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Psychology in the Schools3224
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Altun, Dilek; Tantekin Erden, Feyza; Snow, Catherine E. – Psychology in the Schools, 2018
This study aimed to investigate the characteristics of preschoolers' home and classroom literacy environments and the relationships between receptive and expressive vocabulary, phonological awareness, and concepts about print (CAP) development. The participants were 168 parents and their children from five private preschools in a large suburban…
Descriptors: Preschool Children, Preschool Education, Family Environment, Classroom Environment
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Song, Keng-Hie; Lee, Seung-Yeon; Park, Shinwon – Psychology in the Schools, 2018
Although most teachers realize the seriousness of bullying and try to intervene, some take a passive stance, while others take active action. The present study examined individual and environmental factors that make teachers either passive or active interveners. Self-reported questionnaires were collected from 200 middle school teachers in South…
Descriptors: Bullying, Teacher Role, Environmental Influences, Teacher Characteristics
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Schilling, Ethan J.; Getch, Yvette Q. – Psychology in the Schools, 2018
Students experiencing chronic health difficulties represent a growing population in public schools. Given the unique challenges faced by these students including increased absences, resulting academic, and social/emotional/behavioral deficits, it is vital that schools are prepared to adequately meet their needs. One of the sometimes daunting tasks…
Descriptors: Reentry Students, Chronic Illness, Public Schools, Attendance
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Zhou, Zhiqing; Cavazos, Melina; Sohn-McCormick, Anita – Psychology in the Schools, 2018
Asian Americans are the fastest growing population in the United States, with Chinese Americans accounting for the largest percentage. In response to this growth, mental health examiners should be culturally competent of the Asian culture, including Chinese culture, as to ensure ethically appropriate and accurate assessment of these individuals.…
Descriptors: Chinese Americans, Mental Health, Cultural Relevance, Asian Culture
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Kowalski, Kurt; Brown, Rhonda Douglas; Pretti-Frontczak, Kristie; Uchida, Chiharu; Sacks, David F. – Psychology in the Schools, 2018
Because of developmental constraints on the types of assessment that can be used with young children, teachers' judgments of students' skills and abilities are a particularly important source of information in early education. The present study investigates the accuracy of these judgments by examining agreement between Prekindergarten teachers'…
Descriptors: Emergent Literacy, Preschool Teachers, Preschool Children, Mathematics Skills
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Owens, Julie Sarno; Allan, Darcey M.; Hustus, Chelsea; Erchul, William P. – Psychology in the Schools, 2018
Successful school consultation depends largely on the consultant's ability to influence teacher behavior and the teacher's receptivity to that influence. The goal of this study was to examine correlates of teacher receptivity to social influence strategies within school consultation. Participants were 365 general education teachers (K-5) recruited…
Descriptors: Social Influences, Consultation Programs, Elementary School Teachers, Teacher Attitudes
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Shogren, Karrie A.; Shaw, Leslie A.; Raley, Sheida K.; Wehmeyer, Michael L. – Psychology in the Schools, 2018
The Self-Determination Inventory: Student Report (SDI:SR) is a newly developed measure of self-determination. The purpose of this study was to explore of personal factors, namely age and gender on scores on the SDI:SR. Separate multigroup confirmatory analyses were conducted for age cohorts (13- to 15-, 16- to 18-, and 19- to 22-year-olds) and for…
Descriptors: Self Determination, Student Characteristics, Age Differences, Gender Differences
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Camacho, Daniel A.; Vera, Elizabeth; Scardamalia, Kristin; Phalen, Peter Lee – Psychology in the Schools, 2018
Teachers in urban schools experience significant stressors that can impact their effectiveness, well-being, retention, and ability to meet the needs of their students. The current mixed methods study explored 160 urban teachers' thoughts and feelings in response to challenging classroom situations, factors that predicted the prevalence of these…
Descriptors: Urban Schools, Stress Variables, Teacher Persistence, Urban Teaching
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McDermott, Paul A.; Rovine, Michael J.; Reyes, Roland S.; Chao, Jessica L.; Scruggs, Richard; Buek, Katharine; Fantuzzo, John W. – Psychology in the Schools, 2018
This study examined the latent developmental patterns for classroom learning behaviors among children from underresourced families. Based on standardized teacher observations, a large sample (N = 2,152) of children was assessed for manifestations of Competence Motivation and Attentional Persistence twice annually through Head Start, kindergarten,…
Descriptors: Early Childhood Education, Preschool Children, Kindergarten, Grade 1
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Velki, Tena – Psychology in the Schools, 2018
Using the ecological approach, the goal of this study was to determine the predictors of physical and verbal peer aggressive behavior. The participants were 880 school students from the fifth to eighth grade (48% boys and 52% girls) and the same number of parents (19% fathers and 61% mothers) as well as 107 teachers. The main analysis was…
Descriptors: Foreign Countries, Elementary School Students, Middle School Students, Student Behavior
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Powell, Margaret B.; Gadke, Daniel L. – Psychology in the Schools, 2018
Oral reading fluency has been established in previous literature as a key component in becoming an effective reader. Repeated reading (RR) and listening passage preview (LPP) are both oral reading fluency interventions well-supported in the research literature, however, most of this study explores their use with elementary-aged children, with only…
Descriptors: Oral Reading, Reading Fluency, Reading Instruction, Repetition
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Floress, Margaret T.; Beschta, Shelby L. – Psychology in the Schools, 2018
The current study examined teachers' use of diverse praise or the extent to which teachers used a variety of praise as opposed to using the same praise repeatedly. Verbatim general and behavior-specific praise data were analyzed from a larger study where 5,721 min of direct observation were collected across 28 kindergarten through fifth-grade…
Descriptors: Elementary School Students, General Education, Positive Reinforcement, Interpersonal Communication
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Piña-Watson, Brandy; Martinez, Ashley J.; Cruz, Lauren N.; Llamas, Jasmín D.; López, Belem G. – Psychology in the Schools, 2018
Ethnic identity (EI) affirmation has been related to positive academic outcomes for Latina/o youth. However, there is a dearth of research examining mediating mechanisms to this relationship. To address this gap, we examine psychological functioning (depressive symptoms and life satisfaction) as a mediator in the relationship between EI…
Descriptors: Ethnicity, Mexican Americans, Outcomes of Education, Depression (Psychology)
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Mattison, Amira; Raffaele Mendez, Linda M.; Dedrick, Robert; Dickinson, Sarah; Wingate, Emily; Hanks, Camille – Psychology in the Schools, 2018
Our goals in this study were to examine (a) the degree to which teacher perceptions of children's behavior in kindergarten (averaged across fall and spring for each child) predict retention by Grade 5 and (b) whether these relationships are moderated by student race, gender, or socioeconomic status (SES). Data from the Early Childhood Longitudinal…
Descriptors: Preschool Teachers, Teacher Attitudes, Kindergarten, Predictor Variables
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Capa-Aydin, Yesim; Uzuntiryaki-Kondakci, Esen; Ceylandag, Rana – Psychology in the Schools, 2018
Using social cognitive theory as a theoretical framework, the current study examined the mediating role of mastery experience between other sources (vicarious experience, social persuasion, and physiological state) and chemistry self-efficacy for cognitive skills, which can be defined as students' beliefs in their capabilities to successfully…
Descriptors: Chemistry, Correlation, Self Efficacy, Mastery Learning
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