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Psychology in the Schools3224
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Jones, Janine M.; Lee, Lisa H.; Matlack, Alexa; Zigarelli, Julia – Psychology in the Schools, 2018
School engagement has been found to be a statistically significant predictor of academic success. Education researchers are particularly interested in exploring the factors that influence the ways in which students are engaged in the classroom. As the population of students in the United States has become increasingly multicultural, it is…
Descriptors: Learner Engagement, Racial Identification, African American Students, Females
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Graves, Scott L., Jr.; Aston, Candice – Psychology in the Schools, 2018
The purpose of this study is to evaluate the effects of a social emotional learning curriculum, "Brothers of Ujima," for children at risk for being referred for placement in emotional and behavioral support classrooms. The "Brothers of Ujima" is a strength-based culturally relevant intervention for African American boys aged…
Descriptors: Social Development, Emotional Development, At Risk Students, Behavior Problems
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Aston, Candice; Graves, Scott L., Jr.; McGoey, Kara; Lovelace, Temple; Townsend, Tiffany – Psychology in the Schools, 2018
New estimates report that Black girls are facing an educational crisis with regard to disproportionate disciplinary practices and academics. To date, there has been very limited research with regard to school-based interventions that have been designed to help Black girls explore both their cultural and gender identity. This is problematic because…
Descriptors: African Americans, Females, Disproportionate Representation, Discipline
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Nichols, Kayla; Graves, Scott L., Jr. – Psychology in the Schools, 2018
The importance of identifying and building on individual strengths has been a key component of many psychoeducational theories and modalities focused on developing interventions. However, program training in this growing area is not well known. As such, this is the first study designed to ascertain the American Psychological Association-accredited…
Descriptors: Intervention, Psychology, Psychoeducational Methods, Accreditation (Institutions)
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Collins, Tai A.; Hawkins, Renee O.; Flowers, Emily M.; Kalra, Hilary D.; Richard, Jessie; Haas, Lauren E. – Psychology in the Schools, 2018
Students with emotional and behavioral disorders (EBD) have difficulty with academic engagement during independent seatwork tasks. The goal of the current study was to evaluate the effectiveness of Behavior Bingo, a novel interdependent group contingency intervention, on the academic engagement, off-task, and disruptive behavior of students with…
Descriptors: Intervention, Cultural Awareness, Emotional Disturbances, Behavior Disorders
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Berkovich, Izhak; Eyal, Ori – Psychology in the Schools, 2018
The purpose of this research is to achieve a deeper understanding of emotional support in principal-teacher relations. The study aims to shed light on the role of principals' supportive communication strategies in providing emotional support to teachers, and on the proximal affective outcome of such support. The study used quantitative data…
Descriptors: Principals, Teacher Administrator Relationship, Communication Strategies, Affective Behavior
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Brasof, Marc; Peterson, Kate – Psychology in the Schools, 2018
Schools' ability to manage student misbehavior rests largely on students' perceptions of the discipline system and authority. According to the procedural justice perspective, when schools use discipline practices students perceive as unfair, they fail to see authority as legitimate, making them less likely to comply with rules and demand. Youth…
Descriptors: Discipline, Youth, Behavior Problems, Student Attitudes
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Canivez, Gary L.; Dombrowski, Stefan C.; Watkins, Marley W. – Psychology in the Schools, 2018
This study examined the factor structure of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) with four standardization sample age groups (6-8, 9-11, 12-14, 15-16 years) using exploratory factor analysis (EFA), multiple factor extraction criteria, and hierarchical EFA not included in the WISC-V "Technical and Interpretation…
Descriptors: Factor Structure, Children, Intelligence Tests, Age Groups
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Fung, Francis; Tan, Cheng Yong; Chen, Gaowei – Psychology in the Schools, 2018
The present study explored the relationships between student engagement and mathematics achievement for 295,416 15-year-old students from 11,767 secondary schools in 34 countries who participated in the Program for International Student Assessment (PISA) 2012. Affective engagement was measured by students' mathematics interest (InterestMath) and…
Descriptors: Learner Engagement, Mathematics Achievement, Secondary School Students, Secondary School Mathematics
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Kashy-Rosenbaum, Gabriela; Kaplan, Oren; Israel-Cohen, Yael – Psychology in the Schools, 2018
Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects…
Descriptors: Academic Achievement, Classroom Environment, Foreign Countries, Grade Point Average
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Bradley, Rachel L.; Noell, George H. – Psychology in the Schools, 2018
This study examined the provision of supplemental instruction using constant time delay for struggling readers who had fallen behind in developing word-blending skills. Additionally, the study examined the utility of adding a material reward contingency to the instructional program with a contingency derived from percentile-shaping procedures.…
Descriptors: Phonics, Reading Difficulties, Special Needs Students, Supplementary Education
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Breeden, Nicole C.; Hall, Cristin M.; Giacobe, Nicklaus – Psychology in the Schools, 2018
The present study seeks to understand the evidence base of coping-related content (pins) shared by followers of the National Association of School Psychologists (NASP) on Pinterest. NASP's Pinterest followers are pinning professionally, but the efficacy of the content being shared is largely unknown. Using a component analysis approach, the…
Descriptors: Factor Analysis, Coping, School Psychologists, Evidence Based Practice
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Major, Sofia O.; Seabra-Santos, Maria J.; Gaspar, Maria F. – Psychology in the Schools, 2018
This study explored the correspondence and differences between school staff perceptions of preschool children's social skills and behavior problems. One hundred preschoolers were assessed by 14 pairs of teachers and classroom aides with the Preschool and Kindergarten Behavior Scales-2nd Edition (PKBS-2 Portuguese version). Indexes of agreement and…
Descriptors: Preschool Teachers, Teacher Aides, Preschool Children, Interpersonal Competence
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Nkoma, Elliott; Hay, Johnnie – Psychology in the Schools, 2018
This article focuses on a phenomenological study of trainee/educational psychologists' lived experiences regarding the support roles in the implementation of inclusive education practices in Zimbabwe. In-depth phenomenological interviews were done with 16 purposely selected participants (13 trainee/educational psychologists located at three…
Descriptors: Educational Psychology, Inclusion, Foreign Countries, Phenomenology
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Erturan-Ilker, Gökçe; Quested, Eleanor; Appleton, Paul; Duda, Joan L. – Psychology in the Schools, 2018
Basic Psychological Needs Theory (BPNT) suggests that autonomy-supportive teachers can promote the satisfaction of students' three basic psychological needs (i.e., the need for autonomy, competence, and relatedness) and this is essential for optimal functioning and personal well-being. The role of need satisfaction as a determinant of well-being…
Descriptors: Cross Cultural Studies, Psychological Needs, Foreign Countries, Student Attitudes
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