NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Showing 1 to 15 of 335 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Kapasi, Aamena; Pei, Jacqueline – Canadian Journal of School Psychology, 2022
Mindset theory is an achievement motivation theory that centers on the concept of the malleability of abilities. According to mindset theory, students tend to have either a growth mindset or a fixed mindset about their intelligence; students with a growth mindset tend to believe that intelligence is malleable, whereas students with fixed mindsets…
Descriptors: School Psychology, Preschool Education, Preschool Children, Childrens Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Tze, Virginia; Parker, Patti; Sukovieff, Alyse – Canadian Journal of School Psychology, 2022
The control-value theory (CVT) of achievement emotions is a well-established theoretical framework which delineates the predictive relationships among distal and proximal antecedents, academic emotions, and student engagement and achievement. Although most research anchored in CVT is conducted by educational psychologists, the theory is arguably…
Descriptors: Academic Achievement, Psychological Patterns, School Psychology, Emotional Response
Peer reviewed Peer reviewed
Direct linkDirect link
Bakhtiar, Aishah; Hadwin, Allyson F. – Canadian Journal of School Psychology, 2022
Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition-motivational beliefs, (b) behaviors-persistence, effort, engagement, and (c) affect-enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which…
Descriptors: Metacognition, Learning Motivation, Academic Achievement, School Psychology
Peer reviewed Peer reviewed
Direct linkDirect link
Guay, Frédéric – Canadian Journal of School Psychology, 2022
The self-determination theory (SDT) has been used to understand students' motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the…
Descriptors: Self Determination, Psychological Needs, Outcomes of Education, Prediction
Peer reviewed Peer reviewed
Direct linkDirect link
McGrew, Kevin S. – Canadian Journal of School Psychology, 2022
The "Cognitive-Affective-Motivation Model of Learning" (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs need to integrate motivation alongside affective…
Descriptors: Personality Traits, School Psychology, Student Motivation, Cognitive Ability
Peer reviewed Peer reviewed
Direct linkDirect link
Chazan, Devon J.; Pelletier, Gabrielle N.; Daniels, Lia M. – Canadian Journal of School Psychology, 2022
Achievement Goal Theory (AGT) is one of the most popular theoretical frameworks in motivation research. Despite its application to a variety of contexts, including, school, work, and sport, it has not yet been referenced in the field of school psychology. First, we review the theoretical underpinnings as told through the theory's evolving models,…
Descriptors: Goal Orientation, Achievement Need, School Psychology, Student Motivation
Peer reviewed Peer reviewed
Direct linkDirect link
Sidwell, MacKenzie D.; Gadke, Daniel L.; Farmer, Ryan; Ripple, Hailey; Tritley, Jonathan – Canadian Journal of School Psychology, 2022
School Psychologists regularly conduct Functional Behavior Assessment (FBA), though, most FBA are completed using indirect procedures, which are inadequate for creating function-based interventions relative to experimental measures, such as functional analysis (FA). However, traditional FA may be considered arduous in the school setting.…
Descriptors: Functional Behavioral Assessment, Interviews, School Psychologists, Alternative Assessment
Peer reviewed Peer reviewed
Direct linkDirect link
Harris, Bryn; Sullivan, Amanda L.; Embleton, Paul; Shaver, Elizabeth; Nguyen, Thuy; Kim, Jiwon; St. Clair, Koryn; Williams, Shayna – Canadian Journal of School Psychology, 2022
Although many disciplines saw increases in manuscript submissions coinciding with lockdown measures, numerous studies have documented widening gender gaps in academic productivity. Chi-squared analyses of gendered trends in first author manuscript submission in three school psychology journals during the initial phase of COVID-19 compared to the…
Descriptors: Gender Differences, COVID-19, Pandemics, School Psychology
Peer reviewed Peer reviewed
Direct linkDirect link
King, Sara; Khalil, Mirna; McGonnell, Melissa – Canadian Journal of School Psychology, 2022
A survey of school psychology practice in Nova Scotia was conducted to update and extend previous work. Thirty-one school psychologists completed a survey about their practice across the six areas of competency identified by the Canadian Psychological Association (CPA) and their current versus preferred time in various areas of psychology…
Descriptors: School Psychology, Foreign Countries, Counselor Role, Occupational Information
Peer reviewed Peer reviewed
Direct linkDirect link
Floyd, Randy G.; Lewis, Emily K.; Walker, Kelsey A.; McNicholas, Patrick J.; Jones, Kerry L. – Canadian Journal of School Psychology, 2022
School psychology journals yield hundreds of articles each year. As these journals are often evaluated based on the impact factors they produce, the aim of this study was to provide a historically complete record of the five impact factor values for the generalist school psychology journals that yield them. This study identified impact factors…
Descriptors: School Psychology, Periodicals, Educational Research, Journal Articles
Peer reviewed Peer reviewed
Direct linkDirect link
St-Pierre, Sophie; Tardif-Grenier, Kristel; Villatte, Aude – Canadian Journal of School Psychology, 2022
This study assesses the specific anxiety symptoms that are present in the context of perceived ethnic discrimination in 696 (M age = 13.3, [sigma] = 0.77, 57% girls) seventh and eighth-grade students with immigrant backgrounds from four different Canadian high schools. Multiple hierarchical linear regressions were conducted to determine the…
Descriptors: Anxiety, Symptoms (Individual Disorders), Ethnic Groups, Social Discrimination
Peer reviewed Peer reviewed
Direct linkDirect link
Storey-Hurtubise, Emily; Forristal, Jen; Henning, Colin; Parker, James D. A. – Canadian Journal of School Psychology, 2022
The relationship between Emotional Intelligence (EI) and numerous positive outcomes has sparked considerable interest from educators and researchers in training and promoting various emotional and social competencies in youth. The present study evaluated the effectiveness of a new school-based program for elementary school students designed to…
Descriptors: Social Emotional Learning, Competence, Program Evaluation, Emotional Intelligence
Peer reviewed Peer reviewed
Direct linkDirect link
Baker, Elizabeth; Exner-Cortens, Deinera; Brun, Isabel; Russell-Mayhew, Shelly – Canadian Journal of School Psychology, 2022
Once in the workforce, teachers are often asked to participate in school-based adolescent dating violence prevention efforts. However, our understanding of how willing and able future teachers are to engage in dating violence prevention is limited. This may be due, in part, to the lack of available measurement tools. Understanding willingness…
Descriptors: Dating (Social), Moral Values, Adolescents, Prevention
Peer reviewed Peer reviewed
Direct linkDirect link
Williams, Tricia; Wiener, Judith; Lennox, Carolyn; Kokai, Maria – Canadian Journal of School Psychology, 2022
The current paper describes the process used for developing the Guidelines for Diagnosis and Assessment of Children, Adolescents, and Adults with Learning Disabilities-Consensus Statement and Supporting Documents, and the rationale for some of the decisions. The guidelines were developed by a cross-sectoral working group of psychologists who…
Descriptors: Learning Disabilities, Disability Identification, Clinical Diagnosis, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Bonneton-Botté, Nathalie; Ollivier, Fanny; Hili, Hélène; Bara, Florence – Canadian Journal of School Psychology, 2022
Numerous studies have shown a significant positive relationship between the mental representation of hands in young children and their calculation performance. The literature indicates that certain components of manual motor skills may be critical to the quality of this relationship. The main objective of this study is to measure the benefit of an…
Descriptors: Schemata (Cognition), Psychomotor Skills, Computation, Training
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  23