NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 151 to 165 of 3,292 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Kashy-Rosenbaum, Gabriela; Kaplan, Oren; Israel-Cohen, Yael – Psychology in the Schools, 2018
Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects…
Descriptors: Academic Achievement, Classroom Environment, Foreign Countries, Grade Point Average
Peer reviewed Peer reviewed
Direct linkDirect link
Bradley, Rachel L.; Noell, George H. – Psychology in the Schools, 2018
This study examined the provision of supplemental instruction using constant time delay for struggling readers who had fallen behind in developing word-blending skills. Additionally, the study examined the utility of adding a material reward contingency to the instructional program with a contingency derived from percentile-shaping procedures.…
Descriptors: Phonics, Reading Difficulties, Special Needs Students, Supplementary Education
Peer reviewed Peer reviewed
Direct linkDirect link
Breeden, Nicole C.; Hall, Cristin M.; Giacobe, Nicklaus – Psychology in the Schools, 2018
The present study seeks to understand the evidence base of coping-related content (pins) shared by followers of the National Association of School Psychologists (NASP) on Pinterest. NASP's Pinterest followers are pinning professionally, but the efficacy of the content being shared is largely unknown. Using a component analysis approach, the…
Descriptors: Factor Analysis, Coping, School Psychologists, Evidence Based Practice
Peer reviewed Peer reviewed
Direct linkDirect link
Major, Sofia O.; Seabra-Santos, Maria J.; Gaspar, Maria F. – Psychology in the Schools, 2018
This study explored the correspondence and differences between school staff perceptions of preschool children's social skills and behavior problems. One hundred preschoolers were assessed by 14 pairs of teachers and classroom aides with the Preschool and Kindergarten Behavior Scales-2nd Edition (PKBS-2 Portuguese version). Indexes of agreement and…
Descriptors: Preschool Teachers, Teacher Aides, Preschool Children, Interpersonal Competence
Peer reviewed Peer reviewed
Direct linkDirect link
Nkoma, Elliott; Hay, Johnnie – Psychology in the Schools, 2018
This article focuses on a phenomenological study of trainee/educational psychologists' lived experiences regarding the support roles in the implementation of inclusive education practices in Zimbabwe. In-depth phenomenological interviews were done with 16 purposely selected participants (13 trainee/educational psychologists located at three…
Descriptors: Educational Psychology, Inclusion, Foreign Countries, Phenomenology
Peer reviewed Peer reviewed
Direct linkDirect link
Erturan-Ilker, Gökçe; Quested, Eleanor; Appleton, Paul; Duda, Joan L. – Psychology in the Schools, 2018
Basic Psychological Needs Theory (BPNT) suggests that autonomy-supportive teachers can promote the satisfaction of students' three basic psychological needs (i.e., the need for autonomy, competence, and relatedness) and this is essential for optimal functioning and personal well-being. The role of need satisfaction as a determinant of well-being…
Descriptors: Cross Cultural Studies, Psychological Needs, Foreign Countries, Student Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Khamis, Vivian – Psychology in the Schools, 2018
This study investigated the extent to which gender differences in coping, school and family environments could account for variation in psychopathology among school-age children. Participants were 665 middle school students. Results showed no gender differences for PTSD. Females scored higher on emotional problems and prosocial behavior whereas…
Descriptors: Gender Differences, Psychopathology, Foreign Countries, Middle School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Garner, Pamela W.; Bender, Stacy L.; Fedor, Megan – Psychology in the Schools, 2018
Eighty-seven preservice teachers, some of whom had preschool teaching experience, were randomly assigned to an intervention that included training in breathing awareness meditation infused with social-emotional learning (n = 43) or a control group that received training in (n = 44) in breathing awareness meditation only. Both groups showed an…
Descriptors: Preservice Teachers, Social Development, Emotional Development, Control Groups
Peer reviewed Peer reviewed
Direct linkDirect link
Gonzálvez, Carolina; Sanmartín, Ricardo; Vicent, María; Inglés, Cándido J.; Aparicio-Flores, M. Pilar; García-Fernández, José M. – Psychology in the Schools, 2018
The aim of this research is twofold: to analyze the mean differences scores in mathematic self-attributions based on school refusal and to verify its predictive capability on high scores in school refusal. The Sydney Attribution Scale and the School Refusal Assessment Scale-Revised were administered to 1078 Spanish students (50.8% boys) aged…
Descriptors: Mathematics Skills, Scores, Self Concept, Attribution Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Tan, Kevin; Oe, Jin Shin; Hoang Le, Minh Dung – Psychology in the Schools, 2018
Boys struggle academically and behaviorally more than girls and are more likely to have difficulty with social skills. It seems likely that boys and girls do not perceive social skills in the same light. Past research has not investigated this or its relationship to academic and behavioral performance. Using data from a cohort of 9th-grade…
Descriptors: Gender Differences, Interpersonal Competence, Student Attitudes, Grade Point Average
Peer reviewed Peer reviewed
Direct linkDirect link
Fleming, Danielle; Wilson, Mark; Ahlgrim-Delzell, Lynn – Psychology in the Schools, 2018
The Nonverbal Literacy Assessment (NVLA) is a literacy assessment designed for students with significant intellectual disabilities. The 218-item test was initially examined using confirmatory factor analysis. This method showed that the test worked as expected, but the items loaded onto a single factor. This article uses item response theory to…
Descriptors: Item Response Theory, Severe Intellectual Disability, Factor Analysis, Nonverbal Ability
Peer reviewed Peer reviewed
Direct linkDirect link
Green, Ambra L.; Maynard, Deanna K.; Stegenga, Sondra M. – Psychology in the Schools, 2018
The use of exclusionary discipline practices in schools has been well documented since the 1970s with the passing of the Safe Schools Act and implementation of zero-tolerance policies. Despite research indicating the ineffectiveness of exclusionary practices, students continue to receive suspensions and expulsions at alarming rates. Additional…
Descriptors: Discipline, Suspension, Expulsion, Misconceptions
Peer reviewed Peer reviewed
Direct linkDirect link
Saeki, Elina; Segool, Natasha; Pendergast, Laura; von der Embse, Nathaniel – Psychology in the Schools, 2018
This study examined the potential influence of test-based accountability policies on school environment and teacher stress among early elementary teachers. Structural equation modeling of data from 541 kindergarten through second grade teachers across three states found that use of student performance on high-stakes tests to evaluate teachers…
Descriptors: Accountability, Elementary School Teachers, Primary Education, Educational Policy
Peer reviewed Peer reviewed
Direct linkDirect link
Begeny, John C. – Psychology in the Schools, 2018
This paper serves as the introductory article for the special issue titled, Internationalization in School and Educational Psychology. The paper begins with a summary of the existing literature about internationalization and describes how there are both similarities and differences in the many proposed descriptions and definitions of…
Descriptors: Educational Psychology, School Psychology, Global Approach
Peer reviewed Peer reviewed
Direct linkDirect link
Amesty, Elvia; Páez, Doris – Psychology in the Schools, 2018
Because teachers have regular access to youth, they have the potential of playing a significant role in health promotion and drug abuse prevention strategies. The purpose of this study was to investigate the effect of training and encouraging project-based learning methods on Venezuelan teachers' attitudes toward school-based drug abuse prevention…
Descriptors: Foreign Countries, Teacher Attitudes, Health Promotion, Drug Abuse
Pages: 1  |  ...  |  7  |  8  |  9  |  10  |  11  |  12  |  13  |  14  |  15  |  ...  |  220