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Keener, Ashley – Psychology in the Schools, 2020
Academic entitlement (AE) has been a concern among college educators due to millennial college students entering the educational setting. Although there is theoretical justification to support such conjecture, it remains unclear whether AE is more prevalent among this generation. The present study examines the relationship between narcissism,…
Descriptors: Age Groups, College Students, College Faculty, Correlation
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Scales, Peter C.; Van Boekel, Martin; Pekel, Kent; Syvertsen, Amy K.; Roehlkepartain, Eugene C. – Psychology in the Schools, 2020
We examined how middle-school students' motivation, belonging, school climate, and grade point average (GPA) are affected by students experiencing developmental relationships--those that go beyond teachers being caring (e.g., showing warmth to students) and providing challenge (e.g., high expectations) to also include teachers providing support,…
Descriptors: Student Motivation, Grade Point Average, Middle School Students, Teacher Student Relationship
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Filippello, Pina; Buzzai, Caterina; Costa, Sebastiano; Orecchio, Susanna; Sorrenti, Luana – Psychology in the Schools, 2020
Although several studies have investigated the roles of teaching practices during the learning process on students, the role of school learned helplessness (LH) and mastery orientation (MO) has not been deeply examined. The present study aimed to verify the dynamics between academic achievement and the perception of the students of their teacher's…
Descriptors: Teaching Styles, Academic Achievement, Helplessness, Mastery Learning
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Lamoreaux, Daniel; Sulkowski, Michael L. – Psychology in the Schools, 2020
In response to tragic school shootings, heightened attention has been devoted to making schools safer through the implementation of security features. However, excessive security measures have a negative impact on school climate, student functioning, and academic achievement. Therefore, there is a critical need to design schools that are safe and…
Descriptors: Crime, Prevention, School Safety, Educational Environment
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Hajovsky, Daniel B.; Oyen, Kari A.; Chesnut, Steven R.; Curtin, Susan J. – Psychology in the Schools, 2020
The relation between social dyadic variables such as teacher-student relationship quality (TSRQ) and student achievement have been well-documented within prior work; however, less research has focused on how TSRQ associates with achievement. We used longitudinal structural equation modeling to investigate the extent that teacher self-efficacy…
Descriptors: Teacher Student Relationship, Mathematics Achievement, Academic Achievement, Longitudinal Studies
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Bryce, Crystal I.; Alexander, Brittany L.; Fraser, Ashley M.; Fabes, Richard A. – Psychology in the Schools, 2020
Hope--a multidimensional positive motivational state--is particularly salient with adolescents in the school setting. Cognitive hope focuses on goal attainment cognitions whereas behavioral hope focuses on actions required for goal attainment. Studies rarely examine the contribution of each type of hope to adolescents' academic functioning and…
Descriptors: Psychological Patterns, Cognitive Processes, Adolescents, Well Being
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Clark, Kelly N.; Dorio, Nicole B.; Eldridge, Morgan A.; Malecki, Christine K.; Demaray, Michelle K. – Psychology in the Schools, 2020
Grit has been defined as passionate perseverance toward long-term challenging goals and it is associated with various positive outcomes for youth, including academic achievement. However, less is known about these associations for the two facets of grit (i.e., perseverance of effort, consistency of interest) and few studies have examined the link…
Descriptors: Adolescents, Academic Achievement, Social Support Groups, Academic Persistence
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Chang, Eunbi; Lee, Sang Min – Psychology in the Schools, 2020
The aim of the present study was to investigate the relationship between socially prescribed perfectionism, goal adjustment, and academic burnout. A total of 279 undergraduate students completed an online survey. Structural equation modeling was conducted to examine the mediating effect of goal adjustment on the relationship between socially…
Descriptors: Goal Orientation, Correlation, Psychological Patterns, Undergraduate Students
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Tomás, José Manuel; Gutiérrez, Melchor; Georgieva, Sylvia; Hernández, Miosotis – Psychology in the Schools, 2020
Achievement in the academic settings has long lasting positive outcomes. In this study, hope, self-efficacy, and engagement are linked to academic success. The aims of this study were to test a model which predicts academic success in the Dominican Republic while testing for the mediator role of engagement. The sample was composed of 614…
Descriptors: Self Efficacy, Positive Attitudes, Learner Engagement, Academic Achievement
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Lee, Ahhyun; Gage, Nicholas A. – Psychology in the Schools, 2020
School-wide positive behavior interventions and supports (SWPBIS) is a multitiered support framework for preventing problem behaviors and increasing prosocial behaviors. There has been an increasing number of experimental group design research studies focused on the impacts of SWPBIS. Therefore, we conducted a systematic review to update and…
Descriptors: Positive Behavior Supports, Program Effectiveness, Meta Analysis, Discipline
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Abdollahi, Abbas; Panahipour, Sana; Akhavan Tafti, Mahnaz; Allen, Kelly A. – Psychology in the Schools, 2020
Academic stress is a commonly reported affective state by high school students that can be accompanied by unwanted and unhelpful short-and long-term implications including a low sense of school belonging. Understanding how academic stress may be alleviated or managed by students is an essential consideration for all schools concerned with student…
Descriptors: Stress Variables, Academic Achievement, Student School Relationship, High School Students
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Neild, Raschelle; Clark, M. Diane – Psychology in the Schools, 2020
This article serves as an overview and introduction to the topics within the Special Issue: Deaf Education Assessment. This issue strives to establish the recognition of the importance of continued dialogue among stakeholders to support the diverse needs of Deaf and hard of hearing (DHH) students as it relates to assessments. The articles…
Descriptors: Deafness, Hearing Impairments, Students with Disabilities, Student Evaluation
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Siegle, Del; DaVia Rubenstein, Lisa; McCoach, D. Betsy – Psychology in the Schools, 2020
The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self-efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self-regulate and achieve. We examined these factors…
Descriptors: Teacher Attitudes, Parent Attitudes, Student Attitudes, Academically Gifted
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Bedynska, Sylwia; Krejtz, Izabela; Rycielski, Piotr; Sedek, Grzegorz – Psychology in the Schools, 2020
In the present paper, we investigated the link between stereotype threat, school achievement, and domain identification in language arts. We hypothesized that stereotype threat may lead to higher intellectual helplessness, lower working memory capacity, lower achievement, and domain identification but only in young men highly identified with their…
Descriptors: Males, Helplessness, Correlation, Academic Achievement
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Carroll, Annemaree; McCarthy, Molly; Houghton, Stephen; Sanders O'Connor, Emma – Psychology in the Schools, 2020
The effectiveness of universal social emotional learning (SEL) programs are dependent on the incorporation of best practice principles, including an evaluative component. In the present study, the effects of a best practice, teacher-led SEL program was examined with 854 children aged 8-12 years. KooLKIDS uses an interactive multimedia format and…
Descriptors: Program Effectiveness, Foreign Countries, Elementary School Students, Children
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