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Chunhai Gao; Sabika Khalid; Cai Lianyu; Endale Tadesse – Psychology in the Schools, 2024
Unfortunately, the role of school leadership in fostering school improvement in non-Western countries, especially African countries, is relatively little discussed. The present study sheds light on the contextual role of instructional leadership (IL) and transformational leadership (TL) in promoting the Ethiopian School Improvement Program (SIP),…
Descriptors: Foreign Countries, Educational Improvement, Instructional Leadership, Transformational Leadership
Collin A. Webster; Diana Mîndrila; Anthony D. Murphy; Ivana Banicevic; Dušan Peric; Dragan Stankic; Željko Banicevic – Psychology in the Schools, 2024
The interrelated nature of mental health and indicators of school success in children and adolescents has been under-investigated from a person-centered perspective. In this exploratory study, we examined patterns of health behavior in relation to mental health and school satisfaction. A convenience sample of 315 students (M[subscript age] =…
Descriptors: Foreign Countries, Behavior Patterns, Mental Health, Student Satisfaction
Dan Zhao; Baoyu Bai; Chengzhi Bai – Psychology in the Schools, 2024
Academic buoyancy has a significant and stable effect on adolescent academic achievement. Thus, it is vital to examine the antecedent variables of academic buoyancy. However, little research has examined the effect of body image dissatisfaction on academic buoyancy. This study investigates the link between body image dissatisfaction and academic…
Descriptors: Self Concept, Human Body, Satisfaction, Adolescents
Feng Wang; Yanchao Yang; Tianxue Cui – Psychology in the Schools, 2024
The term "nei juan" (in English "involution") has become a buzzword in recent Chinese tertiary educational contexts, denoting the intense competition and anxiety among Chinese college students. This project aims to develop a reliable and valid scale measuring Chinese college students' competitive psychology, that is, an…
Descriptors: Measures (Individuals), College Students, Reliability, Validity
Jia-qi Zheng; Kwok-cheung Cheung; Pou-seong Sit – Psychology in the Schools, 2024
Although academic resilience is of great concern to contemporary educational practitioners, there is no consensus on its measurement. Furthermore, protective factors characterized by East Asian societal contexts remain ambiguous. This systematic review aims to offer an overview of the operational definitions, statistical methodology, and…
Descriptors: Academic Achievement, Resilience (Psychology), Measurement, Databases
Elliott, Amanda; Reddy, Linda A.; Lekwa, Adam J.; Fingerhut, Joelle – Psychology in the Schools, 2024
The current study examined teacher competence and contextual factors associated with teacher-reported stress in low-income urban elementary schools. Using a sample of 106K-5th grade teachers from 14 low-income urban elementary schools, associations between observed use of instructional and behavior management practices, teacher-reported stress,…
Descriptors: Stress Variables, Teaching Conditions, Disadvantaged Schools, Urban Schools
Megan L. Gilbertson; Michelle K. Demaray – Psychology in the Schools, 2024
In an increasingly diverse nation, calls for education that is culturally relevant have become salient, and student perceptions of school-based ethnic-racial socialization (ERS) provide insight toward how cultural messages are being interpreted by students. The current study sought to investigate how a sample of racially diverse middle school…
Descriptors: Culturally Relevant Education, Middle School Students, Student Attitudes, Student Diversity
Gulnar Ozyildirim; Engin Karadag – Psychology in the Schools, 2024
Focusing on the variables that can affect both academic achievement and the well-being of students has been crucial for their development, making schools effective and designing educational policy as well as curriculum. The study has aimed to investigate the effect of peer bullying on academic achievement and to determine moderators in the…
Descriptors: Bullying, Academic Achievement, Meta Analysis, Test Results
Milena A. Keller-Margulis; Sarah S. Mire; Elías S. Loría Garro; Emily R. Jellinek-Russo; Ivana Lozano; Amanda R. Hut; My-Linh N. Luu; Amy K. Izuno-Garcia; Kristen H. Erps; Lindsey N. Landry Pierce; Samantha X. Tan; Morgan M. McNeel; Scarlett M. Gardner; Brenda J. Duran – Psychology in the Schools, 2024
School-based service providers must understand how to best measure academic skill development given its key role in improving long-term outcomes for individuals with autism spectrum disorder (ASD). Curriculum-based measurement (CBM), which has applications for foundational academic skill areas of reading, writing, and mathematics, may be one way…
Descriptors: Autism Spectrum Disorders, Curriculum Based Assessment, Intervention, Academic Achievement
Gonzálvez, Carolina; Bacon, Victoria; Kearney, Christopher A. – Psychology in the Schools, 2023
This study involved a systematic and evaluative review of school climate measures to catalog main domains and subdomains and rate parameters of instrument presentation and psychometric quality. Four databases were used (Web of Science, Scopus, ERIC, and PsycINFO) and 37 instruments (studies) met inclusion criteria (instrument measured school…
Descriptors: Educational Environment, Psychometrics, Measures (Individuals), Interpersonal Relationship
Mammadov, Sakhavat; Tozoglu, Dogan – Psychology in the Schools, 2023
There is a growing interest on the role of noncognitive factors such as personality traits and implicit beliefs in accounting for individual differences in academic performance. Autonomy support from primary socializing agents too is an important tool for enhancing student motivation and other learning outcomes. In this study, we tested a model…
Descriptors: Middle School Students, Models, Personality Traits, Teacher Student Relationship
Gülsen, Fatma Uslu; Sahin, Ezgi Ekin – Psychology in the Schools, 2023
This study examines the mediating role of personal growth initiative in the relationship between academic self-efficacy and engagement by examining gender differences. The novelty of this study lies in its focus on the mediating role of personal growth initiative and its examination of gender differences in the relationship between academic…
Descriptors: Foreign Countries, Undergraduate Students, Self Efficacy, Relationship
Eklund, Katie; Kilgus, Stephen P.; Barber, Alexandra; Dubose, Kortni; Collins, Bri'Anna; Eikenmeyer, Madison – Psychology in the Schools, 2023
Universal screening has emerged as one strategy within schools for identifying students who demonstrate social emotional and behavioral (SEB) concerns to provide appropriate support. However, research has demonstrated little evidence of equity around diagnostic accuracy; that is, how students might be differentially identified as at-risk for SEB…
Descriptors: Race, Ethnicity, Racial Differences, Student Characteristics
Kirkøen, Benedicte; Engell, Thomas; Follestad, Ingvild B.; Holen, Solveig; Hagen, Kristine A. – Psychology in the Schools, 2023
Enhanced Academic Support (EAS) is an intervention designed to improve academic achievement among children who receive support from the child welfare services (CWSs) in the home. We investigated the effects of EAS in a randomized controlled trial in Norway. In total, 82 families who received support from the CWS were included in the study (37 in…
Descriptors: Academic Achievement, Child Welfare, Welfare Services, Intervention
Zhao, Lei – Psychology in the Schools, 2023
A growing number of researchers have begun to highlight the potential negative effects of the excessive use of social media on college students. In particular, college students engage in social media multitasking, in which they perform multiple tasks simultaneously. Such action could adversely influence their academic performance. Hence, on the…
Descriptors: Social Media, College Students, Student Behavior, Academic Achievement