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Zhou, Da; Liu, Jinqing; Liu, Jian – Psychology in the Schools, 2021
This study investigated the different effects of teacher-student rapport on urban and rural students' math learning via mathematics self-efficacy and mathematics anxiety in China. The participants were 8145 urban and rural fourth graders (mean age = 10 years old) in a central city of China. The findings indicated that (a) compared with rural…
Descriptors: Foreign Countries, Teacher Student Relationship, Urban Schools, Rural Schools
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Georgiou, George K.; Bulut, Okan; Dunn, Kristy; Naglieri, Jack A.; Das, J. P. – Psychology in the Schools, 2021
Although several studies have shown that planning, attention, simultaneous, and successive (PASS) cognitive processes--operationalized with the cognitive assessment system (CAS; Naglieri & Das, 1997)--are significant predictors of academic performance in the general population, little is known about their role among children with superior…
Descriptors: Cognitive Processes, Cognitive Tests, Academic Achievement, Reading Achievement
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Whipple, Sara S.; Dimitrova-Grajzl, Valentina – Psychology in the Schools, 2021
Academic achievement is a known predictor of career trajectory and future earnings. Thus, a great deal of research has been devoted to understanding┬áthe variables that impact academic achievement. The purpose of the current study is to extend existing scholarly work by examining the predictive power of both cognitive and noncognitive variables on…
Descriptors: Academic Achievement, College Freshmen, Military Schools, Resilience (Psychology)
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Thayer, Andrew J.; Weeks, Mollie R.; Cook, Clayton R. – Psychology in the Schools, 2021
The dual-factor model (DFM) of mental health affords educators an expanded view of student social-emotional and behavioral functioning and may help identify students in need of school-based mental health services who would otherwise go unnoticed with traditional screening methods. With a focus on integrating subjective well-being into the…
Descriptors: Mental Health, Models, Well Being, Positive Behavior Supports
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Powell, Sarah R.; Nelson, Gena – Psychology in the Schools, 2021
To understand misconceptions with rational numbers (i.e., fractions, decimals, and percentages), we administered an assessment of rational numbers to 331 undergraduate students from a 4-year university. The assessment included 41 items categorized as measuring foundational understanding, calculations, or word problems. We coded each student's…
Descriptors: Undergraduate Students, Misconceptions, Number Concepts, Numbers
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Kiss, Allyson J.; Vukovic, Rose – Psychology in the Schools, 2021
Little is known about how math anxiety in parents may relate to engagement in their children's education (i.e., parent involvement, parent educational expectations) or children's math outcomes (i.e., child math achievement and child math anxiety). The current exploratory study examined these relations between parents and their fifth grade…
Descriptors: Mathematics Anxiety, Parent Influence, Parent Participation, Mathematics Achievement
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Schneider, Maryia M.; Hulac, David M.; Mickelson, Lisa R.; Phillips, Emily K. – Psychology in the Schools, 2021
Praise, defined as public or private expression of approval for behavior, is recognized as a critical component in many classroom behavior interventions. Historically, praise has been viewed from the perspective of educators in terms of both increasing educator-preferred behaviors and in terms of educators' perspectives. Little is known about…
Descriptors: Middle School Students, Preferences, Positive Reinforcement, Classroom Techniques
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Minkos, Marlena L.; Gelbar, Nicholas W. – Psychology in the Schools, 2021
COVID-19 has presented a period of unprecedented challenge for schools in the United States. Thousands of school buildings across the country were closed in the spring of 2020 through the end of the school year to slow the spread of the global pandemic. Plans to reopen schools in many states remain uncertain as the virus continues to spread across…
Descriptors: COVID-19, Pandemics, School Closing, Social Development
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Akkermans-Rutgers, Marlot; Doornenbal, Jeannette; Kassenberg, Annelies; Bosker, Roel; Doolaard, Simone – Psychology in the Schools, 2021
In this study, we analyze in-depth interviews conducted with 26 Dutch third-graders as well as interviews with one of each child's parents. The children attended one of six schools, each with a relatively large population of families with a low socioeconomic status, where home-based literacy assignments aimed at increasing children's enjoyment of…
Descriptors: Foreign Countries, Elementary School Students, Grade 3, Literacy
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Hooks, Elizabeth; Dale, Brittany A.; Hernandez Finch, Maria E. – Psychology in the Schools, 2021
The purpose of the present study was to determine if individuals with autism spectrum disorder (ASD) display a unique pattern of responses on the Personality Assessment Inventory-Adolescent (PAI-A). Twenty adolescents between ages 12 and 18 completed the PAI-A, and their scores were compared to matched community and clinical samples from the…
Descriptors: Personality Measures, Personality Assessment, Psychopathology, Adolescents
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Carmeli, Abraham; Peng, Ann C.; Schaubroeck, John M.; Amir, Inbar – Psychology in the Schools, 2021
Whereas social support contributes to individual vitality and academic performance, the theoretical process through which social support promotes performance, and for whom it is most beneficial in this respect, remain open questions. We developed a conceptual model in which social support influences academic performance by promoting vitality,…
Descriptors: Social Support Groups, College Students, Self Efficacy, Interpersonal Competence
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Lu, Yujie; Ma, Mei; Chen, Guozhong; Zhou, Xinlin – Psychology in the Schools, 2021
Developmental dyscalculia (DD) is a specific mathematical learning disability, with a prevalence of around 3%-7% in the school-aged population. It negatively affects individuals, and even the national, development. Previous DD-intervention programs usually targeted on numerosity, number, simple arithmetic, or even general cognitive ability. The…
Descriptors: Manipulative Materials, Developmental Disabilities, Learning Disabilities, Mathematics Activities
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Walker, Virginia L.; Coogle, Christan Grygas; Lyon, Kristin J.; Turf, Mindi – Psychology in the Schools, 2021
The purpose of this meta-analysis was to summarize single-case design studies in which paraprofessionals delivered interventions to students with autism spectrum disorder in school settings. We descriptively analyzed participant and intervention characteristics and study quality and estimated intervention effect using Tau-U across student…
Descriptors: Paraprofessional School Personnel, Autism, Pervasive Developmental Disorders, Intervention
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Reddy, Linda A.; Alperin, Alexander; Glover, Todd A. – Psychology in the Schools, 2021
The present paper serves as the first systematic review of the training, methodologies, and outcomes reported in the professional development (PD) literature for paraprofessionals working with students with or at risk for externalizing behavior disorders. A total of 16 investigations including 332 paraprofessionals and 852 children and adolescents…
Descriptors: Faculty Development, Paraprofessional School Personnel, Intervention, Students with Disabilities
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Sobeck, Emily E.; Douglas, Sarah N.; Chopra, Ritu; Morano, Stephanie – Psychology in the Schools, 2021
Paraeducators need appropriate supervision and supports from teachers to be effective in their roles contributing to the inclusion and instruction of students with disabilities. However, previous research has demonstrated that teachers are unprepared for their supervisory role and report a lack of meaningful coursework and other learning…
Descriptors: Paraprofessional School Personnel, Supervision, Preservice Teacher Education, Special Education Teachers
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