology
Laura Wood, Jennifer Smith, Kris Varjas, Joel Meyers
Defending behaviors by bystanders in bullying situations have been associated with decreases in the frequency and negative effects of bullying incidents. The current study utilized qualitative methodology to investigate the role of perceived school personnel support and nonsupport in students' decisions to display defending behaviors. Forty-six semi-structured interviews were conducted with upper-elementary (n=26) and middle school (n=20) students in the southeastern United States. Qualitative data were analyzed using constant comparison and a recursive inductive-deductive approach...
April 2017: Journal of School Psychology
James L Peugh, Daniel Strotman, Meghan McGrady, Joseph Rausch, Susmita Kashikar-Zuck
Randomized control trials (RCTs) have long been the gold standard for allowing causal inferences to be made regarding the efficacy of a treatment under investigation, but traditional RCT data analysis perspectives do not take into account a common reality: imperfect participant compliance to treatment. Recent advances in both maximum likelihood parameter estimation and mixture modeling methodology have enabled treatment effects to be estimated, in the presence of less than ideal levels of participant compliance, via a Complier Average Causal Effect (CACE) structural equation mixture model...
February 2017: Journal of School Psychology
Laura L Pendergast, Nathaniel von der Embse, Stephen P Kilgus, Katie R Eklund
Evidence-based interventions (EBIs) have become a central component of school psychology research and practice, but EBIs are dependent upon the availability and use of evidence-based assessments (EBAs) with diverse student populations. Multi-group confirmatory factor analysis (MG-CFA) is an analytical tool that can be used to examine the validity and measurement equivalence/invariance of scores across diverse groups. The objective of this article is to provide a conceptual and procedural overview of categorical MG-CFA, as well as an illustrated example based on data from the Social and Academic Behavior Risk Screener (SABRS) - a tool designed for use in school-based interventions...
February 2017: Journal of School Psychology
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No abstract text is available yet for this article.
February 2017: Journal of School Psychology
Michael D Toland, Isabella Sulis, Francesca Giambona, Mariano Porcu, Jonathan M Campbell
A bifactor item response theory model can be used to aid in the interpretation of the dimensionality of a multifaceted questionnaire that assumes continuous latent variables underlying the propensity to respond to items. This model can be used to describe the locations of people on a general continuous latent variable as well as on continuous orthogonal specific traits that characterize responses to groups of items. The bifactor graded response (bifac-GR) model is presented in contrast to a correlated traits (or multidimensional GR model) and unidimensional GR model...
February 2017: Journal of School Psychology
R J De Ayala, S Y Santiago
Mixture item response theory (IRT) allows one to address situations that involve a mixture of latent subpopulations that are qualitatively different but within which a measurement model based on a continuous latent variable holds. In this modeling framework, one can characterize students by both their location on a continuous latent variable as well as by their latent class membership. For example, in a study of risky youth behavior this approach would make it possible to estimate an individual's propensity to engage in risky youth behavior (i...
February 2017: Journal of School Psychology
Michelle K Demaray
No abstract text is available yet for this article.
February 2017: Journal of School Psychology
Lieny Jeon, Eunhye Hur, Cynthia K Buettner
Teachers in early child-care settings are key contributors to children's development. However, the role of teachers' emotional abilities (i.e., emotion regulation and coping skills) and the role of teacher-perceived environmental chaos in relation to their responsiveness to children are understudied. The current study explored the direct and indirect associations between teachers' perceptions of child-care chaos and their self-reported contingent reactions towards children's negative emotions and challenging social interactions via teachers' emotional regulation and coping strategies...
December 2016: Journal of School Psychology
Tiziana Pozzoli, Gianluca Gini, Robert Thornberg
Research on bullying has highlighted the role of morality in explaining the different behavior of students during bullying episodes. However, the research has been limited to the analysis of explicit measures of moral characteristics and moral reasoning, whereas implicit measures have yet to be fully considered. To overcome this limitation, this study investigated the association between bullying and defending, on one hand, and both explicit (moral disengagement, self-importance of moral values) and implicit (immediate affect toward moral stimuli [IAMS]) moral components, on the other hand...
December 2016: Journal of School Psychology
Katherine M Zinsser, Claire G Christensen, Luz Torres
Preschool teachers across the country have been charged to prepare children socially and emotionally for kindergarten. Teachers working in preschool centers are supporting children's social and emotional learning (SEL) within a rich ecology of emotion and social relationships and the present study considers how the supports implemented for children's SEL at the center-level are associated with teachers' psychological health and workplace experiences. Hierarchical linear models were constructed using data from the Head Start Family and Child Experiences Survey 2009 cohort...
December 2016: Journal of School Psychology
Matthew R DuBois, Robert J Volpe, Matthew K Burns, Jessica A Hoffman
Knowledge of letters sounds has been identified as a primary objective of preschool instruction and intervention. Despite this designation, large disparities exist in the number of letter sounds children know at school entry. Enhancing caregivers' ability to teach their preschool-aged children letter sounds may represent an effective practice for reducing this variability and ensuring that more children are prepared to experience early school success. This study used a non-concurrent multiple-baseline-across-participants design to evaluate the effectiveness of caregivers (N=3) delivering a computer-assisted tutoring program (Tutoring Buddy) targeting letter sound knowledge to their preschool-aged children...
December 2016: Journal of School Psychology
Scott P Ardoin, Katherine S Binder, Tori E Foster, Andrea M Zawoyski
Repeated readings (RR) has garnered much attention as an evidence based intervention designed to improve all components of reading fluency (rate, accuracy, prosody, and comprehension). Despite this attention, there is not an abundance of research comparing its effectiveness to other potential interventions. The current study presents the findings from a randomized control trial study involving the assignment of 168second grade students to a RR, wide reading (WR), or business as usual condition. Intervention students were provided with 9-10weeks of intervention with sessions occurring four times per week...
December 2016: Journal of School Psychology
Cen Wang, Maria Hatzigianni, Ameneh Shahaeian, Elizabeth Murray, Linda J Harrison
Teachers and peers represent two important dimensions of the classroom social ecology that have important implications for children's social-emotional adjustment. This study examined the combined effects of teacher-child relationships (TCR) and peer relationships for 6-7year-old children on their social-emotional adjustment at 8-9years. The sample was comprised of children and their teachers participating in the Longitudinal Study of Australian Children (n=2857). Teachers reported on TCR, peer relationships, and children's emotional well-being, and children provided self-reported self-concept and school liking during a face-to-face interview...
December 2016: Journal of School Psychology
Paulo A Graziano, Katie Hart
The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; Mage=5.16years; 84% Hispanic/Latino background) with at-risk or clinically elevated levels of EBP. During the summer between preschool and kindergarten, children were randomized to receive three newly developed intervention packages. The first and most cost effective intervention package was an 8-week School Readiness Parenting Program (SRPP)...
October 2016: Journal of School Psychology
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