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Direct linkKeane, Kevin; Evans, Retta R.; Orihuela, Catheryn A.; Mrug, Sylvie – Psychology in the Schools, 2023
Early adolescence is a time of increased stress and risk for poorer psychosocial functioning, but few studies have explored the relationship between stress and psychosocial functioning in the context of teacher-student relationships during early adolescence. This study used a two-wave longitudinal design to investigate the unique and interactive…
Descriptors: Middle School Students, Grade 6, Grade 7, Teacher Student Relationship
Liu, Fenghuixue; Dai, Luojia; Cai, Yuyang; Chen, Xin; Li, Jiaqing; Shi, Lili – Psychology in the Schools, 2023
In 2020, the lockdown of Wuhan due to the outbreak of COVID-19 impacted various aspects of local college students' life and may further negatively affect their psychological state. This study was conducted among 652 Wuhan local college students during the quarantine of this city. We assessed their psychological state using…
Descriptors: Foreign Countries, College Students, COVID-19, Pandemics
Andre, Lucija; Koene, Saar; Jansen in de Wal, Joost; Schuitema, Jaap A.; Peetsma, Thea T. D. – Psychology in the Schools, 2022
We investigated the relationship between students' perceived stress and investment in learning and tested the role of future time perspective (FTP) as a moderator. We expected that FTP would serve as a protective factor in the association between students' perceived stress and investment in learning. Perceived stress was gauged by assessing…
Descriptors: Learning Processes, Stress Variables, Time Perspective, Goal Orientation
Martínez Arriaga, Reyna J.; González Ramírez, Leivy P.; de la Roca-Chiapas, José M.; Hernández-González, Martha – Psychology in the Schools, 2021
COVID-19 related social isolation measures and school closures have likely increased students' stress levels. In our study, we assess the level of psychological distress and psychosocial factors among students in Mexico at the beginning of the pandemic. We conducted a cross-sectional exploratory study with 848 participants, the majority…
Descriptors: Foreign Countries, College Students, Stress Variables, COVID-19
Tomkunas, Alexandria J.; Welliver, Megan; Wink, Mackenzie N.; LaRusso, Maria D. – Psychology in the Schools, 2023
The COVID-19 pandemic dramatically altered practices in the K-12 education system. Though several studies have documented impacts on students and staff, limited research has explored educators' experiences with these changes. This study addresses this gap using interview data to examine elementary school educators' perspectives. Results suggest…
Descriptors: COVID-19, Pandemics, Schools, Elementary School Teachers
Oberle, Eva; Gist, Alexander; Cooray, Muthutantrige S.; Pinto, Joana B. R. – Psychology in the Schools, 2020
The goal of the present study was to investigate the link between elementary school teacher burnout and students' perceptions of teacher social--emotional competence (SEC). A total of 676 Grades 4-7 students in 35 classrooms rated their classroom teachers' SEC. In addition, teachers self-reported their current level of experienced burnout at work…
Descriptors: Anxiety, Teacher Burnout, Student Attitudes, Social Development
Yan Hou; Yan Zhang; Xiaochen Cao; Guanghui Lei; Guohua Liu – Psychology in the Schools, 2024
This study investigated the relationship between perceived social support and psychological resilience among university students while also exploring the mediating role of coping style and the moderating effect of perceived stress. The study collected data from 1356 university students, and a path analysis was used to test the proposed hypotheses.…
Descriptors: Foreign Countries, College Students, Resilience (Psychology), Social Support Groups
Sotardi, Valerie A. – Psychology in the Schools, 2016
This mixed-method, longitudinal study examined daily school stress and coping strategies of elementary schoolchildren in the United States. Students (n = 65) between the ages of 7 and 11 years reported daily school stress measures for 8 weeks and completed individual stress and coping interviews. Results highlight critical relations between…
Descriptors: Elementary School Students, Stress Variables, Coping, Mixed Methods Research
Cumming, Michelle M.; Smith, Stephen W.; O'Brien, Kristen – Psychology in the Schools, 2019
Despite school-based services, adolescents with maladaptive behavior experience negative outcomes, highlighting the need for insight into factors that contribute to and escalate behavior problems during middle school--a high-risk period. We examined how perceived school stress, stress regulation (engagement/disengagement coping, involuntary…
Descriptors: Stress Variables, Executive Function, Behavior Problems, Middle School Students
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
Yohannan, Justina; Carlson, John S. – Psychology in the Schools, 2019
Youth exposed to traumatic events are at higher risk for negative developmental outcomes, including low academic performance, poor social skills, and mental health concerns. To best address these risks, school-based intervention services, and trauma-informed practices can be provided. The goal of this study was to systematically review the…
Descriptors: Trauma, At Risk Students, Intervention, Educational Environment
Hinds, Erika; Jones, Laura Backen; Gau, Jeffrey M.; Forrester, Kathleen K.; Biglan, Anthony – Psychology in the Schools, 2015
Teachers' psychological well-being is important for teachers and students, but teaching is highly stressful, particularly in special education. We examined the role of experiential avoidance (EA) in the well-being of 529 middle and elementary school teachers. EA involves the tendency to avoid thoughts, feelings, and other internal experiences,…
Descriptors: Well Being, Special Education, Stress Variables, Teacher Burnout
Feasibility Trial of the School-Based STRONG Intervention to Promote Resilience among Newcomer Youth
Crooks, Claire V.; Hoover, Sharon; Smith, Alexandra C. G. – Psychology in the Schools, 2020
There are thousands of refugee students in Canadian schools and many struggle with distress and trauma symptoms. Even those not demonstrating overt distress may face adjustment challenges. This paper describes the pilot of the Supporting Transition Resilience of Newcomer Groups (STRONG) program in ten schools. STRONG is a 10-session, manualized…
Descriptors: Intervention, Resilience (Psychology), Foreign Countries, Refugees
Ray, Dee C.; Henson, Robin K.; Schottelkorb, April A.; Brown, April Garofano; Muro, Joel – Psychology in the Schools, 2008
The purpose of the present study was to explore the effect of both short- and long term Child-Centered Play Therapy on teacher-student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short-term intensive play therapy…
Descriptors: Intervention, Teacher Characteristics, Statistical Significance, Effect Size
Collins, Jackson A.; Stevenson, Howard C. – Psychology in the Schools, 2023
The journey for students of color (SOC) in predominantly White independent schools (PWIS) is paved with significant educational opportunities and challenging racial conflicts. Little is known about how SOC manage the stress of negotiating these struggles and successes in daily relationships with peers and teachers or within the school climates…
Descriptors: Minority Group Students, College Students, Predominantly White Institutions, Barriers
