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Psychology in the Schools3224
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Amitay, Gila; Rahav, Giora – Psychology in the Schools, 2018
Affective engagement to school is a precondition for success among at-risk students who are learning in successful alternative high schools, which provide a second chance for schooling. Attachment is a well-known main characteristic of successful alternative schools. Yet while research indicated overwhelmingly positive psychosocial outcomes,…
Descriptors: Holistic Approach, Alienation, Personal Narratives, At Risk Students
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Williams, Amanda J.; Banks, Courtney S.; Blake, Jamilia J. – Psychology in the Schools, 2018
Bias-based bullying focused on sexual orientation or gender identity in schools has significant negative implications for the academic, social, and emotional well-being of students who identify as lesbian, gay, or bisexual, or who are perceived to behave in gender nonconforming ways. Despite empirical support for the influence of bystander…
Descriptors: High School Students, Student Motivation, Bullying, Sexual Orientation
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Lipscomb, Anne H.; Anderson, Megan; Gadke, Daniel L. – Psychology in the Schools, 2018
ClassDojo and Tootling are two intervention techniques rooted in behavioral theory used in classwide behavior management purposes. ClassDojo is a technology-based behavior tracking system, allowing users to provide or remove points to students based on their classroom behaviors. Tootling provides students with the opportunity to deliver positive…
Descriptors: Classroom Techniques, Comparative Analysis, Intervention, Special Education
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Brock, Laura L.; Kim, Helyn; Kelly, Cara L.; Mashburn, Andrew J.; Grissmer, David W. – Psychology in the Schools, 2019
Theory of mind describes the ability to engage in perspective-taking, understand intentions, and predict actions and emotions. Theory of mind typically achieves major developmental milestones around age of 5, coinciding with the transition to kindergarten, and is associated with a verbal ability (receptive and expressive vocabulary), executive…
Descriptors: Theory of Mind, Verbal Ability, Perspective Taking, Intention
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Won, Sungjun; Lee, Sun-Young; Bong, Mimi – Psychology in the Schools, 2017
The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers' persuasion as a source of students' academic self-efficacy. In the contexts of both general school learning and a specific subject of Korean…
Descriptors: Teacher Role, Credibility, Self Efficacy, Middle School Students
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Anderson, Sara – Psychology in the Schools, 2017
This study sought to understand the extent to which elementary or middle school mobility was associated with adverse middle school academic achievement and mental health and whether youth or contextual characteristics moderated associations. I contrasted elementary and middle school mobility to consider whether a recent school move or elementary…
Descriptors: Middle School Students, Elementary School Students, Academic Achievement, Regression (Statistics)
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Mano, Quintino R.; Jastrowski Mano, Kristen E.; Denton, Carolyn A.; Epstein, Jeffery N.; Tamm, Leanne – Psychology in the Schools, 2017
Evidence suggests that higher order linguistic functioning such as text comprehension is particularly vulnerable to emotional modulation. Gender has been identified as an important moderating variable in emotional expression such that girls tend toward internalizing emotions (e.g., sadness, anxiety) whereas boys tend toward externalizing emotions…
Descriptors: Reading Difficulties, Attention Deficit Hyperactivity Disorder, Gender Differences, Correlation
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Villarreal, Victor; Castro, Maria J.; Umaña, Ileana; Sullivan, Jeremy R. – Psychology in the Schools, 2017
The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010-2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals--"School Psychology Review," "School Psychology…
Descriptors: Intervention, Educational Research, Research Design, School Psychology
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De Stasio, Simona; Fiorilli, Caterina; Benevene, Paula; Uusitalo-Malmivaara, Lotta; Di Chiacchio, Carlo – Psychology in the Schools, 2017
The purpose of the current study was to examine, within an integrative predictive model, the relative contributions of sociodemographic variables, personal resources, and work wellbeing to teacher burnout. The research was conducted with special education teachers at Italian preschools--a context in which few previous studies have been carried…
Descriptors: Teacher Burnout, Special Education Teachers, Preschool Teachers, Elementary School Teachers
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Floress, Margaret T.; Berlinghof, Jessica R.; Rader, Rebecca A.; Riedesel, Emma K. – Psychology in the Schools, 2017
Teacher praise is an effective strategy that decreases preschool students' disruptive behavior. It is well established that school-aged students with behavior problems receive fewer teacher praises than their peers; however, it is unclear whether these findings are consistent among preschool students. The purpose of this study was to collect…
Descriptors: Preschool Teachers, Positive Reinforcement, Special Education, At Risk Students
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Nelson, Peter M.; Van Norman, Ethan R.; Klingbeil, Dave A.; Parker, David C. – Psychology in the Schools, 2017
Although extensive research exists on the use of curriculum-based measures for progress monitoring, little is known about using computer adaptive tests (CATs) for progress-monitoring purposes. The purpose of this study was to evaluate the impact of the frequency of data collection on individual and group growth estimates using a CAT. Data were…
Descriptors: Progress Monitoring, Computer Assisted Testing, Data Collection, Scheduling
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Barney, Jennifer Y.; Field, Clint E.; Morrison, Kate L.; Twohig, Michael P. – Psychology in the Schools, 2017
Acceptance and commitment therapy (ACT) is a modern form of cognitive behavior therapy that uses acceptance and mindfulness-based procedures to address clinical issues. A brief protocol of ACT was used with 3 children ages 10 and 11 years who were diagnosed with obsessive compulsive disorder (OCD). Results showed notable and clinically significant…
Descriptors: Pediatrics, Behavior Disorders, Cognitive Restructuring, School Psychologists
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Eklund, Katie; O'malley, Meagan; Meyer, Lauren – Psychology in the Schools, 2017
Mindfulness is linked to a variety of social, emotional, cognitive, and behavioral well-being indicators in youth. Given increased interest among researchers and practitioners, high-quality instruments are needed to effectively measure the construct in children, youth, and young adults, especially in the context of mindfulness-based interventions…
Descriptors: Metacognition, Psychometrics, Intervention, Surveys
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Dariotis, Jacinda K.; Mirabal-Beltran, Roxanne; Cluxton-Keller, Fallon; Feagans Gould, Laura; Greenberg, Mark T.; Mendelson, Tamar – Psychology in the Schools, 2017
Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators--students and their classroom teachers-merit attention in this…
Descriptors: Qualitative Research, Grade 5, Grade 6, Program Implementation
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Cook, Clayton R.; Miller, Faith G.; Fiat, Aria; Renshaw, Tyler; Frye, Megan; Joseph, Gail; Decano, Polocarpio – Psychology in the Schools, 2017
Teaching is regarded as one of the most challenging yet rewarding professions. Moreover, research has shown that stress and burnout are likely to undermine teacher effectiveness and negatively impact their willingness and intentions to implement evidence-based practices. The present study sought to contribute to a growing body of research…
Descriptors: Resilience (Psychology), Well Being, Metacognition, Intention
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