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Showing all 6 results
Middle School Transition Stress: Links with Academic Performance, Motivation, and School Experiences
Peer reviewed
Direct linkGoldstein, Sara E.; Boxer, Paul; Rudolph, Erin – Contemporary School Psychology, 2015
The present study investigates links between early adolescents' subjective experiences of stress associated with the middle school transition and their academic outcomes. Seventh and eighth grade students (N?=?774) were surveyed about their experiences during their transition to middle school. Students answered questions about stress…
Descriptors: Anxiety, Academic Achievement, Student Motivation, Student Experience
Ihori, Derek; Olvera, Pedro – Contemporary School Psychology, 2015
The Individuals with Disabilities Education Act allows three methods of determining whether a student qualifies for special education as a student with a specific learning disability (SLD). The first and most controversial is the Discrepancy model, which requires a significant discrepancy between the student's intellectual ability and…
Descriptors: Learning Disabilities, Disability Identification, Eligibility, Federal Legislation
Bocanegra, Joel O.; Gubi, Aaron A.; Fan, Chung-Hau; Hansmann, Paul R. – Contemporary School Psychology, 2015
Trainers within school psychology have struggled to recruit racial/ethnic minority graduate students, with a recent demographic survey suggesting that racial/ethnic minorities comprise 9.3% of school-based practitioners (Curtis, Castillo, & Gelley, 2012). Furthermore, research has suggested that school psychology training programs have also…
Descriptors: Undergraduate Students, Psychology, School Psychology, Knowledge Level
Aganza, Joaquin S.; Godinez, Armando; Smith, Deidra; Gonzalez, Liliana G.; Robinson-Zañartu, Carol – Contemporary School Psychology, 2015
In assessment of Latino and other bilingual-bicultural students, culture and language are rarely seen as central; in contrast, they are often seen as peripheral. School psychologists infrequently consider the culture of the student to be integral to their assessment and seldom consider it as a source of learning-related assets. However, when the…
Descriptors: Hispanic American Students, Hispanic American Culture, Cultural Capital, Psychological Evaluation
Gibbons, Elizabeth M. – Contemporary School Psychology, 2015
Deafness represents an educational disability that is fundamentally tied to a student's sense of cultural and linguistic identity. In addition to contributing to educational planning and programming for deaf-and-hard of hearing (D/HH) students, school psychologists have the responsibility to foster and affirm identity development among this…
Descriptors: Deafness, Hearing Impairments, Students, Self Concept
Pham, Andy V. – Contemporary School Psychology, 2015
The biopsychosocial-cultural framework is a systemic and multifaceted approach to assessment and intervention that takes into account biological, psychological, and socio-cultural factors that influence human functioning and service delivery. Although originally developed to assess physical health and medical illness, this contemporary model can…
Descriptors: Attention Deficit Hyperactivity Disorder, Case Studies, Models, School Psychologists
