﻿FN Clarivate Analytics Web of Science
VR 1.0
PT J
AU Walters, KJ
   Simons, JS
AF Walters, Kyle J.
   Simons, Jeffrey S.
TI Affective Dependence, Self-Regulation, and Alcohol Problems: Between-
   and Within-Person Associations
SO EMOTION
LA English
DT Article
DE affect; self-regulation; alcohol problems; goal pursuit; EMA
ID ECOLOGICAL MOMENTARY ASSESSMENT; EMOTION DIFFERENTIATION; GOAL PROGRESS;
   NEGATIVE URGENCY; DIRECTIVE FORMS; POSITIVE AFFECT; BINGE DRINKING;
   CHRONIC PAIN; TIME; EXPERIENCE
AB Positive affect (PA) and negative affect (NA) are associated with goal pursuit in addition to dysregulated behavior. Affective dependence (i.e., the correlation between PA and NA) may be a marker for good self-regulation on the one hand (weaker dependence) and poor self-regulation on the other (stronger dependence). This study sought to elucidate the role of affective dependence as a predictor of goal pursuit and alcohol problems at the within- and between-person levels. Participants were 100 college students aged 18-25 years, who drank alcohol at least moderately, and completed a 21-day ecological momentary assessment study regarding affect, academic goal pursuit, idiographic goal pursuit, alcohol use, and alcohol problems. Multilevel time series models were estimated. Consistent with hypotheses, affective dependence predicted more alcohol problems and decreased academic goal pursuit at the within-person level. Importantly, effects on academic goal pursuit included perceived achievement and progress related to academics, as well as time spent studying, an objective marker for academic engagement. Effects were significant controlling for autoregressive effects, lagged residuals of PA and NA, concurrent alcohol use, day of the week, age, gender, and trait affective dependence. Thus, this study provides robust tests of lagged within-person effects of affective dependence. The effect of affective dependence on idiographic goal pursuit was not significant, contrary to hypothesis. Affective dependence was not significantly associated with alcohol problems or goal pursuit at the between-person level. Results suggest that affective dependence is a common factor explaining problems related to alcohol use and psychological functioning more broadly.
C1 [Walters, Kyle J.; Simons, Jeffrey S.] Univ South Dakota, Dept Psychol, Vermillion, SD USA.
   [Walters, Kyle J.] Med Univ South Carolina, Dept Psychiat, Charleston, SC USA.
   [Walters, Kyle J.] Med Univ South Carolina, Dept Psychiat, 67 President St, Charleston, SC 29425 USA.
C3 University of South Dakota; Medical University of South Carolina;
   Medical University of South Carolina
RP Walters, KJ (corresponding author), Med Univ South Carolina, Dept Psychiat, 67 President St, Charleston, SC 29425 USA.
EM walterky@musc.edu
OI Walters, Kyle J./0000-0003-4223-1432
CR Aarts H, 2000, J PERS SOC PSYCHOL, V78, P53, DOI 10.1037/0022-3514.78.1.53
   Allison P. D., 2012, LOGISTIC REGRESSION
   American Psychiatric Association, 2013, Diagnostic and statistical manual of mental disorders, V5th, DOI DOI 10.1176/APPI.BOOKS.9780890425596
   Armeli S, 2003, PSYCHOL ADDICT BEHAV, V17, P266, DOI 10.1037/0893-164X.17.4.266
   Arria AM, 2020, J AM COLL HEALTH, V68, P132, DOI 10.1080/07448481.2018.1535494
   Baumeister R. F., 2010, THEN MIRACLE OCCURS, P119
   Baumeister RF, 2007, PERS SOC PSYCHOL REV, V11, P167, DOI 10.1177/1088868307301033
   Bender M, 2012, J RES PERS, V46, P374, DOI 10.1016/j.jrp.2012.03.005
   Carver CS, 2018, PSYCHOL INQ, V29, P139, DOI 10.1080/1047840X.2018.1513681
   CARVER CS, 1990, PSYCHOL REV, V97, P19, DOI 10.1037/0033-295X.97.1.19
   Coifman KG, 2012, J ABNORM PSYCHOL, V121, P668, DOI 10.1037/a0028502
   Custers R, 2005, J PERS SOC PSYCHOL, V89, P129, DOI 10.1037/0022-3514.89.2.129
   Davis MC, 2004, J PERS, V72, P1133, DOI 10.1111/j.1467-6494.2004.00293.x
   De Vuyst HJ, 2019, PLOS ONE, V14, DOI 10.1371/journal.pone.0219121
   Dejonckheere E, 2021, EMOTION, V21, P326, DOI 10.1037/emo0000697
   Dejonckheere E, 2019, NAT HUM BEHAV, V3, P478, DOI 10.1038/s41562-019-0555-0
   Dejonckheere E, 2018, J PERS SOC PSYCHOL, V114, P323, DOI 10.1037/pspp0000186
   DeYoung CG, 2018, PSYCHOL INQ, V29, P117, DOI 10.1080/1047840X.2018.1513680
   Dimeff L.A., 1999, BRIEF ALCOHOL SCREEN
   Emery NN, 2022, ALCOHOL CLIN EXP RES, V46, P1294, DOI 10.1111/acer.14854
   Emery NN, 2014, ADDICT BEHAV, V39, P1459, DOI 10.1016/j.addbeh.2014.05.004
   Fairbairn CE, 2013, J ABNORM PSYCHOL, V122, P770, DOI 10.1037/a0032980
   FREDRICKSON BL, 2001, AM PSYCHOL, V56, P218, DOI DOI 10.1037/0003-066X.56.3.218
   Frijda NH, 2010, BIOL PSYCHOL, V84, P570, DOI 10.1016/j.biopsycho.2010.01.005
   Greene KM, 2017, J ADOLESCENCE, V56, P24, DOI 10.1016/j.adolescence.2016.12.001
   Gunn RL, 2020, EXP CLIN PSYCHOPHARM, V28, P426, DOI 10.1037/pha0000357
   Hamaker EL, 2018, MULTIVAR BEHAV RES, V53, P820, DOI 10.1080/00273171.2018.1446819
   Herrmann M., 2015, Motivation Science, V1, P121, DOI [DOI 10.1037/MOT0000016, 10.1037/mot0000016]
   Hershfield HE, 2013, SOC PSYCHOL PERS SCI, V4, P54, DOI 10.1177/1948550612444616
   Horton NJ, 2007, BMC MED RES METHODOL, V7, DOI 10.1186/1471-2288-7-9
   Hufford MR, 2002, PSYCHOL ADDICT BEHAV, V16, P205, DOI 10.1037//0893-164X.16.3.205
   KAROLY P, 1993, ANNU REV PSYCHOL, V44, P23, DOI 10.1146/annurev.psych.44.1.23
   Kashdan TB, 2010, PSYCHOL SCI, V21, P1341, DOI 10.1177/0956797610379863
   Kazak AE, 2018, AM PSYCHOL, V73, P1, DOI 10.1037/amp0000263
   Kessler RC, 1996, AM J ORTHOPSYCHIAT, V66, P17, DOI 10.1037/h0080151
   Klug HJP, 2015, J HAPPINESS STUD, V16, P37, DOI 10.1007/s10902-013-9493-0
   Koestner R, 2015, J PERS, V83, P179, DOI 10.1111/jopy.12093
   Koestner R, 2012, PERS SOC PSYCHOL B, V38, P1609, DOI 10.1177/0146167212457075
   Kruglanski AW, 2002, ADV EXP SOC PSYCHOL, V34, P331, DOI 10.1016/S0065-2601(02)80008-9
   Kuppens P, 2015, EMOT REV, V7, P297, DOI 10.1177/1754073915590947
   Lindquist KA, 2008, PSYCHOL SCI, V19, P898, DOI 10.1111/j.1467-9280.2008.02174.x
   Maisto SA, 2021, ARCH SEX BEHAV, V50, P2843, DOI 10.1007/s10508-020-01852-2
   Marlatt GA, 1998, J CONSULT CLIN PSYCH, V66, P604, DOI 10.1037/0022-006X.66.4.604
   Mesquita B, 2011, COGNITION EMOTION, V25, P782, DOI 10.1080/02699931.2011.586824
   MetricWire, 2016, METRICWIRE
   Milyavskaya M, 2018, CAN PSYCHOL, V59, P163, DOI 10.1037/cap0000147
   Moberly NJ, 2010, COGNITION EMOTION, V24, P729, DOI 10.1080/02699930802696849
   Moore A, 2020, J PERS, V88, P530, DOI 10.1111/jopy.12508
   Muthen L.K., 2019, Mplus Statistical Modeling Software: Release 8.3
   Pang RD, 2014, DRUG ALCOHOL DEPEN, V144, P225, DOI 10.1016/j.drugalcdep.2014.09.771
   Saunders B., 2016, Motivation and Cognitive Control, P212
   Seo E, 2021, EMOTION, V21, P892, DOI 10.1037/emo0000752
   Shiota MN, 2014, SOC PERSONAL PSYCHOL, V8, P104, DOI 10.1111/spc3.12092
   Simons JS, 2021, EMOTION, V21, P757, DOI 10.1037/emo0000745
   Simons JS, 2018, J ABNORM PSYCHOL, V127, P733, DOI 10.1037/abn0000376
   Simons JS, 2017, COGNITION EMOTION, V31, P1405, DOI 10.1080/02699931.2016.1226162
   Simons JS, 2015, ADDICT BEHAV, V50, P205, DOI 10.1016/j.addbeh.2015.06.042
   Simons JS, 2014, J ABNORM PSYCHOL, V123, P676, DOI 10.1037/a0036926
   Simons JS, 2010, ADDICT BEHAV, V35, P1045, DOI 10.1016/j.addbeh.2010.07.001
   Simons JS, 2004, ADDICT BEHAV, V29, P773, DOI 10.1016/j.addbeh.2004.02.006
   Simons RM, 2021, J TRAUMA STRESS, V34, P298, DOI 10.1002/jts.22601
   Smith GT, 2016, DRUG ALCOHOL DEPEN, V163, pS3, DOI 10.1016/j.drugalcdep.2015.08.038
   StataCorp, 2018, STATA STAT SOFTWARE
   Substance Abuse and Mental Health Services Administration, 2021, HHS Publication No. PEP20-07-01-001, NSDUH Series H-55
   Trull TJ, 2015, EMOT REV, V7, P355, DOI 10.1177/1754073915590617
   U.S. Department of Health and Human Services & U.S. Department of Agriculture, 2015, 2015 2020 DIET GUID
   Walters, 2023, AFFECTIVE DEPENDENCE
   Walters KJ, 2022, MOTIV EMOTION, V46, P110, DOI 10.1007/s11031-021-09916-z
   Wardell JD, 2012, ADDICT BEHAV, V37, P435, DOI 10.1016/j.addbeh.2011.12.004
   Watson D., 1994, MANUAL POSITIVE NEGA
   Weiss NH, 2018, ADDICT BEHAV, V79, P131, DOI 10.1016/j.addbeh.2017.12.015
   Werner K.M., 2019, The determinants of successful goal pursuit
   Werner KM, 2016, PERS INDIV DIFFER, V96, P237, DOI 10.1016/j.paid.2016.03.002
   Zautra A, 2001, J CONSULT CLIN PSYCH, V69, P786, DOI 10.1037//0022-006X.69.5.786
   Zautra A.J., 1998, ANN REV GERONTOLOGY, V17, P75
NR 75
TC 1
Z9 1
U1 0
U2 5
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1528-3542
EI 1931-1516
J9 EMOTION
JI Emotion
PD DEC
PY 2023
VL 23
IS 8
BP 2142
EP 2155
DI 10.1037/emo0001246
EA APR 2023
PG 14
WC Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA IR8G4
UT WOS:000979481100001
PM 37104767
DA 2024-07-15
ER

PT J
AU Dong, JW
   Lee, SA
   Wang, CH
   Shannon, DM
AF Dong, Jianwei
   Lee, Sangah
   Wang, Chih-hHsuan
   Shannon, David M.
TI Impact on social capital and learning engagement due to social media
   usage among the international students in the US
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Social media; Social capital; Learning engagement; Cultural adjustment;
   International students
ID UNITED-STATES; PERFORMANCE; EXPERIENCES; NETWORKING; CHINESE;
   ACCULTURATION; ADAPTATION; ADJUSTMENT; FACEBOOK; ENGLISH
AB International students who pursue their academic goals in United States are prone to difficulties when attempting to build social resources and adjust to the new culture. Social media is a practical means of connection due to its ease of use and accessibility. Previous research has indicated contradictory effects of social media use on academic engagement. In addition to the direct effect, this research examined social media use influences on international students' learning engagement by mediating social capital and cultural adjustment. A total of 209 international students completed a web-based survey distributed via e-mail and social media between November 2021 and May 2022. Data were analyzed using Structural Equation Model. Results showed that only purposely using social media to collaborate with learning counterparts or materials directly improves international students' learning engagement. Other uses of social media (e.g., expanding new resources, solidifying close relationships) have no significant direct effects. Nonetheless, they are essential to improving levels of learning engagement via the mediation of bridging capital (social resources attributed to expanding relationships) and students' cultural adjustment in the U.S. International students' bonding capital (social resources available through trustworthy relationships) and home cultural retention showed little direct or indirect effects on learning engagement. This study recognizes the importance of social resources and cultural adjustment for international students. Also, this study provides valuable information to educators and administrators, as there is a need to identify the underlying mechanisms to contribute feasible learning intervention approaches and alleviate negative effects for international students.
C1 [Dong, Jianwei; Lee, Sangah; Wang, Chih-hHsuan; Shannon, David M.] Auburn Univ, Dept Educ Fdn Leadership & Technol, 4036Haley Ctr,351 W Thach Concourse, Auburn, AL 36849 USA.
C3 Auburn University System; Auburn University
RP Dong, JW (corresponding author), Auburn Univ, Dept Educ Fdn Leadership & Technol, 4036Haley Ctr,351 W Thach Concourse, Auburn, AL 36849 USA.
EM jzd0077@auburn.edu; szl0146@auburn.edu; wangchi@auburn.edu;
   shanndm@auburn.edu
OI Lee, Sangah/0000-0003-2644-6206; Dong, Jianwei/0000-0002-7736-086X
CR Al-Oraibi A, 2022, INT J ENV RES PUB HE, V19, DOI 10.3390/ijerph19137631
   Al-Rahmi WM, 2018, COMPUT EDUC, V121, P59, DOI 10.1016/j.compedu.2018.02.010
   Ali-Hassan H, 2015, J STRATEGIC INF SYST, V24, P65, DOI 10.1016/j.jsis.2015.03.001
   Ansari JAN, 2020, SMART LEARN ENVIRON, V7, DOI 10.1186/s40561-020-00118-7
   Armentani E, 2014, PROCEEDINGS OF THE ASME 12TH BIENNIAL CONFERENCE ON ENGINEERING SYSTEMS DESIGN AND ANALYSIS - 2014, VOL 1
   BAUMEISTER RF, 1995, PSYCHOL BULL, V117, P497, DOI 10.1037/0033-2909.117.3.497
   Berk RA, 1996, CONTEMP SOCIOL, V25, P442, DOI 10.2307/2077035
   Berry JW, 2006, APPL PSYCHOL-INT REV, V55, P303, DOI 10.1111/j.1464-0597.2006.00256.x
   Blackmore J, 2024, EDUC REV, V76, P242, DOI 10.1080/00131911.2022.2026892
   Blasco-Arcas L, 2013, COMPUT EDUC, V62, P102, DOI 10.1016/j.compedu.2012.10.019
   Brunsting NC, 2018, INT J INTERCULT REL, V66, P22, DOI 10.1016/j.ijintrel.2018.06.002
   Cai D., 1997, Intercultural Communication Success, V1, P31
   Cao C, 2020, HIGH EDUC, V80, P625, DOI 10.1007/s10734-020-00501-w
   Cao GM, 2022, J RES TECHNOL EDUC, V54, P18, DOI 10.1080/15391523.2020.1801538
   Chai DS, 2022, J STUD AFF RES PRACT, V59, P101, DOI 10.1080/19496591.2021.1943417
   Chai DS, 2020, J INT STUDENTS, V10, P571, DOI 10.32674/jis.v10i3.1235
   Chang CT, 2019, COMPUT EDUC, V139, P157, DOI 10.1016/j.compedu.2019.05.011
   Chawinga WD, 2017, INT J EDUC TECHNOL H, V14, DOI 10.1186/s41239-017-0041-6
   Cho J, 2015, J STUD INT EDUC, V19, P11, DOI 10.1177/1028315314533606
   Cleary TJ, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P237, DOI 10.1007/978-1-4614-2018-7_11
   COLEMAN JS, 1988, AM J SOCIOL, V94, pS95, DOI 10.1086/228943
   Cruwys T, 2021, APPL PSYCHOL-INT REV, V70, P931, DOI 10.1111/apps.12254
   Demes KA, 2014, J CROSS CULT PSYCHOL, V45, P91, DOI 10.1177/0022022113487590
   Deng LF, 2023, BEHAV RES METHODS, V55, P1460, DOI 10.3758/s13428-022-01838-z
   Dillman DA., 2014, Internet, Phone, Mail and Mixed-Mode Surveys: The Tailored Design Method, V4th Ed, DOI DOI 10.3310/HTA22030
   Finn JD, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P97, DOI 10.1007/978-1-4614-2018-7_5
   Flanigan AE, 2018, EDUC PSYCHOL REV, V30, P585, DOI 10.1007/s10648-017-9418-2
   Flanigan AE, 2015, LEARN INDIVID DIFFER, V44, P40, DOI 10.1016/j.lindif.2015.11.003
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Gibson J. J, 1979, The Ecological Approach to Visual Perception: Classic Edition, DOI [10.4324/9781315740218, DOI 10.4324/9781315740218]
   Glass CR, 2018, J INT STUDENTS, V8, P1274, DOI 10.5281/zenodo.1254580
   Glass CR, 2015, J INT STUDENTS, V5, P353
   Glass CR, 2014, INT J INTERCULT REL, V38, P106, DOI 10.1016/j.ijintrel.2013.04.004
   Gomes C, 2015, J YOUTH STUD, V18, P515, DOI 10.1080/13676261.2014.992316
   GOODENOW C, 1993, J EXP EDUC, V62, P60, DOI 10.1080/00220973.1993.9943831
   Hair J. F., 2006, MULTIVARIATE DATA AN, DOI DOI 10.1016/J.IJPHARM.2011.02.019
   Handelsman MM, 2005, J EDUC RES, V98, P184, DOI 10.3200/JOER.98.3.184-192
   Hasman A, 2015, STUD HEALTH TECHNOL, V213, P3, DOI 10.3233/978-1-61499-538-8-3
   Humphrey A., 2021, Journal of International Students, V11, DOI DOI 10.32674/JIS.V11IS2.3577
   Hutchby I, 2001, SOCIOLOGY, V35, P441, DOI 10.1177/S0038038501000219
   Institute of International Education, 2021, OP DOORS 2021
   Jordan M., 2020, NY TIMES
   Kabilan MK, 2010, INTERNET HIGH EDUC, V13, P179, DOI 10.1016/j.iheduc.2010.07.003
   Kim E, 2021, PROF PSYCHOL-RES PR, V52, P279, DOI 10.1037/pro0000383
   Kim Y.Y., 2001, Becoming intercultural: An integrative theory of communication and cross-cultural adaptation, DOI [10.4135/9781452233253, DOI 10.4135/9781452233253]
   Kim Y.Y., 1988, Communication and Cross-cultural Adaptation: An Integrative Theory
   Kim YangSoo., 2016, Intercultural Communication Studies, V25
   Kunka BA, 2020, EDUC MEDIA INT, V57, P316, DOI 10.1080/09523987.2020.1848508
   Li XQ, 2014, COMPUT HUM BEHAV, V35, P116, DOI 10.1016/j.chb.2014.02.012
   Lin JH, 2012, NEW MEDIA SOC, V14, P421, DOI 10.1177/1461444811418627
   Tran LT, 2016, COMPARE, V46, P560, DOI 10.1080/03057925.2015.1057479
   Mbawuni J., 2015, International Journal of Higher Education, V4, P120, DOI DOI 10.5430/IJHE.V4N1P120
   Moon CY, 2020, J INT STUDENTS, V10, P28, DOI 10.32674/jis.v10i1.770
   Muthen L. K., 2017, Mplus user's guide., V8th
   Pekrun R, 2014, EDUC PSYCHOL HANDB, P120
   Phua J, 2011, ASIAN J COMMUN, V21, P504, DOI 10.1080/01292986.2011.587015
   Putnam R. D., 2000, BOWLING ALONE COLLAP
   Roberts T.S., 2005, Computer-supported collaborative learning in higher education, P1, DOI DOI 10.4018/978-1-59140-408-8.CH001
   Russell J, 2010, HIGH EDUC, V60, P235, DOI 10.1007/s10734-009-9297-7
   Sawir E, 2008, J STUD INT EDUC, V12, P148, DOI 10.1177/1028315307299699
   Schwinger M., 2012, International Journal of Educational Research, V56, P35, DOI [10.1016/J.IJER.2012.07.005, DOI 10.1016/J.IJER.20L2.07.005]
   Skinner EA, 2016, EDUC PSYCHOL HANDB, P145
   Stathopoulou A, 2019, EUR MANAG J, V37, P421, DOI 10.1016/j.emj.2019.01.008
   Stefanone M.A., 2011, 1 MONDAY, V16, P1, DOI DOI 10.5210/FM.V16I2.3314
   Sun XN, 2021, J CROSS CULT PSYCHOL, V52, P61, DOI 10.1177/0022022120979625
   Tindell D.R., 2012, COLL TEACH, V60, P1, DOI DOI 10.1080/87567555.2011.604802
   Tsai JY, 2020, J MED INTERNET RES, V22, DOI 10.2196/22767
   Tu HJ, 2018, J INT STUDENTS, V8, P1709, DOI 10.5281/zenodo.1468074
   Tyson DF, 2009, HUM DEV, V52, P329, DOI 10.1159/000242348
   Van Horne S, 2018, J INT STUDENTS, V8, P351, DOI 10.5281/zenodo.1134313
   Wellman B, 2001, AM BEHAV SCI, V45, P436, DOI 10.1177/00027640121957286
   Williams D, 2006, J COMPUT-MEDIAT COMM, V11, DOI 10.1111/j.1083-6101.2006.00029.x
   Yu QL, 2019, TECHNOL FORECAST SOC, V145, P493, DOI 10.1016/j.techfore.2018.09.026
NR 73
TC 4
Z9 4
U1 1
U2 27
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1360-2357
EI 1573-7608
J9 EDUC INF TECHNOL
JI Educ. Inf. Technol.
PD JUL
PY 2023
VL 28
IS 7
BP 8027
EP 8050
DI 10.1007/s10639-022-11520-8
EA DEC 2022
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA K5WH2
UT WOS:000899157900003
PM 36532798
OA Green Published, Bronze
DA 2024-07-15
ER

PT J
AU Losh, A
   Eisenhower, A
   Blacher, J
AF Losh, Ainsley
   Eisenhower, Abbey
   Blacher, Jan
TI Impact of student-teacher relationship quality on classroom behavioral
   engagement for young students on the autism spectrum
SO RESEARCH IN AUTISM SPECTRUM DISORDERS
LA English
DT Article
DE Autism; ASD; Academic engagement; Behavioral engagement; Student
   -teacher relationships; Elementary
ID CHILD RELATIONSHIPS; INTELLECTUAL DISABILITY; DIAGNOSTIC INTERVIEW;
   SCHOOL ENGAGEMENT; SELF-REGULATION; MISSING DATA; ACHIEVEMENT;
   KINDERGARTEN; RISK; PERSPECTIVE
AB Background: Student academic behavioral engagement (BE) contributes to learning and school success. Student-teacher relationships (STRs) may promote BE, although previous findings regarding how these constructs are associated over time are mixed. For young autistic students who face barriers to early school success, a high-quality STR may serve as a key protective factor to promote classroom engagement.Methods: The present study investigated connections between teacher-rated STR quality and student BE over two school years for 146 young autistic children (grade PK-2) using cross-lagged structural equation modeling. A full model with cross-lagged paths from BE to STR quality and from STR quality to BE was first examined. Potential confounding variables (i.e., externalizing behaviors, cognitive skills, and language skills) were included. The model was then trimmed by removing all non-significant paths. It was hypothesized that the final model would highlight the unidirectional influence of STR quality on BE.Results: Results supported the unidirectional influence of STR quality on BE across one school year. STR quality at the beginning of the first school year predicted behavioral engagement at the end of the year (8 =.26, p<.01) BE outcomes persisted into the following school year (8 =.45, p<.001).Conclusions: Findings suggest that STR quality significantly contributes to engagement for young autistic students, potentially serving as a critical protective factor for classroom success. This highlights the importance of developing quality STRs with high levels of closeness and low levels of conflict for students on the spectrum in early schooling.
C1 [Losh, Ainsley; Blacher, Jan] Univ Calif Riverside, Sch Educ, Riverside, CA 95251 USA.
   [Eisenhower, Abbey] Univ Massachusetts, Coll Liberal Arts, Boston, MA 02125 USA.
   [Losh, Ainsley] Univ Calif Riverside, Sch Educ, 1207 Sproul Hall, Riverside, CA 95251 USA.
C3 University of California System; University of California Riverside;
   Massachusetts System of Public Higher Education; Massachusetts College
   Liberal Arts; University of Massachusetts System; University of
   Massachusetts Boston; University of California System; University of
   California Riverside
RP Losh, A (corresponding author), Univ Calif Riverside, Sch Educ, 1207 Sproul Hall, Riverside, CA 95251 USA.
EM alosh001@ucr.edu
RI Eisenhower, Abbey/HNJ-5963-2023
FU Institute of Education Sciences, U.S. Department of Education
   [R324A110086]
FX The research reported here was supported by the Institute of Education
   Sciences, U.S. Department of Education, through Grant [R324A110086] to
   [J. Blacher, P.I., The University of California, Riverside] . The
   opinions expressed are those of the authors and do not represent views
   of the Institute or the U.S. Department of Education.
CR Able H, 2015, TEACH EDUC SPEC EDUC, V38, P44, DOI 10.1177/0888406414558096
   Achenbach TM, 2001, ASEBA preschool forms profiles: An integrated system of multi-informant assessment
   American Psychiatric Association, 2022, DIAGN STAT MAN MENT
   [Anonymous], 2000, Achenbach System of Empirically Based Assessment
   [Anonymous], 2016, IBM SPSS Statistics for Macintosh
   Archambault I, 2013, LEARN INSTR, V23, P1, DOI 10.1016/j.learninstruc.2012.09.003
   Ashburner J, 2010, RES AUTISM SPECT DIS, V4, P18, DOI 10.1016/j.rasd.2009.07.002
   Baker JA, 2006, J SCHOOL PSYCHOL, V44, P211, DOI 10.1016/j.jsp.2006.02.002
   Barned NE, 2011, J EARLY CHILD TEACH, V32, P302, DOI 10.1080/10901027.2011.622235
   BENTLER PM, 1990, PSYCHOL BULL, V107, P238, DOI 10.1037/0033-2909.88.3.588
   Bergin C, 2009, EDUC PSYCHOL REV, V21, P141, DOI 10.1007/s10648-009-9104-0
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Blacher J, 2014, RES AUTISM SPECT DIS, V8, P324, DOI 10.1016/j.rasd.2013.12.008
   Blacher J, 2009, AJIDD-AM J INTELLECT, V114, P322, DOI 10.1352/1944-7558-114.5.322
   Bolourian Y, 2022, J AUTISM DEV DISORD, V52, P3977, DOI 10.1007/s10803-021-05266-4
   Bölte S, 2011, J AUTISM DEV DISORD, V41, P66, DOI 10.1007/s10803-010-1024-9
   Browne M.W., 1993, SOCIOL METHOD RES, P445
   Cadima J, 2015, EARLY CHILD RES Q, V32, P1, DOI 10.1016/j.ecresq.2015.01.008
   Caplan B, 2016, J AUTISM DEV DISORD, V46, P3653, DOI 10.1007/s10803-016-2915-1
   Carnahan C., 2009, EDUC TREAT CHILD, V32, P37, DOI DOI 10.1353/ETC.0.0047
   Constantino J. N., 2002, SOCIAL RESPONSIVENES
   Constantino JN, 2003, J AUTISM DEV DISORD, V33, P427, DOI 10.1023/A:1025014929212
   Decker DM, 2007, J SCHOOL PSYCHOL, V45, P83, DOI 10.1016/j.jsp.2006.09.004
   Dixon MR, 2018, PSYCHOL REC, V68, P419, DOI 10.1007/s40732-018-0284-1
   Doumen S, 2012, J SCHOOL PSYCHOL, V50, P61, DOI 10.1016/j.jsp.2011.08.004
   Eisenhower AS, 2015, J APPL SCH PSYCHOL, V31, P256, DOI 10.1080/15377903.2015.1056924
   Eisenhower AS, 2015, RES AUTISM SPECT DIS, V9, P163, DOI 10.1016/j.rasd.2014.09.007
   Elledge LC, 2016, J ABNORM CHILD PSYCH, V44, P691, DOI 10.1007/s10802-015-0074-z
   Enders CK, 2001, STRUCT EQU MODELING, V8, P430, DOI 10.1207/S15328007SEM0803_5
   Engels MC, 2016, J YOUTH ADOLESCENCE, V45, P1192, DOI 10.1007/s10964-016-0414-5
   Fantuzzo J, 2007, SCHOOL PSYCHOL REV, V36, P44
   Finn JD, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P97, DOI 10.1007/978-1-4614-2018-7_5
   FOWLER SA, 1991, EXCEPT CHILDREN, V58, P136, DOI 10.1177/001440299105800205
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Fredricks JA, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P763, DOI 10.1007/978-1-4614-2018-7_37
   Goetz T, 2021, LEARN INSTR, V71, DOI 10.1016/j.learninstruc.2020.101349
   Gordon B., 2004, CAN J SCH PSYCHOL, V19, P205, DOI [10.1177/082957350401900111, DOI 10.1177/082957350401900111]
   Green J., 1994, International Encyclopedia of English and the Language Arts, V2, P1075
   Hamre BK, 2005, CHILD DEV, V76, P949, DOI 10.1111/j.1467-8624.2005.00889.x
   Hamre BK, 2001, CHILD DEV, V72, P625, DOI 10.1111/1467-8624.00301
   Hooper D., 2008, Electron. J. Bus. Res. Methods, V6, P53, DOI [DOI 10.21427/D7CF7R, 10.21427/D7CF7R]
   Hughes JN, 2008, J EDUC PSYCHOL, V100, P1, DOI 10.1037/0022-0663.100.1.1
   Jahromi LB, 2013, RES AUTISM SPECT DIS, V7, P235, DOI 10.1016/j.rasd.2012.08.012
   Jerome EM, 2009, SOC DEV, V18, P915, DOI 10.1111/j.1467-9507.2008.00508.x
   Kendall PC, 2007, J ANXIETY DISORD, V21, P1004, DOI 10.1016/j.janxdis.2006.10.012
   Lei H, 2018, SOC BEHAV PERSONAL, V46, P517, DOI 10.2224/sbp.7054
   Lindsay S, 2013, INT J DISABIL DEV ED, V60, P347, DOI 10.1080/1034912X.2013.846470
   Longobardi C, 2012, EUR J INVEST HEALTH, V2, P103, DOI 10.1989/ejihpe.v2i3.18
   Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947
   LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145
   Lord C., 2014, Autism Diagnostic Observation Schedule, ADOS-2, DOI DOI 10.1007/978-1-4419-1698-3_2011
   Losh A, 2022, J APPL DEV PSYCHOL, V79, DOI 10.1016/j.appdev.2022.101394
   Losh A, 2019, J AUTISM DEV DISORD, V49, P3582, DOI 10.1007/s10803-019-04065-2
   Matson JL, 2007, RES DEV DISABIL, V28, P567, DOI 10.1016/j.ridd.2006.08.001
   Mavropoulou S, 2014, J AUTISM DEV DISORD, V44, P1867, DOI 10.1007/s10803-014-2059-0
   Mayes SD, 2009, J AUTISM DEV DISORD, V39, P1682, DOI 10.1007/s10803-009-0812-6
   McIntyre LL, 2006, J INTELL DISABIL RES, V50, P349, DOI 10.1111/j.1365-2788.2006.00783.x
   Meece J.L., 2009, Handbook of motivation at school, P411
   Minshew NJ, 2005, J AUTISM DEV DISORD, V35, P45, DOI 10.1007/s10803-004-1030-x
   O'Connor E, 2007, AM EDUC RES J, V44, P340, DOI 10.3102/0002831207302172
   Pandolfi V, 2012, RES AUTISM SPECT DIS, V6, P96, DOI 10.1016/j.rasd.2011.03.009
   Pandolfi V, 2009, J AUTISM DEV DISORD, V39, P986, DOI 10.1007/s10803-009-0716-5
   Pianta R.C., 2001, Student-teacher relationship scale (STRS): Professional Manual. Psychological Assessment Resources, DOI [DOI 10.1037/T11872-000, 10.1037/t11872-000]
   Pianta RC, 2004, SCHOOL PSYCHOL REV, V33, P444
   Pianta RC, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P365, DOI 10.1007/978-1-4614-2018-7_17
   Ponitz CC, 2009, DEV PSYCHOL, V45, P605, DOI 10.1037/a0015365
   Reeve J, 2013, J EDUC PSYCHOL, V105, P579, DOI 10.1037/a0032690
   Reichow Brian, 2008, Commun Disord Q, V29, P169, DOI 10.1177/1525740108318697
   Reyes MR, 2012, J EDUC PSYCHOL, V104, P700, DOI 10.1037/a0027268
   Riley P, 2009, TEACH TEACH EDUC, V25, P626, DOI 10.1016/j.tate.2008.11.018
   Roberts J, 2016, INT J INCLUSIVE EDUC, V20, P1084, DOI 10.1080/13603116.2016.1145267
   Robertson K, 2003, J AUTISM DEV DISORD, V33, P123, DOI 10.1023/A:1022979108096
   Robinson K, 2014, AM J EDUC, V120, P325, DOI 10.1086/675530
   Roorda DL, 2021, J APPL DEV PSYCHOL, V74, DOI 10.1016/j.appdev.2021.101277
   Roorda DL, 2017, SCHOOL PSYCHOL REV, V46, P239, DOI 10.17105/SPR-2017-0035.V46-3
   Roorda DL, 2011, REV EDUC RES, V81, P493, DOI 10.3102/0034654311421793
   Rosseel Y, 2012, J STAT SOFTW, V48, P1, DOI 10.18637/jss.v048.i02
   ROWE KJ, 1992, J AM ACAD CHILD PSY, V31, P349, DOI 10.1097/00004583-199203000-00025
   Sabol TJ, 2012, ATTACH HUM DEV, V14, P213, DOI 10.1080/14616734.2012.672262
   Saft EW, 2001, SCHOOL PSYCHOL QUART, V16, P125, DOI 10.1521/scpq.16.2.125.18698
   Sattler J.M., 2004, Assessment of children: WISC-IV and WPPSI-II Supplement
   Sattler J.M., 2008, Assessment of children: Cognitive applications, V5th
   Schlomer GL, 2010, J COUNS PSYCHOL, V57, P1, DOI 10.1037/a0018082
   Searle AK, 2014, ELEM SCHOOL J, V114, P380, DOI 10.1086/674421
   Shapiro E.S., 2011, Academic Skills Problems: Direct Assessment and Intervention, V4th
   Silver RB, 2005, J SCHOOL PSYCHOL, V43, P39, DOI 10.1016/j.jsp.2004.11.003
   Skinner EA, 2009, EDUC PSYCHOL MEAS, V69, P493, DOI 10.1177/0013164408323233
   Sparapani N, 2016, J AUTISM DEV DISORD, V46, P782, DOI 10.1007/s10803-015-2615-2
   Team R., 2015, RSTUDIO INT DEV R
   Thijs J, 2012, J SCHOOL PSYCHOL, V50, P257, DOI 10.1016/j.jsp.2011.09.004
   TUCKER LR, 1973, PSYCHOMETRIKA, V38, P1, DOI 10.1007/bf02291170
   WALKER D, 1994, CHILD DEV, V65, P606, DOI 10.2307/1131404
   Wechsler D., 2002, WECHSLER PRIMARY PRE, VThird
   Whyte EM, 2015, J COMMUN DISORD, V54, P2, DOI 10.1016/j.jcomdis.2015.01.001
   Wu JY, 2010, J SCHOOL PSYCHOL, V48, P357, DOI 10.1016/j.jsp.2010.06.004
   Zaidman-Zait A, 2021, J CLIN CHILD ADOLESC, V50, P656, DOI 10.1080/15374416.2020.1750021
   Zee M, 2020, J APPL DEV PSYCHOL, V66, DOI 10.1016/j.appdev.2019.101101
NR 97
TC 5
Z9 6
U1 2
U2 16
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1750-9467
EI 1878-0237
J9 RES AUTISM SPECT DIS
JI Res. Autism Spectr. Disord.
PD OCT
PY 2022
VL 98
AR 102027
DI 10.1016/j.rasd.2022.102027
EA AUG 2022
PG 12
WC Education, Special; Psychology, Developmental; Psychiatry;
   Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology; Psychiatry; Rehabilitation
GA 4O1MD
UT WOS:000854470400002
DA 2024-07-15
ER

PT J
AU Treble-Barna, A
   Schultz, H
   Minich, N
   Taylor, HG
   Yeates, KO
   Stancin, T
   Wade, SL
AF Treble-Barna, Amery
   Schultz, Hanna
   Minich, Nori
   Taylor, H. Gerry
   Yeates, Keith Owen
   Stancin, Terry
   Wade, Shari L.
TI Long-Term Classroom Functioning and Its Association With
   Neuropsychological and Academic Performance Following Traumatic Brain
   Injury During Early Childhood
SO NEUROPSYCHOLOGY
LA English
DT Article
DE academic achievement; adaptive function; child development;
   neuropsychological outcomes; traumatic brain injury
ID RECOVERY 10 YEARS; COGNITIVE PREDICTORS; YOUNG-CHILDREN; OUTCOMES;
   BEHAVIOR; ACHIEVEMENT; STUDENTS; INTERVENTIONS; ADOLESCENTS; FLUENCY
AB Objective: The present study utilized ecobehavioral assessment to examine classroom functioning several years following early childhood traumatic brain injury (TBI) or orthopedic injury (OI) and its association with injury factors, neuropsychological abilities, and academic performance. Method: Participants included 39 children with moderate to severe TBI and 51 children with OI sustained between ages 3 and 7 years. At 7.2 (+/- 1.3) years post injury, ecobehavioral assessment was used to examine classroom functioning. Additional outcomes included neuropsychological tests, parent and teacher ratings of dysexecutive behavior, and teacher ratings of academic performance. Groups were compared on measures controlling for demographic characteristics, and associations among outcomes were examined using linear regression. Results: Children with TBI showed lower academic engagement relative to children with OI, as well as more frequent individual teacher attention for children with more severe injuries. For children with TBI, difficulties in classroom functioning were associated with lower cognitive flexibility and higher parent and teacher ratings of dysexecutive behavior. Lower scores on a test of fluid reasoning and a greater frequency of individual teacher attention were also associated with lower academic performance in children with TBI. Conclusions: Difficulties in classroom functioning are evident several years after early childhood TBI and were associated with greater injury severity, neuropsychological weaknesses, and poorer academic performance. Children with impaired cognitive flexibility and fluid reasoning skills were at greatest risk for these difficulties and associated weaknesses in academic performance. Instructional interactions may be a potential target for intervention to promote academic progress in at- risk children.
C1 [Treble-Barna, Amery; Schultz, Hanna] Cincinnati Childrens Hosp Med Ctr, Cincinnati, OH 45229 USA.
   [Minich, Nori; Taylor, H. Gerry] Case Western Reserve Univ, Dept Pediat Neuropsychol, Cleveland, OH 44106 USA.
   [Yeates, Keith Owen] Univ Calgary, Dept Psychol, Calgary, AB, Canada.
   [Stancin, Terry] Case Western Reserve Univ, Dept Pediat Psychol, Cleveland, OH 44106 USA.
   [Wade, Shari L.] Univ Cincinnati, Dept Phys Med & Rehabil, Cincinnati, OH 45221 USA.
   [Schultz, Hanna] Univ Alberta, Dept Educ Psychol, Edmonton, AB, Canada.
C3 Cincinnati Children's Hospital Medical Center; University System of
   Ohio; Case Western Reserve University; University of Calgary; University
   System of Ohio; Case Western Reserve University; University System of
   Ohio; University of Cincinnati; University of Alberta
RP Treble-Barna, A (corresponding author), Univ Pittsburgh, Dept Phys Med & Rehabil, 3471 Fifth Ave,Suite 202,Kaufman Bldg, Pittsburgh, PA 15213 USA.
EM amery.treble-barna@pitt.edu
RI Yeates, Keith/AAJ-4223-2020; Stancin, Terry/L-7993-2019
OI Yeates, Keith Owen/0000-0001-7680-2892
FU National Institute of Child Health and Development (NICHD) [R01
   HD42729]; Trauma Research grants from the State of Ohio Emergency
   Medical Services; National Center for Advancing Translational Sciences
   of the National Institutes of Health [8 UL1 TR000077]
FX This research was supported by funding through Grant R01 HD42729 from
   the National Institute of Child Health and Development (NICHD) and by
   Trauma Research grants from the State of Ohio Emergency Medical
   Services. Additional support was provided through Grant 8 UL1 TR000077
   from the National Center for Advancing Translational Sciences of the
   National Institutes of Health. We thank Harriet Bannister of the Juniper
   Gardens Children Project for providing training on the MS-CISSAR.
CR Abikoff HB, 2002, J ABNORM CHILD PSYCH, V30, P349, DOI 10.1023/A:1015713807297
   Achenbach TM, 2001, ASEBA preschool forms profiles: An integrated system of multi-informant assessment
   Anderson V, 2005, PEDIATRICS, V116, P1374, DOI 10.1542/peds.2004-1728
   Anderson V, 2012, PEDIATRICS, V129, pE254, DOI 10.1542/peds.2011-0311
   Anderson V, 2010, J NEUROTRAUM, V27, P863, DOI 10.1089/neu.2009.1169
   [Anonymous], 2012, Wechsler intelligence scale for Children-IV (WISCIV) italian edition, DOI 10.1037/t15174-000
   Arnett AB, 2013, J INT NEUROPSYCH SOC, V19, P881, DOI 10.1017/S1355617713000635
   Barnes MA, 1999, DEV NEUROPSYCHOL, V15, P1, DOI 10.1080/87565649909540737
   Carrow-Woolfolk E., 1999, Comprehensive Assessment of Spoken Language (CASL)
   Catroppa C, 1999, Pediatr Rehabil, V3, P167
   Catroppa C, 2007, CHILD NEUROPSYCHOL, V13, P240, DOI 10.1080/09297040600837362
   Catroppa C, 2012, J NEUROTRAUM, V29, P2539, DOI 10.1089/neu.2012.2403
   Catroppa C, 2011, BRAIN INJURY, V25, P858, DOI 10.3109/02699052.2011.589794
   Catroppa C, 2009, NEUROPSYCHOL REHABIL, V19, P716, DOI 10.1080/09602010902732868
   Chapman LA, 2010, REHABIL PSYCHOL, V55, P48, DOI 10.1037/a0018418
   Culbertson WC, 1998, ARCH CLIN NEUROPSYCH, V13, P285, DOI 10.1016/S0887-6177(97)00033-4
   Delis D. C., 2001, D KEFS EXECUTIVE FUN, DOI DOI 10.1177/0829573506295469
   Ewing-Cobbs L, 1998, J CLIN EXP NEUROPSYC, V20, P769, DOI 10.1076/jcen.20.6.769.1109
   Ewing-Cobbs L, 2004, DEV NEUROPSYCHOL, V25, P107, DOI 10.1207/s15326942dn2501&2_7
   Ewing-Cobbs L, 1997, J Int Neuropsychol Soc, V3, P581
   Ewing-Cobbs L, 2006, J NEUROSURG, V105, P287, DOI 10.3171/ped.2006.105.4.287
   Ewing-Cobbs Linda, 2002, Semin Pediatr Neurol, V9, P209, DOI 10.1053/spen.2002.35502
   Fulton JB, 2012, NEUROPSYCHOLOGY, V26, P314, DOI 10.1037/a0027973
   Ganesalingam K, 2007, J INT NEUROPSYCH SOC, V13, P298, DOI 10.1017/S1355617707070324
   Gerrard-Morris A, 2010, J INT NEUROPSYCH SOC, V16, P157, DOI 10.1017/S1355617709991135
   Gioia G.A., 2000, BEHAV RATING EXECUTI
   Gonzalez LM, 2007, EPILEPSIA, V48, P124, DOI 10.1111/j.1528-1167.2006.00907.x
   Greenwood C.R., 1997, Ecobehavioral Assessment Systems Software (EBASS
   GREENWOOD CR, 1994, EXCEPT CHILDREN, V61, P197
   Greenwood CR, 2003, J SPEC EDUC, V37, P95, DOI 10.1177/00224669030370020401
   GREENWOOD CR, 1991, EXCEPT CHILDREN, V57, P521, DOI 10.1177/001440299105700606
   Hawley CA, 2004, BRAIN INJURY, V18, P645, DOI 10.1080/02699050310001646189
   Junod REV, 2006, J SCHOOL PSYCHOL, V44, P87, DOI 10.1016/j.jsp.2005.12.004
   KINSELLA G, 1995, J PEDIATR PSYCHOL, V20, P753, DOI 10.1093/jpepsy/20.6.753
   Kinsella G J, 1997, J Int Neuropsychol Soc, V3, P608
   Kurowski BG, 2011, PM&R, V3, P836, DOI 10.1016/j.pmrj.2011.05.016
   Logan KR, 1997, EXCEPT CHILDREN, V63, P481, DOI 10.1177/001440299706300404
   Maggin DM, 2012, J SCHOOL PSYCHOL, V50, P625, DOI 10.1016/j.jsp.2012.06.001
   Manly T., 1999, TEST EVERYDAY ATTENT
   Max JE, 1998, J NERV MENT DIS, V186, P325, DOI 10.1097/00005053-199806000-00001
   McKinlay A, 2010, CHILD CARE HLTH DEV, V36, P22, DOI 10.1111/j.1365-2214.2009.00947.x
   Miller LJ, 2003, REHABIL PSYCHOL, V48, P237, DOI 10.1037/0090-5550.48.4.237
   Prasad MR, 2017, J HEAD TRAUMA REHAB, V32, pE24, DOI 10.1097/HTR.0000000000000218
   Simonsen B., 2008, Education and Treatment of Children, V31, P351, DOI [DOI 10.1353/ETC.0.0007, 10.1353/etc.0.0007]
   Taylor HG, 2008, J INT NEUROPSYCH SOC, V14, P734, DOI 10.1017/S1355617708081150
   Taylor HG, 2003, REHABIL PSYCHOL, V48, P227, DOI 10.1037/0090-5550.48.4.227
   TEASDALE G, 1974, LANCET, V2, P81
   Thaler NS, 2012, APPL NEUROPSYCH-CHIL, V1, P30, DOI 10.1080/21622965.2012.665776
   Treble-Barna A, 2017, J NEUROTRAUM, V34, P353, DOI 10.1089/neu.2016.4476
   Verger K, 2000, BRAIN INJURY, V14, P495
   Wade SL, 2016, JAMA PEDIATR, V170, P343, DOI 10.1001/jamapediatrics.2015.4485
   Wechsler D, 2011, WECHSLER ABBREVIATED, VSecond
   Wechsler D., 1997, WMS-IV: Wechsler memory scale, V3rd ed
   Wong T, 2014, EARLY HUM DEV, V90, P907, DOI 10.1016/j.earlhumdev.2014.09.011
   Yeates KO, 2010, NEUROPSYCHOLOGY, V24, P345, DOI 10.1037/a0018387
NR 55
TC 35
Z9 47
U1 0
U2 17
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0894-4105
EI 1931-1559
J9 NEUROPSYCHOLOGY
JI Neuropsychology
PD JUL
PY 2017
VL 31
IS 5
BP 486
EP 498
DI 10.1037/neu0000325
PG 13
WC Psychology, Clinical; Neurosciences; Psychology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology; Neurosciences & Neurology
GA EY1GE
UT WOS:000403713200002
PM 28627915
OA Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Glover, M
   Choy, G
   Boland, GW
   Saini, S
   Prabhakar, AM
AF Glover, McKinley
   Choy, Garry
   Boland, Giles W.
   Saini, Sanjay
   Prabhakar, Anand M.
TI Radiology and Social Media: Are Private Practice Radiology Groups More
   Social Than Academic Radiology Departments?
SO JOURNAL OF THE AMERICAN COLLEGE OF RADIOLOGY
LA English
DT Article
DE Social media; patient engagement academic radiology; private practice
   radiology
ID FACEBOOK; TWITTER
AB Purpose: This study assesses the prevalence of use of the most commonly used social media sites among private radiology groups (PRGs) and academic radiology departments (ARDs).
   Methods: The 50 largest PRGs and the 50 ARDs with the highest level of funding from the National Institutes of Health were assessed for presence of a radiology-specific social media account on Facebook, Twitter, Instagram, Pinterest, YouTube, and Linkedln. Measures of organizational activity and end-user activity were collected, including the number of posts and followers, as appropriate; between-group comparisons were performed.
   Results: PRGs adopted Facebook 12 months earlier (P = .02) and Twitter 18 months earlier (P = .02) than did ARDs. A total of 76% of PRGs maintained >= 1 account on the social media sites included in the study, compared with 28% of ARDs (P < .0001). The prevalence of having an account on the social media sites for PRGs was: Facebook, 66%; Linkedln, 56%; Twitter, 42%; YouTube, 20%; Pinterest, 4%; and Instagram, 2%. The prevalence of radiology-specific social media accounts for ARDs was: Facebook, 18%; LinkedIn, 0%; Twitter, 24%; YouTube, 6%; Pinterest, 0%; and Instagram, 0%. There was no significant difference between ARDs and PRGs in measures of end-user or organizational activity on Facebook or Twitter.
   Conclusions: Use of social media in health care is emerging as mainstream, with PRGs being early adopters of Facebook and Twitter in comparison with ARDs. Competitive environments and institutional policies may be strong factors that influence how social media is used by radiologists at the group and department levels.
C1 [Glover, McKinley; Choy, Garry; Boland, Giles W.; Saini, Sanjay; Prabhakar, Anand M.] Massachusetts Gen Hosp, Dept Radiol, Boston, MA 02114 USA.
C3 Harvard University; Massachusetts General Hospital
RP Glover, M (corresponding author), Massachusetts Gen Hosp, Dept Radiol, 55 Fruit St,FND 216, Boston, MA 02114 USA.
EM mckinley.glover@mgh.harvard.edu
RI Boland, Giles wl/M-9856-2018
CR ACR, WHAT IS IMAGING 3 0
   Alexander DE, 2014, SCI ENG ETHICS, V20, P717, DOI 10.1007/s11948-013-9502-z
   Angeles S., SOCIAL SUCCESS MEASU
   [Anonymous], SOCIAL MEDIA AUDIT M
   [Anonymous], Statistics
   Barbara J., IS SOCIAL MEDIA BAD
   Bersin J., 2012, FORBES
   DeCamp M, 2013, JAMA-J AM MED ASSOC, V310, P581, DOI 10.1001/jama.2013.8238
   Facebook, FAC INS
   Fisher J, 2012, WORLDV EVID-BASED NU, V9, P100, DOI 10.1111/j.1741-6787.2012.00243.x
   Greaves F, 2013, BMJ QUAL SAF, V22, P251, DOI 10.1136/bmjqs-2012-001527
   Gulick SL, 2011, J AM COLL RADIOL, V8, P366, DOI 10.1016/j.jacr.2011.02.010
   Hader Amy L, 2010, AANA J, V78, P270
   Hanauer DA, 2014, JAMA-J AM MED ASSOC, V311, P734, DOI 10.1001/jama.2013.283194
   Hawkins CM, 2014, J AM COLL RADIOL, V11, P387, DOI 10.1016/j.jacr.2013.07.015
   Hawn C, 2009, HEALTH AFFAIR, V28, P361, DOI 10.1377/hlthaff.28.2.361
   Hicks M., 2010, Facebook tips: What's the difference between a Facebook page and group
   Lane SH, 2010, MCN-AM J MATERN-CHIL, V35, P6, DOI 10.1097/01.NMC.0000366802.88540.54
   Massachusetts Hospital Association, HOSP COSTS CONT TRAN
   Mattingly TJ, 2010, J AM PHARM ASSOC, V50, P424, DOI 10.1331/JAPhA.2010.08174
   Merchant RM, 2011, NEW ENGL J MED, V365, P289, DOI 10.1056/NEJMp1103591
   Miller P, 2012, RADIOLOGISTS ROLE PA
   Miners Z., FACEBOOKS NEW RATING
   Murphy IP., SOCIAL MEDIA MATTERS
   O'Mahony N, 2012, BRIT J RADIOL, V85, pE1184, DOI 10.1259/bjr/74006772
   Pew Research, INT PROJ SOC MED UPD
   Porter M.E., 2008, COMPETITION
   Price Waterhouse Coopers Health Research Institute, SOC MED HEALTHC MARK
   Proval C., 2012, RADIOL BUSINESS  DEC, P30
   Ricciardi L, 2013, HEALTH AFFAIR, V32, P376, DOI 10.1377/hlthaff.2012.1216
   Salathé M, 2013, NEW ENGL J MED, V369, P401, DOI 10.1056/NEJMp1307752
   Sethi RKV, 2013, J VASC SURG, V58, P596, DOI 10.1016/j.jvs.2013.02.014
   The CMO Survey, CMO SURV RES AUG 201
   Twitter, TWITT STAT INF
   Verhoef LM, 2014, J MED INTERNET RES, V16, DOI 10.2196/jmir.3024
   Waldman JD, 2004, HEALTH CARE MANAGE R, V29, P2, DOI 10.1097/00004010-200401000-00002
   Whaley C, 2014, JAMA-J AM MED ASSOC, V312, P1670, DOI 10.1001/jama.2014.13373
NR 37
TC 43
Z9 44
U1 0
U2 13
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 1546-1440
J9 J AM COLL RADIOL
JI J. Am. Coll. Radiol.
PD MAY
PY 2015
VL 12
IS 5
BP 513
EP 518
DI 10.1016/j.jacr.2014.11.005
PG 6
WC Radiology, Nuclear Medicine & Medical Imaging
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Radiology, Nuclear Medicine & Medical Imaging
GA CI0IS
UT WOS:000354420900022
PM 25707884
DA 2024-07-15
ER

PT J
AU Ager, A
   Zarowsky, C
AF Ager, Alastair
   Zarowsky, Christina
TI Balancing the personal, local, institutional, and global: multiple case
   study and multidimensional scaling analysis of African experiences in
   addressing complexity and political economy in health research capacity
   strengthening
SO HEALTH RESEARCH POLICY AND SYSTEMS
LA English
DT Article
DE Capacity strengthening; Complexity; Global health research;
   Globalization; Institutional capacity; North-South-South partnerships;
   Political economy of health research; Mentorship
ID PARTNERSHIP
AB Background: Strengthening health research capacity in low- and middle-income countries remains a major policy goal. The Health Research Capacity Strengthening (HRCS) Global Learning (HGL) program of work documented experiences of HRCS across sub-Saharan Africa.
   Methods: We reviewed findings from HGL case studies and reflective papers regarding the dynamics of HRCS. Analysis was structured with respect to common challenges in such work, identified through a multi-dimensional scaling analysis of responses from 37 participants at the concluding symposium of the program of work.
   Results: Symposium participants identified 10 distinct clusters of challenges: engaging researchers, policymakers, and donors; securing trust and cooperation; finding common interest; securing long-term funding; establishing sustainable models of capacity strengthening; ensuring Southern ownership; accommodating local health system priorities and constraints; addressing disincentives for academic engagement; establishing and retaining research teams; and sustaining mentorship and institutional support. Analysis links these challenges to three key and potentially competing drivers of the political economy of health research: an enduring model of independent researchers and research leaders, the globalization of knowledge and the linked mobility of (elite) individuals, and institutionalization of research within universities and research centres and, increasingly, national research and development agendas.
   Conclusions: We identify tensions between efforts to embrace the global 'Community of Science' and the promotion and protection of national and institutional agendas in an unequal global health research environment. A nuanced understanding of the dynamics and implications of the uneven global health research landscape is required, along with a willingness to explore pragmatic models that seek to balance these competing drivers.
C1 [Ager, Alastair] Columbia Univ, Mailman Sch Publ Hlth, New York, NY 10027 USA.
   [Zarowsky, Christina] Univ Western Cape, Sch Publ Hlth, ZA-7535 Cape Town, South Africa.
   [Zarowsky, Christina] CR CHUM, Montreal, PQ H2X 0A9, Canada.
C3 Columbia University; University of the Western Cape; Universite de
   Montreal
RP Zarowsky, C (corresponding author), Univ Western Cape, Sch Publ Hlth, Robert Sobukwe Rd, ZA-7535 Cape Town, South Africa.
EM czarowsky@gmail.com
RI Amboko, Rashidi/D-9046-2015
OI Ager, Alastair/0000-0002-9474-3563; Zarowsky,
   Christina/0000-0002-0850-6212
FU IDRC grants 'HRCS Learning - Global Strand'; 'Strengthening African
   Research for Responsive Health Policy and Systems: Mapping and Analysis
   of Public Health Research and Capacity Strengthening Initiatives in
   Africa'
FX The work on which this analysis is based was funded through the IDRC
   grants 'HRCS Learning - Global Strand' and 'Strengthening African
   Research for Responsive Health Policy and Systems: Mapping and Analysis
   of Public Health Research and Capacity Strengthening Initiatives in
   Africa'. The former was carried out in the context of a wider health
   research capacity strengthening work involving partnership with the
   Wellcome Trust, the UK Government Department for International
   Development, and the IDRC, Canada. The views expressed in this
   manuscript are, however, solely those of the authors. We acknowledge the
   assistance of Penny Morrell in the analysis of findings. An earlier
   version of this paper [Ager A, Zarowsky C.
   http://www.hivaids-uwc.org.za/images/Ager_and_Zarowsky_AddressingPolitic
   al_Economy_and_Complexity_Working_Paper_9_July_2013. pdf] appeared as a
   Learning About Research Capacity Strengthening Series Working Paper of
   the University of Western Cape School of Public Health in June 2013. We
   are grateful for the thoughtful comments and suggestions of the two
   external reviewers of the manuscript.
CR Ager A, LEARNING RES CAPACIT
   Ager A, 2012, HRCS LEARNING RES CA
   Ager A, 2012, GLOB PUBLIC HEALTH, V7, pS16, DOI 10.1080/17441692.2012.679741
   Amde W, 2012, LEARNING RES CAPACIT
   Amde WK, 2014, HUM RESOUR HEALTH, V12, DOI 10.1186/1478-4491-12-31
   [Anonymous], 2004, KNOWL BETT HLTH STRE
   [Anonymous], MIN SUMM HLTH RES
   [Anonymous], 2014, 7 PRINC STRENGTH RES
   Aragón AO, 2010, IDS BULL-I DEV STUD, V41, P36, DOI 10.1111/j.1759-5436.2010.00135.x
   Barber M., 2013, An avalanche is coming: Higher education and the revolution ahead
   Bates I, 2011, HEALTH RES POLICY SY, V9, DOI 10.1186/1478-4505-9-14
   Bennett S, 2011, PLOS MED, V8, DOI 10.1371/journal.pmed.1001081
   Bourdieu Pierre., 2008, Homo Academicus
   Chanda-Kapata P, 2012, HEALTH RES POLICY SY, V10, DOI 10.1186/1478-4505-10-17
   Chu KM, 2014, PLOS MED, V11, DOI 10.1371/journal.pmed.1001612
   Daibes I, 2014, GLOBAL HEALTH ACTION, V7, DOI 10.3402/gha.v7.23974
   ESSENCE on health research, 2012, 5 KEYS IMPR RES COST
   ESSENCE on Health Research, 2011, ESSENCE GOOD PRACT D
   Kouanda S, 2012, WORKING PAPER
   Landau LB, 2012, J REFUG STUD, V25, P555, DOI 10.1093/jrs/fes005
   Larkan F., 2012, LEARNING RES CAPACIT
   Lounakova S, 2014, GLOB HLTH ACTION, V7, P24070
   Luna J, 2012, HRCS LEARNING RES CA
   Marais D, 2012, GOVERNANCE PRIORITIE
   Mugavin ME, 2008, NURS RES, V57, P64, DOI 10.1097/01.NNR.0000280659.88760.7c
   Natsios A., 2010, CLASH COUNTER BUREAU
   Ridde V, 2012, WORKING PAPER
   Scott P., 1997, TERT EDUC MANAG, V3, P5
   Shamu S, 2012, HRCS LEARNING RES CA
   SHEPARD RN, 1962, PSYCHOMETRIKA, V27, P125, DOI 10.1007/BF02289630
   TORGERSON WS, 1965, PSYCHOMETRIKA, V30, P379, DOI 10.1007/BF02289530
   Van Wyk B, 2012, LEARNING RES CAPACIT
   Whitworth J, 2010, PLOS MED, V7, DOI 10.1371/journal.pmed.1000299
   Yarmoshuk A, 2011, 2011 GLOB HLTH C
   Yarmoshuk A, 2013, WORKING PAPER
   Yarmoshuk A., 2012, HRCS LEARNING RES CA
   Zarowsky C, 2012, HRCS LEARNING RES CA
   Zarowsky C, 2012, LEARNING RES CAPACIT
   Zarowsky C, 2010, 2 ANN UWC HIV CONT R
   Zarowsky C, 2011, BMC INT HEALTH HUM R, V11, DOI 10.1186/1472-698X-11-S2-S1
NR 40
TC 14
Z9 17
U1 0
U2 14
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
SN 1478-4505
J9 HEALTH RES POLICY SY
JI Health Res. Policy Syst.
PD JAN 17
PY 2015
VL 13
AR 5
DI 10.1186/1478-4505-13-5
PG 9
WC Health Policy & Services
WE Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA AZ7IL
UT WOS:000348392700001
PM 25595847
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Rico-Juan, JR
   Cachero, C
   Macià, H
AF Rico-Juan, Juan Ramon
   Cachero, Cristina
   Macia, Hermenegilda
TI Study regarding the influence of a student's personality and an LMS
   usage profile on learning performance using machine learning techniques
SO APPLIED INTELLIGENCE
LA English
DT Article
DE Student dropout; Academic performance; Observational study; eXplainable
   Artificial Intelligence (XAI); Machine Learning (ML)
ID ACADEMIC-PERFORMANCE; UNIVERSITY-STUDENTS; 5-FACTOR MODEL;
   SELF-EFFICACY; ACHIEVEMENT; REGRESSION
AB Academic performance (AP) is crucial for lifelong success. Unfortunately, many students fail to meet expected academic benchmarks, leading to altered career paths or university dropouts. This issue is particularly pronounced in the early stages of higher education, highlighting the need for the instructors of these foundational courses to have access to simple yet effective tools for the early identification of students at high risk of academic failure. In this study, we propose a streamlined conceptual model inspired by the Model of Human Behavior (MHB) to which we have incorporated two dimensions: capacity and willingness. These dimensions are assessed through the definition of three variables: Prior Academic Performance (PAP), Personality and Academic Engagement, whose measurements can easily be obtained by the instructors. Furthermore, we outline a Machine Learning (ML) process that higher education instructors can use to create their own tailored models in order to predict AP and identify risk groups with high levels of transparency and interpretability. The application of our approach to a sample of 322 Spanish undergraduates studying two mathematical subjects at a Spanish university demonstrates its potential to detect failure early in the semester with a precision that is comparable with that of more complex models found in literature. Our tailored model identified that capacity was the primary predictor of AP, with a gain-to-baseline improvement of 21%, and the willingness variables increasing this to 27%. This approach is consistent over time. Implications for instructors are discussed and an open prediction and analysis tool is developed.
C1 [Rico-Juan, Juan Ramon; Cachero, Cristina] Univ Alicante, Dept Software & Comp Syst, Alicante 03690, Spain.
   [Macia, Hermenegilda] Univ Castilla La Mancha, Higher Tech Sch Comp Engn Albacete, Campus Univ S-N, Albacete 02071, Spain.
C3 Universitat d'Alacant; Universidad de Castilla-La Mancha
RP Macià, H (corresponding author), Univ Castilla La Mancha, Higher Tech Sch Comp Engn Albacete, Campus Univ S-N, Albacete 02071, Spain.
EM juanramonrico@ua.es; ccachero@dlsi.ua.es; hermenegilda.macia@uclm.es
RI RICO-JUAN, Juan Ramón/AAQ-9737-2021; Macia, Hermenegilda/H-8497-2015
OI RICO-JUAN, Juan Ramón/0000-0002-9199-5802; Macia,
   Hermenegilda/0000-0003-1462-5274
FU European Regional Development Fund
FX We would like to thank the students who kindly agreed to participate in
   our study.
CR Affuso G, 2023, EUR J PSYCHOL EDUC, V38, P1, DOI 10.1007/s10212-021-00594-6
   Albreiki B, 2021, EDUC SCI, V11, DOI 10.3390/educsci11090552
   Alhadabi A, 2020, INT J ADOLESC YOUTH, V25, P519, DOI 10.1080/02673843.2019.1679202
   Alshamaila Y, 2024, MULTIMED TOOLS APPL, DOI 10.1007/s11042-024-18262-4
   [Anonymous], 1990, Metaphors of mind: Conceptions of the nature of intelligence
   [Anonymous], 1994, ASHRAE Trans
   AVIA MD, 1995, PERS INDIV DIFFER, V19, P81, DOI 10.1016/0191-8869(95)00007-S
   Azevedo R, 2020, METACOGN LEARN, V15, P91, DOI 10.1007/s11409-020-09231-x
   Balijepally V, 2006, COMMUN ASSOC INF SYS, V18, P55
   Arrieta AB, 2020, INFORM FUSION, V58, P82, DOI 10.1016/j.inffus.2019.12.012
   Barrick MR, 2005, HUM PERFORM, V18, P359, DOI 10.1207/s15327043hup1804_3
   Batool S, 2023, EDUC INF TECHNOL, V28, P905, DOI 10.1007/s10639-022-11152-y
   BBVA F, 2019, U RANK 2019 IND SINT
   Beckham Nicholas Robert, 2023, Procedia Computer Science, P597, DOI 10.1016/j.procs.2022.12.174
   Behr A, 2020, REV EDUC-US, V8, P614, DOI 10.1002/rev3.3202
   Bergold Sebastian, 2018, J Intell, V6, DOI 10.3390/jintelligence6020027
   Blewitt ME, 2008, NAT GENET, V40, P663, DOI 10.1038/ng.142
   Bluman A.G., 2012, ELEMENTARY STAT STEP, V8th
   Blumberg M., 1982, ACAD MANAGE REV, V7, P560, DOI [10.5465/amr.1982.4285240, DOI 10.5465/AMR.1982.4285240]
   Breiman L., 2001, Machine Learning, V45, P5, DOI 10.1023/A:1010933404324
   Bressane A, 2024, COMPUT ED ARTIF INTE, V6, P196
   Caprara GV, 2011, BRIT J EDUC PSYCHOL, V81, P78, DOI 10.1348/2044-8279.002004
   Carlson MDA, 2009, J PALLIAT MED, V12, P77, DOI 10.1089/jpm.2008.9690
   Chen T, 2016, ARXIV
   Cheng BQ, 2024, EXPERT SYST APPL, V238, DOI 10.1016/j.eswa.2023.122136
   CORTES C, 1995, MACH LEARN, V20, P273, DOI 10.1007/BF00994018
   COVER TM, 1967, IEEE T INFORM THEORY, V13, P21, DOI 10.1109/TIT.1967.1053964
   Cruz S, 2015, COMPUT HUM BEHAV, V46, P94, DOI 10.1016/j.chb.2014.12.008
   Cyrenne P, 2012, ECON EDUC REV, V31, P524, DOI 10.1016/j.econedurev.2012.03.005
   De Feyter T, 2012, LEARN INDIVID DIFFER, V22, P439, DOI 10.1016/j.lindif.2012.03.013
   del Valle R, 2009, INSTR SCI, V37, P129, DOI 10.1007/s11251-007-9039-0
   DeRaad B, 1996, EUR J PERSONALITY, V10, P303, DOI 10.1002/(SICI)1099-0984(199612)10:5<303::AID-PER262>3.0.CO;2-2
   Dorogush A. V., 2017, arXiv preprint arXiv:181011363
   Dunatov SM, 2022, 2022 INT C SOFTW TEL, P1, DOI [10.23919/SoftCOM55329.2022.9911477, DOI 10.23919/SOFTCOM55329.2022.9911477]
   Eysenck H.J., 1994, The Big Five or giant three: Criteria for a paradigm
   Fahd K, 2022, EDUC INF TECHNOL, V27, P3743, DOI 10.1007/s10639-021-10741-7
   Feldt R, 2010, INFORM SOFTWARE TECH, V52, P611, DOI 10.1016/j.infsof.2010.01.001
   Filippidi Andromahi., 2010, Proceedings of Social Applications for Life Long Learning, P2
   Freund Y, 1997, J COMPUT SYST SCI, V55, P119, DOI 10.1006/jcss.1997.1504
   Galla BM, 2019, AM EDUC RES J, V56, P2077, DOI 10.3102/0002831219843292
   Guerra S, 2016, THESIS U VALLADOLID
   Hastie T., 2009, The elements of statistical learning: data mining, inference, and prediction, V2, DOI DOI 10.1007/978-0-387-84858-7
   Heckman JJ, 2012, LABOUR ECON, V19, P451, DOI 10.1016/j.labeco.2012.05.014
   Higgins NL, 2023, RES SCI TECHNOL EDUC, V41, P1242, DOI 10.1080/02635143.2021.1997978
   HINTON GE, 1989, ARTIF INTELL, V40, P185, DOI 10.1016/0004-3702(89)90049-0
   Hodara M, 2017, WELL DOES HIGH SCH G, P250
   HOERL AE, 1970, TECHNOMETRICS, V12, P55, DOI 10.1080/00401706.1970.10488634
   Hoffman Danie, 2021, Advances in Human Factors in Training, Education, and Learning Sciences. Proceedings of the AHFE 2021 Virtual Conference on Human Factors in Training, Education, and Learning Sciences. Lecture Notes in Networks and Systems (LNNS 269), P232, DOI 10.1007/978-3-030-80000-0_28
   HOLM S, 1979, SCAND J STAT, V6, P65
   Issah I, 2023, DECISION ANAL J
   John OP., 2008, HDB PERSONALITY THEO, P114, DOI DOI 10.1016/S0191-8869(97)81000-8
   Kori K, 2015, IEEE GLOB ENG EDUC C, P437, DOI 10.1109/EDUCON.2015.7096008
   Laidra K, 2007, PERS INDIV DIFFER, V42, P441, DOI 10.1016/j.paid.2006.08.001
   [黎红艳 Li Hongyan], 2015, [心理科学进展, Advances in Psychological Science], V23, P755
   López-García A, 2023, OPER RES PERSPECT, V11, DOI 10.1016/j.orp.2023.100292
   López-Zambrano J, 2020, APPL SCI-BASEL, V10, DOI 10.3390/app10010354
   Lundberg S., 2019, Shap (Shapley additive explanations)
   Lundberg SM, 2017, ADV NEUR IN, V30
   MacCann C, 2020, PSYCHOL BULL, V146, P150, DOI 10.1037/bul0000219
   Mammadov S, 2022, J PERS, V90, P222, DOI 10.1111/jopy.12663
   MANN HB, 1947, ANN MATH STAT, V18, P50, DOI 10.1214/aoms/1177730491
   Ortiz-Lozano JM, 2020, INNOV EDUC TEACH INT, V57, P74, DOI 10.1080/14703297.2018.1502090
   Panadero E, 2017, FRONT PSYCHOL, V8, DOI 10.3389/fpsyg.2017.00422
   Parkavi R, 2023, J ENG RES
   Pelima LR, 2024, IEEE ACCESS, V12, P23451, DOI 10.1109/ACCESS.2024.3361479
   Pentreath N., 2015, Machine Learning with Spark
   Pérez E, 2013, PSIENCIA-REV LATINOA, V5, P105, DOI 10.5872/psiencia/5.2.32
   Pérez-González JC, 2022, METACOGN LEARN, V17, P1141, DOI 10.1007/s11409-022-09315-w
   Poropat AE, 2009, PSYCHOL BULL, V135, P322, DOI 10.1037/a0014996
   Quinn RJ, 2020, IRJ TECHNOL ENHANC L, V5, DOI [10.22554/ijtel.v5i1.57, DOI 10.22554/IJTEL.V5I1.57]
   Rafiola RH, 2020, INT J EMERG TECHNOL, V15, P71, DOI 10.3991/ijet.v15i08.12525
   Reed SK, 2012, CENGAGE LEARNING
   Richardson M, 2012, PSYCHOL BULL, V138, P353, DOI 10.1037/a0026838
   Rivers DJ, 2021, EDUC INF TECHNOL, V26, P4353, DOI 10.1007/s10639-021-10478-3
   Roth A.E, 1988, SHAPLEY VALUE ESSAYS
   Schaufeli WB, 2002, J CROSS CULT PSYCHOL, V33, P464, DOI 10.1177/0022022102033005003
   Schaufeli WB, 2004, J ORGAN BEHAV, V25, P293, DOI 10.1002/job.248
   Segura M, 2022, MATHEMATICS-BASEL, V10, DOI 10.3390/math10183359
   Stapor K, 2021, APPL SOFT COMPUT, V104, DOI 10.1016/j.asoc.2021.107219
   Tavakol M, 2011, INT J MED EDUC, V2, P53, DOI 10.5116/ijme.4dfb.8dfd
   Terzis V, 2012, COMPUT HUM BEHAV, V28, P1985, DOI 10.1016/j.chb.2012.05.019
   Tibshirani R, 1996, J ROY STAT SOC B, V58, P267, DOI 10.1111/j.2517-6161.1996.tb02080.x
   Tipping ME, 2001, J MACH LEARN RES, V1, P211, DOI 10.1162/15324430152748236
   Vedel A, 2014, PERS INDIV DIFFER, V71, P66, DOI 10.1016/j.paid.2014.07.011
   Vera M, 2021, INT J ENV RES PUB HE, V18, DOI 10.3390/ijerph182413184
   Vossensteyn JJ., 2015, Dropout and completion in higher education in Europe: Main report, DOI DOI 10.2766/826962
   Webster BJ, 2012, ASIA PAC EDUC REV, V13, P359, DOI 10.1007/s12564-011-9185-6
   Weisberg Sanford, 2005, Applied Linear Regression, V528, DOI [10.1002/0471704091, DOI 10.1002/0471704091]
   WILCOXON F, 1946, J ECON ENTOMOL, V39, P269, DOI 10.1093/jee/39.2.269
   Wolters C, 2015, METACOGN LEARN, V10, P293, DOI 10.1007/s11409-014-9128-9
   Wu HB, 2020, MED EDUC ONLINE, V25, DOI 10.1080/10872981.2020.1742964
   Yu X, 2021, INFORM PROCESS MANAG, V58, DOI 10.1016/j.ipm.2021.102691
   Yu X, 2019, PATTERN RECOGN, V94, P96, DOI 10.1016/j.patcog.2019.05.030
   Yucel R, 2014, ASSESS EVAL HIGH EDU, V39, P971, DOI 10.1080/02602938.2014.880400
   ,, 2019, Health at a Glance 2019:OECD Indicators, DOI 10.1787/4dd50c09-en
NR 95
TC 0
Z9 0
U1 4
U2 4
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0924-669X
EI 1573-7497
J9 APPL INTELL
JI Appl. Intell.
PD APR
PY 2024
VL 54
IS 8
BP 6175
EP 6197
DI 10.1007/s10489-024-05483-1
EA MAY 2024
PG 23
WC Computer Science, Artificial Intelligence
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science
GA UX1W3
UT WOS:001216057400001
OA hybrid
DA 2024-07-15
ER

PT J
AU Liu, W
   Gao, YG
   Gan, L
   Wu, JW
AF Liu, Wei
   Gao, Yonggang
   Gan, Lu
   Wu, Jinwen
TI The Role of Chinese Language Learners' Academic Resilience and
   Mindfulness in Their Engagement
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic resilience; mindfulness; academic engagement; Chinese language
   learners; positive psychology
ID STUDENT ENGAGEMENT; PSYCHOLOGICAL RESILIENCE; EMOTION REGULATION;
   MEDIATING ROLE; SELF-REPORT; INTERVENTION; TEACHERS; STRESS; SCHOOL;
   ADOLESCENTS
AB One of the growing area of interest in the educational area is student engagement which is the major construct of positive psychology (PP) vital in growing energetic, innovative, and pleasurable learning, but unluckily, all students are not engaged in terms of cognition, emotion, and behavior in learning. Another concept in the PP literature is resilience which emphasizes institutes' and people's powers and self-constraint to conform to accidental conditions. Furthermore, mindfulness as a significant term in PP has critical benefits such as improving working memory, improving wellbeing, and lowering tension. Considering the importance of mindfulness and engagement in academic environments and that such a notion in foreign language learning is neglected, the current study attempts to inspect the effect of mindfulness and resilience on the engagement of Chinese foreign language students. To meet this objective, 1,693 EFL learners participated in this study. They responded to the mindfulness scale, resilience scale, and engagement questionnaire. Subsequently, the Spearman Rho test was exploited to shed light on probable relationships. The findings indicated that there was a significant correlation among the variable of the study. Moreover, a linear multiple regression analysis was run to examine the predictor roles of mindfulness and resilience in learners' engagement. The findings revealed that both mindfulness and resilience are positive and reliable predictors of engagement. In a nutshell, the central position of resilience and mindfulness in language learning was verified, and based on the findings; a few suggestions are made considering the results of the research.
C1 [Liu, Wei] Hubei Univ Educ, Sch Foreign Languages, Wuhan, Peoples R China.
   [Gao, Yonggang; Gan, Lu; Wu, Jinwen] China Univ Geosci Wuhan, Sch Foreign Languages, Wuhan, Peoples R China.
C3 Hubei University of Education; China University of Geosciences
RP Gao, YG (corresponding author), China Univ Geosci Wuhan, Sch Foreign Languages, Wuhan, Peoples R China.
EM yggao@cug.edu.cn
CR Agasisti T., 2018, OECD Education Working Papers, DOI [10.1787/e22490ac-en, DOI 10.1787/E22490AC-EN]
   Agoston AM, 2016, J EARLY ADOLESCENCE, V36, P1070, DOI 10.1177/0272431615593176
   Ahern NR, 2006, COMPR CHILD ADOLES N, V29, P103, DOI 10.1080/01460860600677643
   Ahmed U, 2018, INT J ADV APPL SCI, V5, P39, DOI 10.21833/ijaas.2018.09.008
   [Anonymous], 2012, EMOTIONAL LIFE YOUR
   Appleton JJ, 2006, J SCHOOL PSYCHOL, V44, P427, DOI 10.1016/j.jsp.2006.04.002
   Artika M.Y., 2021, J BIMBINGAN KONSELIN, V10, P89
   Ayyash-Abdo H, 2016, LEARN INDIVID DIFFER, V48, P9, DOI 10.1016/j.lindif.2016.04.005
   Baer RA, 2006, ASSESSMENT, V13, P27, DOI 10.1177/1073191105283504
   Baer RA, 2004, ASSESSMENT, V11, P191, DOI 10.1177/1073191104268029
   Bajaj B, 2016, PERS INDIV DIFFER, V94, P96, DOI 10.1016/j.paid.2016.01.020
   Bakosh LS, 2016, MINDFULNESS, V7, P59, DOI 10.1007/s12671-015-0387-6
   Barnes S.M., 2010, IMAG COGN PERS, V30, P77, DOI DOI 10.2190/IC.30.1.E
   Bishop SR, 2004, CLIN PSYCHOL-SCI PR, V11, P230, DOI 10.1093/clipsy/bph077
   Black D.S., 2015, HDB MINDFULNESS THEO, P283
   Borman GD, 2004, ELEM SCHOOL J, V104, P177, DOI 10.1086/499748
   Brown KW, 2007, PSYCHOL INQ, V18, P211, DOI 10.1080/10478400701598298
   Brown KW, 2003, J PERS SOC PSYCHOL, V84, P822, DOI 10.1037/0022-3514.84.4.822
   Cassidy S, 2015, FRONT PSYCHOL, V6, DOI 10.3389/fpsyg.2015.01781
   Chen S, 2019, ASIA PAC J COUNS PSY, V10, P40, DOI 10.1080/21507686.2018.1556171
   Chiesa A, 2011, J CLIN PSYCHOL, V67, P404, DOI 10.1002/jclp.20776
   Derakhshan A, 2022, ELT J, V76, P58, DOI 10.1093/elt/ccab072
   Dincer A, 2019, SAGE OPEN, V9, DOI 10.1177/2158244019853913
   Docksai R, 2013, FUTURIST, V47, P8
   Dörnyei Z, 2019, STUD SECOND LANG LE, V9, P19, DOI 10.14746/ssllt.2019.9.1.2
   Fletcher D, 2013, EUR PSYCHOL, V18, P12, DOI 10.1027/1016-9040/a000124
   Fletcher R., 2000, Practical Methods of Optimization, DOI [10.1002/9781118723203, DOI 10.1002/9781118723203]
   Fredricks J. A., 2019, Handbook of student engagement interventions, P1, DOI [DOI 10.1016/B978-0-12-813413-9.00001-2, 10.1016/B978-0-12-813413-9.00001-2]
   Furlong MJ, 2008, PSYCHOL SCHOOLS, V45, P365, DOI 10.1002/pits.20302
   Gold E, 2010, J CHILD FAM STUD, V19, P184, DOI 10.1007/s10826-009-9344-0
   Hazel CE, 2013, PSYCHOL SCHOOLS, V50, P689, DOI 10.1002/pits.21703
   Hosseinzadeh Z, 2021, CURR PSYCHOL, V40, P5888, DOI 10.1007/s12144-019-00487-4
   Jha AP, 2010, EMOTION, V10, P54, DOI 10.1037/a0018438
   Kabat-Zinn J., 1990, Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness
   Keye MD., 2013, Open Journal of Social Sciences, V1, P1, DOI DOI 10.4236/JSS.2013.16001
   Langer E.J., 2016, POWER MINDFUL LEARNI, DOI [10.1111/1467-8721.00099, DOI 10.1111/1467-8721.00099]
   Lei H, 2018, SOC BEHAV PERSONAL, V46, P517, DOI 10.2224/sbp.7054
   Lereya ST, 2016, CHILD ADOL PSYCH MEN, V10, DOI 10.1186/s13034-016-0132-5
   Lightsey OR, 2006, COUNS PSYCHOL, V34, P96, DOI 10.1177/0011000005282369
   Lin FY, 2013, J MULTIDISCIP HEALTH, V6, P323, DOI 10.2147/JMDH.S46830
   Lin YT, 2020, SAGE OPEN, V10, DOI 10.1177/2158244020901603
   Linnenbrink E.A., 2003, READING WRITING Q, V19, P119, DOI [DOI 10.1080/10573560308223, https://doi.org/10.1080/10573560308223]
   Luthar S.S., 2006, DEV PSYCHOPATHOL, P739, DOI DOI 10.1002/9780470939406.CH20
   Martin AJ, 2006, PSYCHOL SCHOOLS, V43, P267, DOI 10.1002/pits.20149
   McCloskey LE, 2015, PROCD SOC BEHV, V174, P221, DOI 10.1016/j.sbspro.2015.01.650
   Meiklejohn J, 2012, MINDFULNESS, V3, P291, DOI 10.1007/s12671-012-0094-5
   Mercer S., 2019, Second handbook of English language teaching
   Minkos ML, 2018, BEHAV DISORDERS, V43, P436, DOI 10.1177/0198742917740870
   Palmer A., 2009, Canadian Journal of Counselling, V43, P198
   Pidgeon AM., 2014, INT J LIBERAL ARTS S, V2, P27
   Reivich K., 2002, RESILIENCE FACTOR
   Rempel K., 2012, Canadian Journal of Counseling and Psychotherapy, V46, P201
   Reschly AL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P3, DOI 10.1007/978-1-4614-2018-7_1
   Rew L, 2014, ISSUES MENT HEALTH N, V35, P851, DOI 10.3109/01612840.2014.924044
   Rosenzweig S, 2003, TEACH LEARN MED, V15, P88, DOI 10.1207/S15328015TLM1502_03
   Rutter M, 2006, ANN NY ACAD SCI, V1094, P1, DOI 10.1196/annals.1376.002
   Ryff CD, 2003, FLOURISHING: POSITIVE PSYCHOLOGY AND THE LIFE WELL-LIVED, P15, DOI 10.1037/10594-001
   Salanova M, 2010, ANXIETY STRESS COPIN, V23, P53, DOI 10.1080/10615800802609965
   Sanger KL, 2015, COGN AFFECT BEHAV NE, V15, P696, DOI 10.3758/s13415-015-0354-7
   Schaufeli WB, 2004, J ORGAN BEHAV, V25, P293, DOI 10.1002/job.248
   Schonert-Reichl KA, 2015, DEV PSYCHOL, V51, P52, DOI 10.1037/a0038454
   Schreiner L. A., 2006, ANN M ASS STUD HIGH
   Seligman M, 2018, J POSIT PSYCHOL, V13, P333, DOI 10.1080/17439760.2018.1437466
   Shonin E, 2013, J BEHAV ADDICT, V2, P63, DOI 10.1556/JBA.2.2013.001
   Southwick SM, 2014, EUR J PSYCHOTRAUMATO, V5, DOI 10.3402/ejpt.v5.25338
   Sulkowski M.L., 2012, COMMUNIQUE, V40, P1
   Thompson RW, 2011, TRAUMA VIOLENCE ABUS, V12, P220, DOI 10.1177/1524838011416375
   Upadyaya K, 2013, EUR PSYCHOL, V18, P136, DOI 10.1027/1016-9040/a000143
   Wang YL, 2022, J MULTILING MULTICUL, DOI 10.1080/01434632.2022.2042540
   Wang YL, 2021, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.731721
   Widyaswara I.B., 2019, UNNES J MATH ED RES, V8, P188
   Windle G, 2011, HEALTH QUAL LIFE OUT, V9, DOI 10.1186/1477-7525-9-8
   Xie F, 2021, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.735969
NR 73
TC 4
Z9 4
U1 15
U2 72
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 2
PY 2022
VL 13
AR 916306
DI 10.3389/fpsyg.2022.916306
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2E1QR
UT WOS:000812008700001
PM 35719511
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Klasnic, I
   Duranovic, M
   Maras, N
AF Klasnic, Irena
   Duranovic, Marina
   Maras, Nevenka
TI Peer Cooperation between Students and Teacher Support in Different
   School Subjects Classes
SO CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE
LA English
DT Article
DE cooperation; support; students; teachers
ID ACADEMIC ENGAGEMENT; CHILD RELATIONSHIPS; MIDDLE SCHOOL; ACHIEVEMENT;
   MOTIVATION; CONTEXT
AB Cooperation between students realises quality peer relationships while teacher support encompasses the relations between students and adults. Abundant research stresses the importance of both relationships. Not all students possess the skills that enable them to cooperate with others, so teachers have the role of helping them develop and perfect these skills. Teacher support significantly influences not only students' academic achievements but also their emotional, social and moral development. The research goal was to describe how students perceive their mutual cooperation and the support from teachers in different school subjects.
   The research included 650 students from the seventh and eighth forms of 11 primary schools from Sisak-Moslavina County in the Republic of Croatia. Average age of the participants is 13.4 years, and their subject teachers' 69 years. The applied questionnaire consisted of two scales. Cooperation and Teacher Support. The mentioned scales were taken from the modified questionnaire What Is Happening in This Class (Fraser et al., 1996). Both scales were implemented in three school subjects: Croatian, maths and geography.
   The obtained results point to the fact that teachers are more directed to ensuring cooperation between students during lessons than to giving support in the work. Furthermore, teachers during whose class students realise better cooperation at the same time give higher level of support. Students assess that they cooperate the most in geography class, whereas at the same time they receive the least teacher support in this class. The correlation between education degree and years in service was not found when considering the results of the Cooperation and Teacher Support scales.
C1 [Klasnic, Irena; Duranovic, Marina; Maras, Nevenka] Univ Zagreb, Fac Teacher Educ, Dept Educ, Savska Cesta 77, Zagreb 10000, Croatia.
C3 University of Zagreb
RP Klasnic, I (corresponding author), Univ Zagreb, Fac Teacher Educ, Dept Educ, Savska Cesta 77, Zagreb 10000, Croatia.
EM irena.klasnic@ufzg.hr; marina.duranovic@ufzg.hr; nevenka.maras@ufzg.hr
RI GENÇ, Murat/K-9219-2019; Klasnić, Irena/AAP-1286-2021
OI GENÇ, Murat/0000-0002-9742-1770; Klasnić, Irena/0000-0002-0315-3104
CR [Anonymous], 1993, The Journal of Early Adolescence, DOI [10.1177/0272431693013001002, DOI 10.1177/0272431693013001002]
   [Anonymous], 2008, COOPERATION CLASSROO
   Baloche L, 2017, J EDUC TEACHING, V43, P274, DOI 10.1080/02607476.2017.1319513
   Bandura A., 1968, Social foundations of thought and action: A social cognitive theory, DOI DOI 10.1017/S0813483900008238
   Bierman K.L., 2004, PEER REJECTION DEV P
   Birch S., 1996, Social motivation: Understanding children's school adjustment, P199
   Birch SH, 1997, J SCHOOL PSYCHOL, V35, P61, DOI 10.1016/S0022-4405(96)00029-5
   Blazeka Kokoric S., 2011, NAPREDAK, V152, P403
   Bowlby J., 1988, Attachment, communication
   Bubic A., 2015, PSIHOLOGIJSKE TEME, V24, P473
   Buchs C, 2016, EDUC PSYCHOL-UK, V36, P956, DOI 10.1080/01443410.2015.1075963
   Fraser B., 1996, P ANN M AM ED RES AS
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Genç M, 2016, RES EDUC, V95, P19, DOI 10.7227/RIE.0018
   Goldstein LS, 1999, AM EDUC RES J, V36, P647, DOI 10.3102/00028312036003647
   Hughes J, 2007, J EDUC PSYCHOL, V99, P39, DOI 10.1037/0022-0663.99.1.39
   Jackson A., 2000, Turning points 2000: Educating adolescents in the 21st century
   Jacobs G. M., 1997, INT C THINK SING INT C THINK SING
   Jagic S., 2006, ACTA IADERTINA, V3, P29
   Jennings PA, 2009, REV EDUC RES, V79, P491, DOI 10.3102/0034654308325693
   Jerome EM, 2009, SOC DEV, V18, P915, DOI 10.1111/j.1467-9507.2008.00508.x
   Johnson D.W., 2006, Joining together: Group theory and group skills, V9th
   McCombs B. L., 2006, JOURNEY LEARNER CTR JOURNEY LEARNER CTR
   McCormick MP, 2015, J EDUC PSYCHOL, V107, P502, DOI 10.1037/a0037457
   Murdock TB, 1999, J EDUC PSYCHOL, V91, P62, DOI 10.1037/0022-0663.91.1.62
   O'Connor E, 2007, AM EDUC RES J, V44, P340, DOI 10.3102/0002831207302172
   Pianta RC, 2004, SCHOOL PSYCHOL REV, V33, P444
   Raboteg-Saric Z., 2009, Drustvena istrazivanja, V18, P697
   Reddy R, 2003, DEV PSYCHOPATHOL, V15, P119, DOI 10.1017/S0954579403000075
   Ryan R.M., 1994, J EARLY ADOLESCENCE, V14, P226, DOI [10.1177/027243169401400207, DOI 10.1177/027243169401400207]
   SKINNER EA, 1999, BIENN M SOC RES CHIL
   Slavin R., 1990, COOPERATIVE LEARNING
   SLAVIN RE, 1977, REV EDUC RES, V47, P633, DOI 10.3102/00346543047004633
   SLAVIN RE, 1991, EDUC LEADERSHIP, V48, P71
   Van Ryzin MJ, 2009, J YOUTH ADOLESCENCE, V38, P1, DOI 10.1007/s10964-007-9257-4
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Webb NM, 2009, BRIT J EDUC PSYCHOL, V79, P1, DOI 10.1348/000709908X380772
   Wentzel K.R., 2012, Interpersonal relationships in education: An overview of contemporary research, V3, P19, DOI [DOI 10.1007/978-94-6091-939-82, https://doi.org/10.1007/978-94-6091-939-82]
   Wentzel KR, 1997, J EDUC PSYCHOL, V89, P411, DOI 10.1037/0022-0663.89.3.411
   Wentzel KR, 1999, J EDUC PSYCHOL, V91, P76, DOI 10.1037/0022-0663.91.1.76
   Williams GC, 1996, J PERS SOC PSYCHOL, V70, P767, DOI 10.1037/0022-3514.70.4.767
NR 41
TC 1
Z9 1
U1 6
U2 35
PU FAC TEACHER EDUCATION
PI ZAGREB
PA UNIV ZAGREB, SAVSKA CESTA 77, ZAGREB, 00000, CROATIA
SN 1848-5189
EI 1848-5197
J9 CROAT J EDUC
JI Croat. J. Educ.
PY 2020
VL 22
SI 3
BP 21
EP 36
DI 10.15516/cje.v22i0.3907
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA TR8OJ
UT WOS:000679219300002
OA Green Published
DA 2024-07-15
ER

PT J
AU Smith, T
   Iadarola, S
   Mandell, DS
   Harwood, R
   Kasari, C
AF Smith, Tristram
   Iadarola, Suzannah
   Mandell, David S.
   Harwood, Robin
   Kasari, Connie
TI Community-Partnered Research With Urban School Districts That Serve
   Children With Autism Spectrum Disorder
SO ACADEMIC PEDIATRICS
LA English
DT Article
DE autism; community pediatrics; community-based participatory research;
   schools
ID SERVICES; PEDIATRICS; ACCESS; TRIAL; NEEDS; ASD
AB OBJECTIVE: To illustrate the process of community-partnered participatory research to develop and evaluate interventions for children with autism in urban school districts.
   METHODS: We formed partnerships of school personnel, parents, and researchers to guide the project. We then conducted focus groups, key informant interviews, and town halls to explore how public schools currently serve students with autism. We used findings from these activities to adapt interventions for public schools. We then tested interventions in randomized clinical trials (RCTs).
   RESULTS: Community input indicated a particular need for interventions to improve children's social interaction and instructional supports to promote their success throughout the day. On the basis of this input, we adapted 2 interventions: Remaking Recess for improving peer engagement during social times; and Schedules, Tools, and Activities for Transition (STAT) for facilitating successful transitions between activities throughout the daily routine. Results of the RCT of Remaking Recess are not yet available. The RCT of STAT involved 150 children and 56 teachers. Teachers reported high buy-in and increased their proficiency at implementing STAT; children with ASD reduced their disruptive behavior and made progress toward teacher-nominated goals. However, teachers' implementation remained inconsistent, and children did not reliably improve in academic engagement or independence.
   CONCLUSIONS: The findings suggest that although community-partnered participatory research has limitations, it can assist in selecting interventions to address community priorities and produce some favorable outcomes for children with autism in public schools. An important next step is to evaluate the sustainability of the interventions introduced in this project.
C1 [Smith, Tristram; Iadarola, Suzannah] Univ Rochester, Med Ctr, Dept Pediat, 265 Crittenden Blvd, Rochester, NY 14642 USA.
   [Mandell, David S.] Univ Penn, Perelman Sch Med, Ctr Mental Hlth Policy & Serv Res, Philadelphia, PA 19104 USA.
   [Harwood, Robin] Hlth Resources & Serv Adm, Maternal & Child Hlth Bur, Div Res, Off Epidemiol & Res, Rockville, MD USA.
   [Kasari, Connie] Univ Calif Los Angeles, Grad Sch Educ & Informat Sci, Los Angeles, CA USA.
C3 University of Rochester; University of Pennsylvania; United States
   Health Resources & Service Administration (HRSA); University of
   California System; University of California Los Angeles
RP Smith, T (corresponding author), Univ Rochester, Med Ctr, Dept Pediat, 265 Crittenden Blvd, Rochester, NY 14642 USA.
EM Tristram_Smith@URMC.Rochester.edu
RI Mandell, David S/H-2730-2012
OI Smith, Tristram/0000-0002-2104-2264; Iadarola,
   Suzannah/0000-0001-6828-8379
FU Health Resources and Services Administration (HRSA) of the US Department
   of Health and Human Services (HHS) [UA3 MC 11055]; Autism Intervention
   Research on Behavioral Health (AIR-B)
FX Supported in part by the Health Resources and Services Administration
   (HRSA) of the US Department of Health and Human Services (HHS) under
   grant UA3 MC 11055, Autism Intervention Research on Behavioral Health
   (AIR-B). This information or content and conclusions are those of the
   author and should not be construed as the official position or policy
   of, nor should any endorsements be inferred by HRSA, HHS, or the US
   government.
CR Aarons GA, 2011, ADM POLICY MENT HLTH, V38, P4, DOI 10.1007/s10488-010-0327-7
   Albright K, 2013, ACAD PEDIATR, V13, P400, DOI 10.1016/j.acap.2013.06.010
   Benevides TW, 2016, PEDIATRICS, V137, pS176, DOI 10.1542/peds.2015-2851P
   Christensen DL, 2016, MMWR SURVEILL SUMM, V65, P1
   Dickerson AS, 2017, AUTISM, V21, P470, DOI 10.1177/1362361316650091
   Haggerty RJ, 2005, PEDIATRICS, V115, P1136, DOI 10.1542/peds.2004-2825F
   HAGGERTY RJ, 1968, NEW ENGL J MED, V278, P15, DOI 10.1056/NEJM196801042780104
   HAGGERTY RJ, 1995, PEDIATRICS, V96, P804
   Iadarola S, BEHAV MODIF IN PRESS
   Iadarola S, SCHEDULES TOOLS ACTI
   Iadarola S, 2015, AUTISM, V19, P694, DOI 10.1177/1362361314548078
   Kasari C, 2012, J CHILD PSYCHOL PSYC, V53, P431, DOI 10.1111/j.1469-7610.2011.02493.x
   Kreitzmann M, REMAKING RECESS
   Kretzmann M, REMAKING RECESS
   Kretzmann M, 2015, BEHAV THER, V46, P20, DOI 10.1016/j.beth.2014.03.006
   Magaña S, 2013, INTELLECT DEV DISAB, V51, P141, DOI 10.1352/1934-9556-51.3.141
   Maglione MA, 2012, PEDIATRICS, V130, pS169, DOI 10.1542/peds.2012-0900O
   Mandell DS, 2013, AUTISM, V17, P281, DOI 10.1177/1362361312473666
   Mandell DS, 2009, AM J PUBLIC HEALTH, V99, P493, DOI 10.2105/AJPH.2007.131243
   Murray R, 2013, PEDIATRICS, V131, P183, DOI 10.1542/peds.2012-2993
   Thomas KC, 2007, J AUTISM DEV DISORD, V37, P1902, DOI 10.1007/s10803-006-0323-7
   Wells K, 2009, JAMA-J AM MED ASSOC, V302, P320, DOI 10.1001/jama.2009.1033
NR 22
TC 9
Z9 13
U1 1
U2 13
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 1876-2859
EI 1876-2867
J9 ACAD PEDIATR
JI Acad. Pediatr.
PD AUG
PY 2017
VL 17
IS 6
BP 614
EP 619
DI 10.1016/j.acap.2017.04.017
PG 6
WC Pediatrics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Pediatrics
GA FC8LI
UT WOS:000407092400007
PM 28454928
DA 2024-07-15
ER

PT J
AU Douglass, JA
   Thomson, G
   Zhao, CM
AF Douglass, John Aubrey
   Thomson, Gregg
   Zhao, Chun-Mei
TI The learning outcomes race: the value of self-reported gains in large
   research universities
SO HIGHER EDUCATION
LA English
DT Article
DE Learning outcomes; Standardized tests; Global higher education markets;
   AHELO; Student academic engagement
ID RESPONSE-SHIFT BIAS
AB Throughout the world, measuring "learning outcomes" is viewed by many stakeholders as a relatively new method to judge the "value added" of colleges and universities. The potential to accurately measure learning gains is also a diagnostic tool for institutional self-improvement. This essay discussed the marketisation of learning outcomes tests, and the relative merits of student experience surveys in gauging learning outcomes by analyzing results from the University of California's Undergraduate Experience Survey (Student Experience in the Research University Survey: SERU-S). The SERU-S includes responses by seniors who entered as freshmen on six educational outcomes self-reports: analytical and critical thinking skills, writing skills, reading and comprehension skills, oral presentation skills, quantitative skills, and skills in a particular field of study. Although self-reported gains are sometimes regarded as having dubious validity compared to so-called "direct measures" of student learning, the analysis of this study reveals the SERU survey design has many advantages, especially in large, complex institutional settings. Without excluding other forms of gauging learning outcomes, we conclude that, designed properly, student surveys offer a valuable and more nuanced alternative in understanding and identifying learning outcomes in the broad tapestry of higher education institutions. We discuss the politics of the learning outcomes race, the validity of standardized tests like the Collegiate Learning Assessment (CLA), and what we can learn from student surveys like SERU-S. We also suggest there is a tension between what meets the accountability desires of governments and the needs of individual universities focused on self-improvement.
C1 [Douglass, John Aubrey; Thomson, Gregg; Zhao, Chun-Mei] Univ Calif Berkeley, Ctr Studies Higher Educ, Berkeley, CA 94720 USA.
C3 University of California System; University of California Berkeley
RP Douglass, JA (corresponding author), Univ Calif Berkeley, Ctr Studies Higher Educ, Berkeley, CA 94720 USA.
EM douglass@berkeley.edu; gthomson@berkeley.edu; mzhao@berkeley.edu
CR Adelman C., 2006, ED WEEK, V26
   Arum R., 2008, Learning to reason and communicate in college: Initial report of findings from the CLA longitudinal study
   Arum R., 2011, Academically adrift: Limited learning on college campuses
   Assessment of Higher Education Learning Outcomes, 2011, ASS HIGH ED LEARN OU
   Banta T., 2006, ASSESSMENT UPDATE, V18, P15
   Banta T., 2009, ASSESSMENT IMPROVEME
   Banta T.W., 2006, Assessment Update, V18, P3
   Banta Trudy W., 2007, INSIDE HIGHER E 0126
   Braun H. I, 2008, 2008 REIDY INTERACTI
   Chatman S, 2007, I VERSUS ACAD DISCIP
   Consortium on Financing Higher Education (COFHE), 2008, ASS FUND RESP
   Gonyea R.M., 2005, New directions for institutional research, V127, P73, DOI [DOI 10.1002/IR.156, 10.1002/ir.156]
   Hill LG, 2005, AM J EVAL, V26, P501, DOI 10.1177/1098214005281356
   Hosch B. J., 2010, ASS I RES C JUN 2 20
   HOWARD GS, 1979, J APPL PSYCHOL, V64, P144, DOI 10.1037/0021-9010.64.2.144
   HOWARD GS, 1980, EVALUATION REV, V4, P93, DOI 10.1177/0193841X8000400105
   Howard GS., 1979, APPL PSYCH MEAS, V3, P1, DOI DOI 10.1177/014662167900300101
   Klein SP, 2005, RES HIGH EDUC, V46, P251, DOI 10.1007/s11162-004-1640-3
   Klein S, 2008, EVALUATION REV, V32, P511, DOI 10.1177/0193841X08325948
   Klein S, 2007, EVALUATION REV, V31, P415, DOI 10.1177/0193841X07303318
   KROSNICK JA, 1991, APPL COGNITIVE PSYCH, V5, P213, DOI 10.1002/acp.2350050305
   Lam TCM, 2003, AM J EVAL, V24, P65, DOI 10.1177/109821400302400106
   Pike G.R., 2006, Assessment Update, V18, P5
   Shulman L.S., 2007, Change, V39, P28
   Spelling Commission on the Future of Higher Education, 2006, TEST LEAD CHART FUT
   Taylor PJ, 2009, AM J EVAL, V30, P31, DOI 10.1177/1098214008328517
NR 26
TC 92
Z9 116
U1 0
U2 59
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD SEP
PY 2012
VL 64
IS 3
BP 317
EP 335
DI 10.1007/s10734-011-9496-x
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 967DR
UT WOS:000305887100003
DA 2024-07-15
ER

PT J
AU Lafavor, T
AF Lafavor, Theresa
TI The Relationship Between Parent and Teacher Perceptions and the Academic
   Success of Homeless Youth
SO CHILD & YOUTH CARE FORUM
LA English
DT Article
DE Homeless; highly mobile; Early adolescence; Risk; School success;
   Perceptions
ID ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; POSTTRAUMATIC-STRESS-DISORDER;
   HIGHLY MOBILE CHILDREN; SCHOOL CLIMATE; MENTAL-HEALTH; EXECUTIVE
   FUNCTION; SOCIAL COMPETENCE; BEHAVIOR PROBLEMS; STUDENT MOBILITY; RISK
AB Background Homeless and highly mobile (HHM) students experience early, persistent, and widening academic gaps across years of schooling. Behavioral regulation, critical in academic functioning, is related to parent and teacher perceptions of competence and engagement. Research demonstrates teachers report low-income children and children of color to have less self-regulation and report lower achievement expectations. Objective The current study examined the relationship between parent and teacher perceived behavioral regulation and academic engagement and competence in understanding the achievement of 9-11-year-old HHM youth living in emergency housing. Method The current study used objective measures of child cognitive and academic ability, and subjective parent and teacher report of child behavior and academic competence and engagement (N = 86 parent-child dyads and 48 teachers; Child: M-age = 10.5 years, 46% female, 86% racial/ethnic minority). Parents and children participated in concurrent sessions in the shelter; teachers completed measures and returned them by mail. Results Parents reported fewer behavioral problems on the BRIEF and higher perceived academic competence and engagement compared to teacher report. Parent perceived competence was related to both reading and math ability, while teacher perceptions were unrelated to objective testing. Teacher perceived engagement was associated with reading and math ability. Conclusions This study identifies important disparities between parents' and teachers' perceptions of competence and engagement compared to objective measurement of academic ability. Results suggest teachers in the current sample perceive HHM students as less competent and engaged regardless of objective testing. These findings are consistent with existing research among vulnerable students.
C1 [Lafavor, Theresa] Pacific Univ, Sch Grad Psychol, 180 SE 8th Ave,Suite 260, Hillsboro, OR 97123 USA.
   [Lafavor, Theresa] DeveloPlay LLC, POB 8055, St Paul, MN 55108 USA.
   [Lafavor, Theresa] Loyola Univ Chicago, 35 Nathan Lane N,APT 206, Plymouth, MN 55441 USA.
   [Lafavor, Theresa] Univ Minnesota, Dept Pediat, East Buidling,2450 Riverside Ave, Minneapolis, MN 55454 USA.
C3 Pacific University; University of Minnesota System; University of
   Minnesota Twin Cities
RP Lafavor, T (corresponding author), Pacific Univ, Sch Grad Psychol, 180 SE 8th Ave,Suite 260, Hillsboro, OR 97123 USA.; Lafavor, T (corresponding author), DeveloPlay LLC, POB 8055, St Paul, MN 55108 USA.; Lafavor, T (corresponding author), Loyola Univ Chicago, 35 Nathan Lane N,APT 206, Plymouth, MN 55441 USA.; Lafavor, T (corresponding author), Univ Minnesota, Dept Pediat, East Buidling,2450 Riverside Ave, Minneapolis, MN 55454 USA.
EM Tlafavor@pacificu.edu
CR Abry T, 2015, EARLY CHILD RES Q, V31, P78, DOI 10.1016/j.ecresq.2015.01.001
   Adler L A, 2004, J Atten Disord, V8, P11, DOI 10.1177/108705470400800102
   [Anonymous], 2012, PROGR INT STUD ASS
   Anthony LG, 2005, INFANT CHILD DEV, V14, P133, DOI 10.1002/icd.385
   Armstrong J.M., 2003, MACARTHUR FDN RES NE
   Auwarter AE, 2008, J EDUC RES, V101, P243
   Bassuck E. L., 2014, AM YOUNGEST OUTCASTS
   Bassuk EL, 1997, AM J PUBLIC HEALTH, V87, P241, DOI 10.2105/AJPH.87.2.241
   Benner AD, 2007, J EDUC PSYCHOL, V99, P140, DOI 10.1037/0022-0663.99.1.140
   Biederman J, 2013, ACTA PSYCHIAT SCAND, V128, P78, DOI 10.1111/acps.12011
   Brand S, 2008, J SCHOOL PSYCHOL, V46, P507, DOI 10.1016/j.jsp.2007.12.001
   Buckner JC, 2003, DEV PSYCHOPATHOL, V15, P139, DOI 10.1017/S0954579403000087
   Buckner JC, 1997, J AM ACAD CHILD PSY, V36, P890, DOI 10.1097/00004583-199707000-00010
   Buckner JC, 1999, DEV PSYCHOL, V35, P246, DOI 10.1037/0012-1649.35.1.246
   Buckner JC, 2008, AM BEHAV SCI, V51, P721, DOI 10.1177/0002764207311984
   Cadima J, 2015, EARLY CHILD RES Q, V32, P1, DOI 10.1016/j.ecresq.2015.01.008
   Cicchetti D, 2005, ANNU REV CLIN PSYCHO, V1, P409, DOI 10.1146/annurev.clinpsy.1.102803.144029
   Cutuli JJ, 2013, CHILD DEV, V84, P841, DOI 10.1111/cdev.12013
   Dauber SL, 1996, SOCIOL EDUC, V69, P290, DOI 10.2307/2112716
   Duncombe ME, 2012, CHILD PSYCHIAT HUM D, V43, P715, DOI 10.1007/s10578-012-0290-5
   Eisenberg N, 2000, ANNU REV PSYCHOL, V51, P665, DOI 10.1146/annurev.psych.51.1.665
   Essex MJ, 2002, J AM ACAD CHILD PSY, V41, P588, DOI 10.1097/00004583-200205000-00017
   Falconer E, 2008, J PSYCHIATR NEUROSCI, V33, P413
   Fantuzzo J, 2007, CHILD YOUTH SERV REV, V29, P941, DOI 10.1016/j.childyouth.2006.11.003
   Fitzmaurice R., 2004, Applied longitudinal analysis
   Flores E, 2005, DEV PSYCHOL, V41, P338, DOI 10.1037/0012-1649.41.2.338
   Gewirtz A, 2008, AM BEHAV SCI, V51, P810, DOI 10.1177/0002764207311989
   Gewirtz AH, 2009, AM J ORTHOPSYCHIAT, V79, P336, DOI 10.1037/a0016732
   Gioia GA, 2000, CHILD NEUROPSYCHOL, V3, P325
   Grant R, 2013, AM J PUBLIC HEALTH, V103, pE1, DOI 10.2105/AJPH.2013.301618
   Haber MG, 2004, CLIN CHILD FAM PSYCH, V7, P123, DOI 10.1023/B:CCFP.0000045124.09503.f1
   Hauser-Cram P, 2003, J EDUC PSYCHOL, V95, P813, DOI 10.1037/0022-0663.95.4.813
   Herbers JE, 2012, EDUC RESEARCHER, V41, P366, DOI 10.3102/0013189X12445320
   Hopson LM, 2011, CHILD YOUTH SERV REV, V33, P2221, DOI 10.1016/j.childyouth.2011.07.006
   Hosan NE, 2017, SCHOOL PSYCHOL REV, V46, P201, DOI 10.17105/SPR-2017-0043.V46-2
   Lafavor T, 2018, J EARLY ADOLESCENCE, V38, P1236, DOI 10.1177/0272431616678989
   LITTLE RJA, 1988, J AM STAT ASSOC, V83, P1198, DOI 10.2307/2290157
   Malarbi S, 2017, NEUROSCI BIOBEHAV R, V72, P68, DOI 10.1016/j.neubiorev.2016.11.004
   Masten AS, 2006, ANN NY ACAD SCI, V1094, P13, DOI 10.1196/annals.1376.003
   Masten AS, 2015, SCHOOL PSYCHOL REV, V44, P315, DOI 10.17105/spr-15-0068.1
   Masten AS, 2012, EDUC RESEARCHER, V41, P375, DOI 10.3102/0013189X12459883
   MASTEN AS, 1993, J CONSULT CLIN PSYCH, V61, P335, DOI 10.1037/0022-006X.61.2.335
   Masten AS, 1998, AM PSYCHOL, V53, P205, DOI 10.1037/0003-066X.53.2.205
   McLoyd VC, 1998, AM PSYCHOL, V53, P185, DOI 10.1037/0003-066X.53.2.185
   Miller P.M., 2012, Journal of School Leadership, V22, P147
   Miller PM, 2011, REV EDUC RES, V81, P308, DOI 10.3102/0034654311415120
   Nelson JR, 2002, J EMOT BEHAV DISORD, V10, P136
   O'Malley M, 2015, SCHOOL PSYCHOL QUART, V30, P142, DOI 10.1037/spq0000076
   Obradovic J, 2010, J APPL DEV PSYCHOL, V31, P109, DOI 10.1016/j.appdev.2009.09.004
   Obradovic J, 2009, DEV PSYCHOPATHOL, V21, P493, DOI 10.1017/S0954579409000273
   Perlman S, 2010, CHILD YOUTH SERV REV, V32, P874, DOI 10.1016/j.childyouth.2010.02.007
   Pribesh S, 1999, DEMOGRAPHY, V36, P521, DOI 10.2307/2648088
   RESCORLA L, 1991, AM J ORTHOPSYCHIAT, V61, P210, DOI 10.1037/h0079236
   Rog D., 2007, Toward Understanding Homelessness: The 2007 National Symposium on Homelessness Research
   Rumberger R.W., 2003, The Journal of Negro Education, V72, P6, DOI DOI 10.2307/3211287
   Rumberger RW, 1998, AM J EDUC, V107, P1, DOI 10.1086/444201
   Schmitt MB, 2012, J SCHOOL PSYCHOL, V50, P681, DOI 10.1016/j.jsp.2012.04.003
   South SJ, 2007, SOC SCI RES, V36, P68, DOI 10.1016/j.ssresearch.2005.10.001
   Spencer AE, 2016, J CLIN PSYCHIAT, V77, P72, DOI 10.4088/JCP.14r09479
   STERNBERG KJ, 1993, DEV PSYCHOL, V29, P44, DOI 10.1037/0012-1649.29.1.44
   Stone S, 2016, URBAN EDUC, V51, P600, DOI 10.1177/0042085915602540
   Suldo SM, 2012, SCH MENT HEALTH, V4, P69, DOI 10.1007/s12310-012-9073-1
   Swanson CB, 1999, SOCIOL EDUC, V72, P54, DOI 10.2307/2673186
   Tenenbaum HR, 2007, J EDUC PSYCHOL, V99, P253, DOI 10.1037/0022-0663.99.2.253
   Toth SL, 1996, J CONSULT CLIN PSYCH, V64, P32, DOI 10.1037/0022-006X.64.1.32
   Uline C, 2008, J EDUC ADMIN, V46, P55, DOI 10.1108/09578230810849817
   Wechsler D, 2005, WECHSLER INDIVIDUAL
   Wechsler D, 2011, WECHSLER ABBREVIATED, VSecond
   Welsh WN, 2000, ANN AM ACAD POLIT SS, V567, P88, DOI 10.1177/0002716200567001007
   Willcutt EG, 2005, BIOL PSYCHIAT, V57, P1336, DOI 10.1016/j.biopsych.2005.02.006
   Wu JH, 2010, NEUROSCI LETT, V486, P117, DOI 10.1016/j.neulet.2010.07.040
   Youngstrom E, 2000, J CONSULT CLIN PSYCH, V68, P1038, DOI 10.1037/0022-006X.68.6.1038
   Zima BT, 1997, AM J PUBLIC HEALTH, V87, P236, DOI 10.2105/AJPH.87.2.236
   ZIMA BT, 1994, AM J PUBLIC HEALTH, V84, P260, DOI 10.2105/AJPH.84.2.260
NR 74
TC 1
Z9 6
U1 2
U2 13
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-1890
EI 1573-3319
J9 CHILD YOUTH CARE FOR
JI Child Youth Care Forum
PD JUN
PY 2020
VL 49
IS 3
BP 449
EP 468
DI 10.1007/s10566-019-09538-0
PG 20
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA LO5NV
UT WOS:000533675300006
DA 2024-07-15
ER

PT J
AU Losh, A
   Blacher, J
AF Losh, Ainsley
   Blacher, Jan
TI Promoting young autistic students' social functioning and engagement in
   the classroom: Positive response strategies and close student-teacher
   relationships
SO RESEARCH IN AUTISM SPECTRUM DISORDERS
LA English
DT Article
DE Autism; Education; Student-teacher relationships; Classroom management;
   Inclusion; Praise
ID CHILD RELATIONSHIPS; SPECTRUM DISORDER; INTELLECTUAL DISABILITY;
   ACADEMIC-ACHIEVEMENT; RELATIONSHIP QUALITY; MISSING DATA; SHORT-FORM;
   BEHAVIOR; MANAGEMENT; ELEMENTARY
AB Background: Classrooms can create barriers to young autistic students' social and behavioral success at school. Better quality student-teacher relationships (STRs) have been associated with improved student social and behavioral outcomes. When teachers use more positive response strategies (e.g., praise), they create more opportunities for positive interactions with students, likely developing closer STRs.Method: The present study uses SEM to investigate a path by which teachers' use of positive response strategies is associated with closer STRs, which lead to improved social functioning and classroom engagement for N = 145 young autistic students (age 4-7 years). Factors contributing to teachers' reported frequency of using positive response strategies were also explored using multiple linear regression.Results: The model was a close fit to the data (chi 2 (18, N = 145) = 18.4, p = .43, TLI = 1.0, CFI = 1.0, RMSEA = .01). Teachers who reported using positive response strategies more frequently had significantly closer STRs, which were associated with lasting improvements in students' social functioning and engagement in the classroom. Positive response strategies that teachers reported using most frequently were praise, positive comments, and incentives. Teachers' perceived usefulness of positive response strategies and regular trainings in autism were significantly associated with frequency of positive response strategy use.Conclusions: Positive, supportive classrooms in which teachers utilized more positive response strategies and developed closer STRs were associated with young autistic students' academic engagement and social functioning. Regular autism trainings and perceived usefulness of positive response strategies emerged as significant factors for teachers' use of strategies.
C1 [Losh, Ainsley; Blacher, Jan] Univ Calif Riverside, Sch Educ, Riverside, CA 95251 USA.
   [Losh, Ainsley] Massachusetts Gen Hosp, Lurie Ctr Autism, One Maguire Rd, Lexington, MA 02421 USA.
C3 University of California System; University of California Riverside;
   Harvard University; Massachusetts General Hospital
RP Losh, A (corresponding author), Massachusetts Gen Hosp, Lurie Ctr Autism, One Maguire Rd, Lexington, MA 02421 USA.
EM alosh001@ucr.edu
OI Losh, Ainsley/0000-0003-2780-583X
FU Institute of Education Sciences [R324A110086]; SEARCH Family Autism
   Resource Center in the School of Education, University of California,
   Riverside
FX This project was based on a longitudinal study funded by the Institute
   of Education Sciences (R324A110086; J Blacher, P.I.) . Support was also
   provided by the SEARCH Family Autism Resource Center in the School of
   Education, University of California, Riverside. We are indebted to
   colleagues and students who contributed to this research, and especially
   to the children, parents, and teachers who participated in this study.
CR Achenbach TM., 2000, Manual for the ASEBA Preschool Forms and Profiles
   Achenbach TM., 2001, MANUAL ASEBA SCH AGE, DOI DOI 10.1371/JOURNAL.PONE.0116407
   Alamos P, 2020, SOC DEV, V29, P339, DOI 10.1111/sode.12403
   Arbeau KA, 2010, INT J BEHAV DEV, V34, P259, DOI 10.1177/0165025409350959
   Ashburner J, 2010, RES AUTISM SPECT DIS, V4, P18, DOI 10.1016/j.rasd.2009.07.002
   Bentler P. M., 2005, EQS structural equations program manual
   BENTLER PM, 1990, PSYCHOL BULL, V107, P238, DOI 10.1037/0033-2909.88.3.588
   Bergin C, 2009, EDUC PSYCHOL REV, V21, P141, DOI 10.1007/s10648-009-9104-0
   Berry D, 2010, J APPL DEV PSYCHOL, V31, P1, DOI 10.1016/j.appdev.2009.05.001
   Blacher J, 2014, RES AUTISM SPECT DIS, V8, P324, DOI 10.1016/j.rasd.2013.12.008
   Bland JM, 1996, BRIT MED J, V312, P770
   Bolourian Y, 2022, J AUTISM DEV DISORD, V52, P3977, DOI 10.1007/s10803-021-05266-4
   Bronfenbrenner U., 1998, The ecology of developmental processes, V1, P993, DOI DOI 10.1002/9780470147658.CHPSY0114
   Browne MW., 1993, Testing Structural Equation Models, P136, DOI DOI 10.1177/0049124192021002005
   Cadima J, 2015, EARLY CHILD RES Q, V32, P1, DOI 10.1016/j.ecresq.2015.01.008
   Caplan B, 2016, J AUTISM DEV DISORD, V46, P3653, DOI 10.1007/s10803-016-2915-1
   Carlson JS, 2011, J APPL SCH PSYCHOL, V27, P134, DOI 10.1080/15377903.2011.565277
   Carrow-Woolfolk E., 1999, Comprehensive Assessment of Spoken Language (CASL)
   Chaffee RK, 2017, SCHOOL PSYCHOL REV, V46, P149, DOI 10.17105/SPR-2017-0015.V46-2
   Conroy M.A., 2009, Beyond Behavior, V18, P18
   Cooper J. O., 2019, Applied Behavior Analysis, V3rd
   Crosby JW, 2011, J PSYCHOEDUC ASSESS, V29, P292, DOI 10.1177/0734282910385806
   Da Fonte MA, 2016, EDUC TREAT CHILD, V39, P389, DOI 10.1353/etc.2016.0017
   Decker DM, 2007, J SCHOOL PSYCHOL, V45, P83, DOI 10.1016/j.jsp.2006.09.004
   Denham SA, 2010, EARLY EDUC DEV, V21, P652, DOI 10.1080/10409289.2010.497450
   Dijkstra EM, 2017, RES PAP EDUC, V32, P151, DOI 10.1080/02671522.2016.1158856
   Dong YR, 2013, SPRINGERPLUS, V2, DOI 10.1186/2193-1801-2-222
   Doumen S, 2009, INFANT CHILD DEV, V18, P502, DOI 10.1002/icd.635
   Eisenhower AS, 2015, J APPL SCH PSYCHOL, V31, P256, DOI 10.1080/15377903.2015.1056924
   Eisenhower AS, 2015, RES AUTISM SPECT DIS, V9, P163, DOI 10.1016/j.rasd.2014.09.007
   Elledge LC, 2016, J ABNORM CHILD PSYCH, V44, P691, DOI 10.1007/s10802-015-0074-z
   Enders CK, 2001, STRUCT EQU MODELING, V8, P430, DOI 10.1207/S15328007SEM0803_5
   Field A., 2018, Discovering statistics using SPSS, V5th
   Field A., 2009, Discovering statistics using SPSS (and sex and drugs and rock "n"roll), V3rd
   Floress MT, 2022, J POSIT BEHAV INTERV, V24, P46, DOI 10.1177/10983007211000381
   Fowler LTS, 2008, BEHAV DISORDERS, V33, P167
   Girard JM, 2016, ASSESSMENT, V23, P404, DOI 10.1177/1073191116635807
   Gresham F., 2007, Social skills improvement system rating scales, DOI DOI 10.1007/S00586-009-0944-6
   Gresham FM, 2011, SCHOOL PSYCHOL QUART, V26, P27, DOI 10.1037/a0022662
   Hajovsky DB, 2023, SCHOOL PSYCHOL REV, V52, P679, DOI 10.1080/2372966X.2021.1883995
   Hamre BK, 2001, CHILD DEV, V72, P625, DOI 10.1111/1467-8624.00301
   Hanley GP, 2010, BEHAV ANAL PRACT, V3, P13
   Hooper D., 2008, Electron. J. Bus. Res. Methods, V6, P53, DOI [DOI 10.21427/D7CF7R, 10.21427/D7CF7R]
   Howes C, 2008, EARLY CHILD RES Q, V23, P27, DOI 10.1016/j.ecresq.2007.05.002
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Hughes JN, 2006, J SCHOOL PSYCHOL, V43, P465, DOI 10.1016/j.jsp.2005.10.001
   Institute of Education Sciences (I.E.S.), 2019, Spotlight A: Characteristics of public school teachers by race/ethnicity
   Kennedy JH, 2004, PSYCHOL SCHOOLS, V41, P247, DOI 10.1002/pits.10153
   Kincade L, 2020, REV EDUC RES, V90, P710, DOI 10.3102/0034654320946836
   Konishi C, 2010, CAN J SCH PSYCHOL, V25, P19, DOI 10.1177/0829573509357550
   Korpershoek H, 2016, REV EDUC RES, V86, P643, DOI 10.3102/0034654315626799
   Kratochwill T.R., 2014, Best practices in school psychology V, P461
   LaFreniere P., 2002, EARLY EDUC DEV, V13, P201, DOI [10.1207/s15566935-ed1302_6, 10.1207/s15566935eed1302_6, DOI 10.1207/S15566935EED1302_6]
   LaFreniere PJ, 1996, PSYCHOL ASSESSMENT, V8, P369, DOI 10.1037/1040-3590.8.4.369
   Lamont A, 2013, SOC DEV, V22, P384, DOI 10.1111/sode.12023
   Leblanc L., 2009, TEACH EDUC SPEC EDUC, V32, P166, DOI [DOI 10.1177/0888406409334279, DOI 10.1177/0741932507334279]
   Leung PWL, 2006, J CHILD PSYCHOL PSYC, V47, P970, DOI 10.1111/j.1469-7610.2005.01570.x
   LOBELLO SG, 1991, J SCHOOL PSYCHOL, V29, P229, DOI 10.1016/0022-4405(91)90004-B
   Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947
   Lord C., 2012, AUTISM DIAGNOSTIC OB, DOI DOI 10.1037/T17256-000
   Losh A, 2022, RES AUTISM SPECT DIS, V98, DOI 10.1016/j.rasd.2022.102027
   Losh A, 2022, J APPL DEV PSYCHOL, V79, DOI 10.1016/j.appdev.2022.101394
   Lyons J., 2011, Journal On Developmental Disabilities, V17, P77
   LYSAKOWSKI RS, 1981, J EDUC RES, V75, P69, DOI 10.1080/00220671.1981.10885359
   Machalicek W, 2007, RES AUTISM SPECT DIS, V1, P229, DOI 10.1016/j.rasd.2006.10.005
   Maenner MJ., 2020, MMWR SURVEILL SUMM, V69, P1, DOI DOI 10.15585/MMWR.SS6904A1
   Marchant M, 2013, J POSIT BEHAV INTERV, V15, P221, DOI 10.1177/1098300712459356
   Matson JL, 2008, J MENT HEALTH RES IN, V2, P29, DOI 10.1080/19315860802611415
   Matson JL, 2009, RES DEV DISABIL, V30, P240, DOI 10.1016/j.ridd.2008.04.001
   McGrath KF, 2015, EDUC RES REV-NETH, V14, P1, DOI 10.1016/j.edurev.2014.12.001
   McNeill J, 2019, J AUTISM DEV DISORD, V49, P4585, DOI 10.1007/s10803-019-04190-y
   Mitchell MM, 2013, J SCHOOL PSYCHOL, V51, P599, DOI 10.1016/j.jsp.2013.05.005
   Ochs E, 2001, SOC DEV, V10, P399, DOI 10.1111/1467-9507.00172
   Osborne J. W., 2002, Practical Assessment, Research Evaluation, V8, P1, DOI [DOI 10.7275/4VNG-5608, https://doi.org/10.7275/4vng-5608]
   Partin TCM, 2009, PREV SCH FAIL, V54, P172, DOI 10.1080/10459880903493179
   Pianta R.C., 2001, Student-teacher relationship scale (STRS): Professional Manual. Psychological Assessment Resources, DOI [DOI 10.1037/T11872-000, 10.1037/t11872-000]
   Pianta RC, 2004, SCHOOL PSYCHOL REV, V33, P444
   Pinkelman SE, 2015, BEHAV DISORDERS, V40, P171, DOI 10.17988/0198-7429-40.3.171
   Prino LE, 2016, ELECTRON J RES EDUC, V14, P89, DOI 10.14204/ejrep.38.15043
   Probst P, 2008, J AUTISM DEV DISORD, V38, P1791, DOI 10.1007/s10803-008-0561-y
   Rajaraman A, 2022, J APPL BEHAV ANAL, V55, P40, DOI 10.1002/jaba.881
   Ramey D, 2022, BEHAV ANAL PRACT, DOI 10.1007/s40617-022-00710-y
   Reinke WM, 2002, PSYCHOL SCHOOLS, V39, P549, DOI 10.1002/pits.10048
   Robertson K, 2003, J AUTISM DEV DISORD, V33, P123, DOI 10.1023/A:1022979108096
   Robertson RE, 2020, J POSIT BEHAV INTERV, V22, P145, DOI 10.1177/1098300720908013
   Roorda DL, 2011, REV EDUC RES, V81, P493, DOI 10.3102/0034654311421793
   Ruble LA, 2010, J AUTISM DEV DISORD, V40, P1459, DOI 10.1007/s10803-010-1003-1
   Rushton S, 2020, BRIT J EDUC PSYCHOL, V90, P193, DOI 10.1111/bjep.12316
   Schlomer GL, 2010, J COUNS PSYCHOL, V57, P1, DOI 10.1037/a0018082
   Shillingsburg MA, 2019, BEHAV MODIF, V43, P288, DOI 10.1177/0145445517751436
   Skinner EA, 2009, EDUC PSYCHOL MEAS, V69, P493, DOI 10.1177/0013164408323233
   Spivak AL, 2012, EARLY EDUC DEV, V23, P623, DOI 10.1080/10409289.2011.566164
   Steinbrenner J. R., 2020, EVIDENCE BASED PRACT
   Stevens J., 1996, Applied multivariate statistics for the social sciences
   Stoto M.A., 1983, Sociological Methodology, V14, P126, DOI DOI 10.2307/270905
   Tehrani-Doost M, 2011, IRAN J PEDIATR, V21, P331
   Thomas DE, 2011, CHILD DEV, V82, P751, DOI 10.1111/j.1467-8624.2011.01586.x
   Troyb E, 2014, AUTISM, V18, P233, DOI 10.1177/1362361312473519
   TUCKER LR, 1973, PSYCHOMETRIKA, V38, P1, DOI 10.1007/bf02291170
   van Tartwijk J, 2009, TEACH TEACH EDUC, V25, P453, DOI 10.1016/j.tate.2008.09.005
   Verschueren K, 2012, ATTACH HUM DEV, V14, P205, DOI 10.1080/14616734.2012.672260
   Wang MT, 2020, DEV REV, V57, DOI 10.1016/j.dr.2020.100912
   Webster-Stratton C, 2001, J CLIN CHILD PSYCHOL, V30, P283, DOI 10.1207/S15374424JCCP3003_2
   Webster-Stratton C., 2013, The Incredible Years Teacher Classroom Management Program - Content and Objectives
   Wechsler D., 2002, Wechsler Preschool and Primary Scale of Intelligence
   Wehby JH, 2012, SCH MENT HEALTH, V4, P22, DOI 10.1007/s12310-011-9067-4
   Wheatley R., 2009, EDUC TREAT CHILD, V32, P551
   Wickstrom K.F., 1993, Handbook of consultation services for children, P159
   WOLF MM, 1978, J APPL BEHAV ANAL, V11, P203, DOI 10.1901/jaba.1978.11-203
   Wubbels T., 2014, HDB CLASSROOM MANAGE, P363, DOI DOI 10.4324/9780203074114
   Zee M, 2020, J APPL DEV PSYCHOL, V66, DOI 10.1016/j.appdev.2019.101101
   Zeedyk SM, 2016, J AUTISM DEV DISORD, V46, P436, DOI 10.1007/s10803-015-2575-6
NR 112
TC 1
Z9 2
U1 4
U2 7
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 1750-9467
EI 1878-0237
J9 RES AUTISM SPECT DIS
JI Res. Autism Spectr. Disord.
PD SEP
PY 2023
VL 107
AR 102225
DI 10.1016/j.rasd.2023.102225
EA AUG 2023
PG 15
WC Education, Special; Psychology, Developmental; Psychiatry;
   Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology; Psychiatry; Rehabilitation
GA U8VU8
UT WOS:001087531300001
DA 2024-07-15
ER

PT J
AU Konold, T
   Cornell, D
   Shukla, K
   Huang, F
AF Konold, Timothy
   Cornell, Dewey
   Shukla, Kathan
   Huang, Francis
TI Racial/Ethnic Differences in Perceptions of School Climate and Its
   Association with Student Engagement and Peer Aggression
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE School climate; Race/Ethnicity; Multilevel modeling; Race differences
ID AUTHORITATIVE SCHOOL; ACADEMIC ENGAGEMENT; MULTILEVEL; VICTIMIZATION;
   MIDDLE; ADOLESCENCE; PREDICTORS; CHILDHOOD; TEACHERS; VALIDITY
AB Research indicates that a positive school climate is associated with higher levels of student engagement and lower rates of peer aggression. However, less attention has been given to whether such findings are consistent across racial/ethnic groups. The current study examined whether Black, Hispanic, and White high school students differed in their perceptions of school climate, student engagement, and peer aggression as measured by the Authoritative School Climate survey. In addition, the study tested whether the associations between school climate and both student engagement and peer aggression varied as a function of racial/ethnic group. The sample consisted of 48,027 students in grades 9-12 (51.4 % female; 17.9 % Black, 10.5 % Hispanic, 56.7 % White, and 14.9 % other) attending 323 high schools. Regression models that contrasted racial/ethnic groups controlled for the nesting of students within schools and used student covariates of parent education, student gender, and percentage of schoolmates sharing the same race/ethnicity, as well as school covariates of school size and school percentage of students eligible for free- or reduced-price meals. Perceptions of school climate differed between Black and White groups, but not between Hispanic and White groups. However, race/ethnicity did not moderate the associations between school climate and either engagement or peer aggression. Although correlational and cross-sectional in nature, these results are consistent with the conclusion that a positive school climate holds similar benefits of promoting student engagement and reducing victimization experiences across Black, Hispanic, and White groups.
C1 [Konold, Timothy; Cornell, Dewey] Univ Virginia, Charlottesville, VA 22904 USA.
   [Shukla, Kathan] Indian Inst Management Ahmedabad, Ahmadabad, Gujarat, India.
   [Huang, Francis] Univ Missouri, Columbia, MO 65211 USA.
C3 University of Virginia; Indian Institute of Management (IIM System);
   Indian Institute of Management Ahmedabad; University of Missouri System;
   University of Missouri Columbia
RP Konold, T (corresponding author), Univ Virginia, Charlottesville, VA 22904 USA.
EM Konold@Virginia.edu
RI Huang, Francis/C-2159-2015; Shukla, Kathan/ABA-9178-2020
OI Huang, Francis/0000-0002-5900-7763; Cornell, Dewey/0000-0002-3631-1527;
   Konold, Timothy/0000-0003-0092-9234; Shukla, Kathan
   Dushyant/0000-0002-9236-9707
FU Office of Juvenile Justice and Delinquency Prevention, Office of Justice
   Programs, U.S. Department of Justice [2012-JF-FX-0062]; National
   Institute of Justice, Office of Justice Programs, U.S. Department of
   Justice [NIJ 2014-CK-BX-0004]
FX This project was supported by Grant #2012-JF-FX-0062 awarded by the
   Office of Juvenile Justice and Delinquency Prevention, Office of Justice
   Programs, U.S. Department of Justice; and Grant #NIJ 2014-CK-BX-0004
   awarded by the National Institute of Justice, Office of Justice
   Programs, U.S. Department of Justice. The opinions, findings, and
   conclusions or recommendations expressed in this publication are those
   of the authors and do not necessarily reflect those of the Department of
   Justice.
CR American Educational Research Association American Psychological Association & National Council on Measurement in Education, 2014, ETS standards for quality and fairness
   [Anonymous], 2009, SCH CONNECTEDNESS ST
   [Anonymous], 2000, MANUAL PATTERNS ADAP
   Appleton JJ, 2008, PSYCHOL SCHOOLS, V45, P369, DOI 10.1002/pits.20303
   Baly MW, 2014, PSYCHOL SCHOOLS, V51, P217, DOI 10.1002/pits.21747
   Bandyopadhyay S, 2009, SCHOOL PSYCHOL REV, V38, P338
   BAUMRIND D, 1968, ADOLESCENCE, V3, P255
   Berg JK, 2016, SCHOOL PSYCHOL QUART, V31, P122, DOI 10.1037/spq0000132
   Bottiani JH, 2016, J YOUTH ADOLESCENCE, V45, P1176, DOI 10.1007/s10964-015-0411-0
   Bradshaw CP, 2015, J EDUC PSYCHOL, V107, P546, DOI 10.1037/a0037630
   Bradshaw CP, 2015, J CLIN CHILD ADOLESC, V44, P494, DOI 10.1080/15374416.2014.893516
   Branson CE, 2009, J APPL SCH PSYCHOL, V25, P5, DOI 10.1080/15377900802484133
   Cohen J., 2014, School climate policy and practice trends: A paradox. A commentary
   Cohen J, 2009, TEACH COLL REC, V111, P180
   Cook CR, 2010, SCHOOL PSYCHOL QUART, V25, P65, DOI 10.1037/a0020149
   Cornell D.G., 2004, Journal of School Violence, V3, P63, DOI DOI 10.1300/J202V03N02_05
   Cornell D, 2016, J YOUTH ADOLESCENCE, V45, P2246, DOI 10.1007/s10964-016-0424-3
   Cornell D, 2016, AERA OPEN, V2, DOI 10.1177/2332858416633184
   Cornell D, 2015, J EDUC PSYCHOL, V107, P1186, DOI 10.1037/edu0000038
   Cornell D, 2013, J EDUC PSYCHOL, V105, P138, DOI 10.1037/a0030416
   De Pedro KT, 2016, CHILD YOUTH SERV REV, V63, P10, DOI 10.1016/j.childyouth.2016.01.023
   Dynarski M., 2008, Dropout prevention: A practice guide
   Enders CK, 2007, PSYCHOL METHODS, V12, P121, DOI 10.1037/1082-989X.12.2.121
   Finkelhor D., 2016, J ADOLESCENT HLTH
   Flannery KB, 2014, SCHOOL PSYCHOL QUART, V29, P111, DOI 10.1037/spq0000039
   Furr R.M., 2008, PSYCHOMETRICS
   Gill MG, 2004, CONTEMP EDUC PSYCHOL, V29, P389, DOI 10.1016/j.cedpsych.2003.10.002
   Gottfredson G.D., 1999, USERS MANUAL EFFECTI
   Gottfredson GD, 2005, J RES CRIME DELINQ, V42, P412, DOI 10.1177/0022427804271931
   Gregory A., 2014, Journal of Applied Research on Children: Informing Policy for Children at Risk, V5, P1
   Gregory A, 2008, SCHOOL PSYCHOL REV, V37, P337
   Gregory A, 2008, J SCHOOL PSYCHOL, V46, P455, DOI 10.1016/j.jsp.2007.09.001
   Gregory A, 2012, AM J EDUC, V118, P401, DOI 10.1086/666362
   Gregory A, 2011, AM EDUC RES J, V48, P904, DOI 10.3102/0002831211398531
   Gregory A, 2010, J EDUC PSYCHOL, V102, P483, DOI 10.1037/a0018562
   Gregory A, 2009, THEOR PRACT, V48, P106, DOI 10.1080/00405840902776327
   Guerra NG, 2011, CHILD DEV, V82, P295, DOI 10.1111/j.1467-8624.2010.01556.x
   Howard T.C., 2015, WHY RACE CULTURE MAT
   Huang F., 2014, Pract Assess Res Eval, V19, P1, DOI DOI 10.7275/NTNK-D929
   Huang FL, 2016, J PSYCHOEDUC ASSESS, V34, P536, DOI 10.1177/0734282915621439
   Huang FL, 2015, J SCHOOL HEALTH, V85, P843, DOI 10.1111/josh.12340
   Huang FL, 2016, J EXP EDUC, V84, P175, DOI 10.1080/00220973.2014.952397
   Hung AH, 2015, SCH MENT HEALTH, V7, P105, DOI 10.1007/s12310-014-9131-y
   Jia YN, 2016, SCHOOL PSYCHOL QUART, V31, P289, DOI 10.1037/spq0000139
   Johnson MK, 2001, SOCIOL EDUC, V74, P318, DOI 10.2307/2673138
   Johnson SL, 2009, J SCHOOL HEALTH, V79, P451, DOI 10.1111/j.1746-1561.2009.00435.x
   Juvonen J, 2006, PSYCHOL SCI, V17, P393, DOI 10.1111/j.1467-9280.2006.01718.x
   Kann L, 2016, MMWR-MORBID MORTAL W, V65, P106, DOI 10.15585/mmwr.mm6505a2
   KISH L, 1974, J ROY STAT SOC B MET, V36, P1
   Klein J, 2012, SCHOOL PSYCHOL QUART, V27, P154, DOI 10.1037/a0029350
   Klein J, 2010, J EDUC PSYCHOL, V102, P933, DOI 10.1037/a0019896
   Konold T, 2015, PSYCHOL ASSESSMENT, V27, P1097, DOI 10.1037/pas0000098
   Konold T, 2014, SCHOOL PSYCHOL QUART, V29, P238, DOI 10.1037/spq0000062
   Konold TR, 2015, J SCHOOL PSYCHOL, V53, P447, DOI 10.1016/j.jsp.2015.09.001
   Koth CW, 2008, J EDUC PSYCHOL, V100, P96, DOI 10.1037/0022-0663.100.1.96
   Larzelere RobertE., 2013, Authoritative Parenting: Synthesizing Nurturance and Discipline for Optimal Child Development
   Lee J.-S., 2012, INT J EDUC RES, V53, P330, DOI DOI 10.1016/J.IJER.2012.04.006
   Lleras C., 2008, J SCH VIOLENCE, V7, P105, DOI DOI 10.1080/15388220801955604
   Olweus D., 2007, The Olweus bullying questionnaire and standard school report
   Phillips SF, 2016, SOC WORK RES, V40, P31, DOI 10.1093/swr/svv036
   Ramelow D, 2015, J PSYCHOEDUC ASSESS, V33, P731, DOI 10.1177/0734282915584852
   Rust K., 1985, Journal of Official Statistics, V1, P381
   Shirley ELM, 2012, SCHOOL PSYCHOL INT, V33, P115, DOI 10.1177/0143034311406815
   Shukla K, 2016, AM J COMMUN PSYCHOL, V57, P291, DOI 10.1002/ajcp.12044
   Thapa A, 2013, REV EDUC RES, V83, P357, DOI 10.3102/0034654313483907
   THORNBERRY TP, 1991, J CRIM LAW CRIM, V82, P3
   U.S. Department of Education, 2014, GUID PRINC RES GUID
   U.S. Department of Education, 2013, DIR FED SCH CLIM DIS
   U.S. Department of Education and Department of Justice, 2014, COLL LETT NOND ADM S
   Voight A, 2015, AM J COMMUN PSYCHOL, V56, P252, DOI 10.1007/s10464-015-9751-x
   Wallace John M, 2008, Negro Educ Rev, V59, P47
   Wang MT, 2016, EDUC PSYCHOL REV, V28, P315, DOI 10.1007/s10648-015-9319-1
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Wang X., 2011, 2011609 NCES
NR 74
TC 83
Z9 133
U1 0
U2 28
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD JUN
PY 2017
VL 46
IS 6
SI SI
BP 1289
EP 1303
DI 10.1007/s10964-016-0576-1
PG 15
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA EU9HW
UT WOS:000401351200012
PM 27663576
DA 2024-07-15
ER

PT J
AU Washington-Nortey, M
   Granger, K
   Sutherland, KS
   Conroy, M
   Kaur, N
   Hetrick, A
AF Washington-Nortey, Melissa
   Granger, Kristen
   Sutherland, Kevin S.
   Conroy, Maureen
   Kaur, Navneet
   Hetrick, Allyse
TI Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use
   with Students at Risk for Emotional and Behavioral Disorders Amidst the
   COVID-19 Pandemic
SO SCHOOL MENTAL HEALTH
LA English
DT Article
DE Evidence-based practices; Emotional or behavioral disorders;
   Sustainment; Elementary students
ID ADOLESCENT PSYCHIATRIC-DISORDERS; MENTAL-HEALTH; 1ST STEP;
   IMPLEMENTATION; CHILD; INTERVENTION; QUALITY; EPIDEMIOLOGY;
   PRESCHOOLERS; EFFICACY
AB There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when funding is paused temporarily, and in less-than-ideal conditions. This study used qualitative methods to investigate whether teachers previously trained in the BEST in CLASS-Elementary intervention continued to use the program's evidence-based practices with students 1-2 years after completing the program and in the context of the COVID-19 pandemic. It also examined teachers' perceptions of the impact of practice use on students' academic and social outcomes. Thirteen BEST in CLASS-Elementary teachers from elementary schools in two southeastern states in the USA where the program was implemented completed semi-structured interviews on the topic. Data were coded thematically, and the results indicated that over 50% of teachers reported using "rules, " "supportive relationships, " and "praise " frequently with their students. However, "precorrection " and "opportunities to respond " were reportedly used less often. Teachers also perceived that their use of these evidence-based practices was linked to increases in their students' academic engagement and academic performance and knowledge, improvements in students' behaviors, their relationships with teachers, and general comfort and self-confidence. The discussion highlights modality-specific patterns noted in the results that might influence sustainment and the implication of these findings for interventions and programs aimed at promoting positive behavioral outcomes for early elementary school students.
C1 [Washington-Nortey, Melissa] Kings Coll London, Inst Psychiat Psychol & Neurosci, Dept Psychol, London SE1 1UL, England.
   [Granger, Kristen] Vanderbilt Univ, Peabody Coll, Dept Special Educ, 230 Appleton Pl, Nashville, TN 37203 USA.
   [Sutherland, Kevin S.] Virginia Commonwealth Univ, Sch Educ, Dept Counseling & Special Educ, Box 842020, Richmond, VA 23284 USA.
   [Conroy, Maureen] Univ Florida, Anita Zucker Ctr Excellence Early Childhood Studie, POB 117050, Gainesville, FL 32611 USA.
   [Kaur, Navneet] Virginia Commonwealth Univ, Dept Psychol, Box 842020, Richmond, VA 23284 USA.
   [Hetrick, Allyse] Univ Florida, Inst Child Hlth Policy, 2004 Mowry Rd, Gainesville, FL 32603 USA.
C3 University of London; King's College London; Vanderbilt University;
   Vanderbilt University Peabody College; Virginia Commonwealth University;
   State University System of Florida; University of Florida; Virginia
   Commonwealth University; State University System of Florida; University
   of Florida
RP Washington-Nortey, M (corresponding author), Kings Coll London, Inst Psychiat Psychol & Neurosci, Dept Psychol, London SE1 1UL, England.
EM melissa.washington-nortey@kcl.ac.uk
RI KAUR, NAVNEET/HMP-0723-2023; Sutherland, Kevin/A-7741-2009
OI Washington-Nortey, Melissa/0000-0002-8721-1710
FU U.S. Department of Education's Institute for Education Sciences
   [R305A180182]; National Institute for Health and Care Research
   [NIHR200842]
FX This research was supported in part by grants from the U.S. Department
   of Education's Institute for Education Sciences (R305A180182) and the
   National Institute for Health and Care Research (NIHR200842). The
   opinions expressed by the authors are not necessarily reflective of the
   position of or endorsed by the U.S. Department of Education.
CR Altman DG, 2009, HEALTH EDUC BEHAV, V36, P24, DOI 10.1177/1090198107299788
   ATLAS.ti Scientific Software Development GmbH, 2022, ATLAS TI 22 WIND MAC
   Belsky J, 1997, PSYCHOL INQ, V8, P182, DOI 10.1207/s15327965pli0803_3
   Beyer T, 2012, CHILD PSYCHIAT HUM D, V43, P533, DOI 10.1007/s10578-012-0282-5
   Bierman KL, 2013, EARLY EDUC DEV, V24, P1194, DOI 10.1080/10409289.2013.755457
   Bourke B, 2014, QUAL REP, V19
   Braun V., 2006, Qualitative Research in Psychology, V3, P77, DOI [DOI 10.1191/1478088706QP063OA, 10.1191/1478088706qp063oa]
   Braun V., 2013, Success Qual Res
   BRONFENBRENNER U, 1977, AM PSYCHOL, V32, P513, DOI 10.1037/0003-066x.32.7.513
   Campbell A., 2013, Journal of Curriculum Instruction, V7, P32, DOI DOI 10.3776/JOCI.2013.V7N1P32-54
   Campbell SB, 2006, J CHILD PSYCHOL PSYC, V47, P791, DOI 10.1111/j.1469-7610.2006.01636.x
   Connelly Lynne M, 2016, Medsurg Nurs, V25, P435
   Conroy MA, 2022, J EARLY INTERVENTION, V44, P130, DOI 10.1177/10538151211067544
   Conroy MA, 2019, SCHOOL PSYCHOL REV, V48, P31, DOI 10.17105/SPR-2018-0003.V48-1
   Conroy MA, 2015, J EMOT BEHAV DISORD, V23, P144, DOI 10.1177/1063426614532949
   Costello EJ, 2005, J AM ACAD CHILD PSY, V44, P972, DOI 10.1097/01.chi.0000172552.41596.6f
   Costello EJ, 2006, J AM ACAD CHILD PSY, V45, P8, DOI 10.1097/01.chi.0000184929.41423.c0
   Diken I., 2005, EDUC TREAT CHILD, V28, P444
   Domitrovich C.E., 2005, PRESCHOOL PATHS CURR
   Domitrovich CE, 2008, ADV SCH MENT HEALTH, V1, P6, DOI 10.1080/1754730X.2008.9715730
   Dunlap G, 2006, BEHAV DISORDERS, V32, P29
   Forman S.G., 2009, SCH MENT HEALTH, V1, P26
   Forness S.R., 2012, BEYOND BEHAV, V21, P3, DOI DOI 10.1177/107429561202100302
   Hailemariam M, 2019, IMPLEMENT SCI, V14, DOI 10.1186/s13012-019-0910-6
   Han SS, 2005, J ABNORM CHILD PSYCH, V33, P665, DOI 10.1007/s10802-005-7646-2
   Harris PA, 2009, J BIOMED INFORM, V42, P377, DOI 10.1016/j.jbi.2008.08.010
   Henricsson L, 2004, MERRILL PALMER QUART, V50, P111, DOI 10.1353/mpq.2004.0012
   Katsiyannis A., 2008, Reading Writing Quarterly, V24, P177, DOI [10.1080/10573560701808460, DOI 10.1080/10573560701808460]
   Kim LE, 2020, BRIT J EDUC PSYCHOL, V90, P1062, DOI 10.1111/bjep.12381
   Kowalewicz EA, 2014, SCHOOL PSYCHOL QUART, V29, P138, DOI 10.1037/spq0000030
   MacIntyre PD, 2020, SYSTEM, V94, DOI 10.1016/j.system.2020.102352
   Marchant M, 2004, PSYCHOL SCHOOLS, V41, P337, DOI 10.1002/pits.10165
   McClelland MM, 2007, DEV PSYCHOL, V43, P947, DOI 10.1037/0012-1649.43.4.947
   McCullough SN, 2022, BEHAV DISORDERS, V47, P84, DOI 10.1177/01987429211010672
   McGrath KF, 2015, EDUC RES REV-NETH, V14, P1, DOI 10.1016/j.edurev.2014.12.001
   McIntosh K, 2015, ASSES EFF INTERV, V40, P184, DOI 10.1177/1534508414556503
   Naff D, 2022, AERA OPEN, V8, DOI 10.1177/23328584221084722
   Overton S, 2002, BEHAV DISORDERS, V28, P40
   Patton M. Q., 2005, Qualitative Research, DOI DOI 10.1002/0470013192.BSA514
   Patton MQ, 1999, HEALTH SERV RES, V34, P1189
   Pianta RC, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P365, DOI 10.1007/978-1-4614-2018-7_17
   Reinke WM, 2011, SCHOOL PSYCHOL QUART, V26, P1, DOI 10.1037/a0022714
   Ringeisen H., 2020, Handbook of Research on emotional and behavioral disorders: Interdisciplinary Developmental Perspective on Children and Youth, P23, DOI DOI 10.4324/9780429453106
   Shonkoff J.P., 2000, NEURONS NEIGHBORHOOD, DOI DOI 10.17226/9824
   Stormont M, 2005, J POSIT BEHAV INTERV, V7, P131, DOI 10.1177/10983007050070030201
   Strauss A., 1994, Handbook of qualitative research, V1st, P273
   Sugai G., 2012, POSITIVE BEHAV INTER
   Sugai G, 2009, EXCEPTIONALITY, V17, P223, DOI 10.1080/09362830903235375
   Sutherland K., 2005, J CHILD FAM STUD, V14, P1, DOI [DOI 10.1007/S10826-005-1106-Z, 10.1007/s10826-005-1106-z]
   Sutherland KS, 2020, J POSIT BEHAV INTERV, V22, P220, DOI 10.1177/1098300719900318
   Sutherland KS, 2018, EARLY CHILD RES Q, V42, P31, DOI 10.1016/j.ecresq.2017.08.001
   Sutherland KS., 2020, HDB RES EMOTIONAL BE, P214, DOI [10.4324/9780429453106-15, DOI 10.4324/9780429453106-15]
   Walker H.M., 1997, 1 STEP SUCCESS EARLY
   Williford AP, 2015, PREV SCI, V16, P1054, DOI 10.1007/s11121-015-0544-0
   Woodbridge MW, 2014, SCHOOL PSYCHOL REV, V43, P299
   Zoom Video Communications Inc., 2020, ZOOM CLOUD M VERS 4
NR 56
TC 0
Z9 0
U1 1
U2 7
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1866-2625
EI 1866-2633
J9 SCH MENT HEALTH
JI School Ment. Health
PD JUN
PY 2023
VL 15
IS 2
BP 470
EP 483
DI 10.1007/s12310-022-09561-y
EA DEC 2022
PG 14
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA J6QF5
UT WOS:000899847700001
PM 36569406
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Özkan, SY
   Sonmez, M
AF Ozkan, Serife Yucesoy
   Sonmez, Mine
TI Examination of Single Subject Studies Conducted on Individuals with
   Disabilities by Using Self Management Strategies: A Meta Analysis Study
SO KURAM VE UYGULAMADA EGITIM BILIMLERI
LA English
DT Article; Proceedings Paper
CT 19th Congress on the National Special Education
CY 2009
CL Marmaris, TURKEY
DE Self-Management Strategies; Antecedent Cue Regulation; Self-Monitoring;
   Self-Instruction; Self-Evaluation; Self-Reinforcement; Meta-Analysis
ID HIGH-SCHOOL-STUDENTS; OFF-TASK BEHAVIOR; ACADEMIC ENGAGEMENT;
   MENTAL-RETARDATION; ON-TASK; QUANTITATIVE SYNTHESIS; WRITTEN EXPRESSION;
   SOCIAL-BEHAVIOR; VIDEO FEEDBACK; INTERVENTION
AB Individuals with disabilities need to learn to control their own behaviors to rank among in the community. Self-management strategies are developed for this purpose. These strategies include antecedent cue regulation, self-instruction, self-monitoring, self-evaluation, and self-reinforcement. In the literature, there are researches about the effectiveness of self-management strategies on teaching various behaviors to individuals with disabilities. In this study 40 single-subject research articles conducted with individuals with disabilities and published in peer-reviewed journals in between 1999-2008 have been examined. Articles primarily have been descriptively analyzed and then examined by use of meta-analysis as the computation of effect-size. Examining the findings of the descriptive analysis, it is found out that the most commonly used strategy is self-monitoring and strategies are mostly used for people aged between 7 and 17, which is referred to as school age. The PND score obtained in the studies that were examined was found as 87.23% on average for the behaviors that were wished to be increased, compared with PZD score an average of 43.96% for the behaviors that were desired to be decreased. According to the PND and PZD scores, it is possible to say that self-management strategies are effective for those behaviors that are desired to be increased, but they are doubtful/unstable in managing behaviors that are desired to be decreased. Findings have been interpreted and discussed by considering the literature and suggestions have been submitted for the implications and future researches.
C1 [Ozkan, Serife Yucesoy] Anadolu Univ, Fac Educ, Dept Special Educ, TR-26470 Eskisehir, Turkey.
   [Sonmez, Mine] Canakkale Onsekiz Mart Univ, Canakkale, Turkey.
C3 Anadolu University; Canakkale Onsekiz Mart University
RP Özkan, SY (corresponding author), Anadolu Univ, Fac Educ, Dept Special Educ, Yunusemre Campuss, TR-26470 Eskisehir, Turkey.
EM syucesoy@anadolu.edu.tr
RI Yucesoy Ozkan, Serife/AAA-4138-2021; Kartal, Mine Sönmez/AAW-2092-2020
OI Yucesoy Ozkan, Serife/0000-0002-0529-0639; Kartal, Mine
   Sönmez/0000-0002-8594-0485
CR Agran M, 2005, EDUC TRAIN DEV DISAB, V40, P3
   Agran M., 2003, Teachers guide to inclusive practices: Student directed learning
   Akgoz S., 2004, Uludag Universitesi Tip Fakultesi Dergisi, V30, P107
   Alberto P.A., 1995, APPL BEHAV ANAL TEAC, V4th
   Alberto PA, 1999, RES DEV DISABIL, V20, P429, DOI 10.1016/S0891-4222(99)00023-2
   Amato-Zech NA, 2006, PSYCHOL SCHOOLS, V43, P211, DOI 10.1002/pits.20137
   [Anonymous], TURK EGITIM BILIMLER
   Apple AL, 2005, J POSIT BEHAV INTERV, V7, P33, DOI 10.1177/10983007050070010401
   BAER M, 1984, ANAL INTERVEN DEVEL, V4, P157, DOI 10.1016/0270-4684(84)90038-7
   Bambara LM, 2001, EDUC TRAIN MENT RET, V36, P386
   Bigge JL., 1999, Curriculum, Assessment, and Instruction for Students with Disabilities
   BLICK DW, 1987, LEARN DISABILITY Q, V10, P203, DOI 10.2307/1510493
   Brooks A, 2003, J POSIT BEHAV INTERV, V5, P144, DOI 10.1177/10983007030050030301
   Browder D., 1985, Journal of the Association for Personas with Severe Handicaps, V10, P200, DOI DOI 10.1177/154079698501000403
   Browder DM, 2000, EDUC TRAIN MENT RET, V35, P78
   Buyukozturk S., 2008, Bilimsel Arastirma Yontemleri
   Cancio EJ, 2004, J EMOT BEHAV DISORD, V12, P9, DOI 10.1177/10634266040120010201
   Copeland SR, 2002, AM J MENT RETARD, V107, P32, DOI 10.1352/0895-8017(2002)107<0032:AIPTSH>2.0.CO;2
   Coyle C, 2004, J INTELLECT DEV DIS, V29, P3, DOI 10.1080/08927020410001662642
   DICKERSON EA, 1981, J APPL BEHAV ANAL, V14, P425, DOI 10.1901/jaba.1981.14-425
   Dunst C., 2004, CTRSCOPE, V3, P1
   Embregts PetriJ. C. M., 2002, INT J DISABIL DEV ED, V49, P105, DOI DOI 10.1080/10349120120115361
   Embregts PJCM, 2000, RES DEV DISABIL, V21, P409, DOI 10.1016/S0891-4222(00)00052-4
   Embregts PJCM, 2003, EDUC TRAIN DEV DISAB, V38, P283
   Eripek S, 2009, ZIHINSEL YETERSIZLIG
   Firman KB, 2002, EDUC TRAIN MENT RET, V37, P163
   Gay L.R., 2006, Educational Research: Competencies for Analysis and Applications, V8th
   Gilberts GH, 2001, J ASSOC PERS SEVERE, V26, P25, DOI 10.2511/rpsd.26.1.25
   Greenhalgh T, 1997, BRIT MED J, V315, P672, DOI 10.1136/bmj.315.7109.672
   Gumpel TP, 2000, PSYCHOL SCHOOLS, V37, P253, DOI 10.1002/(SICI)1520-6807(200005)37:3<253::AID-PITS5>3.0.CO;2-I
   Harris KR, 2005, J SPEC EDUC, V39, P145, DOI 10.1177/00224669050390030201
   Heward W.L., 1987, Applied Behaviour Analysis
   Hughes C, 2000, J ASSOC PERS SEVERE, V25, P153, DOI 10.2511/rpsd.25.3.153
   Hughes C, 2002, EDUC TRAIN MENT RET, V37, P262
   Kerr M.M., 1998, STRATEGIES MANAGING, V3rd
   Kocaoglu M., 1991, THESIS ANADOLU U ESK
   Koegel L.K., 1999, J POSIT BEHAV INTERV, V1, P26, DOI [https://doi.org/10.1177/109830079900100104, DOI 10.1177/109830079900100104]
   Koegel LK, 1999, J ASSOC PERS SEVERE, V24, P174, DOI 10.2511/rpsd.24.3.174
   Lane KL, 2008, J SPEC EDUC, V41, P234, DOI 10.1177/0022466907310370
   Lee S., 2007, FOCUS AUTISM DEV DIS, V22, P2, DOI [DOI 10.1177/10883576070220010101, 10.1177/10883576070220010101]
   Lienermann T. O., 2006, EXCEPT CHILDREN, V76, P471
   Loftin RL, 2008, J AUTISM DEV DISORD, V38, P1124, DOI 10.1007/s10803-007-0499-5
   Ma HH, 2006, BEHAV MODIF, V30, P598, DOI 10.1177/0145445504272974
   Mancina C, 2000, J AUTISM DEV DISORD, V30, P599, DOI 10.1023/A:1005695512163
   MASTROPIERI MA, 1985, J SPEC EDUC, V19, P429, DOI 10.1177/002246698501900407
   McDougall D, 1998, EXCEPT CHILDREN, V64, P151, DOI 10.1177/001440299806400201
   McLaughlin T.F., 1985, REM SPEC EDUC, V6, P42
   MCLAUGHLIN TF, 1984, CONTEMP EDUC PSYCHOL, V9, P185, DOI 10.1016/0361-476X(84)90019-5
   Mitchum K.J., 2001, EDUC TREAT CHILD, V24, P111, DOI DOI 10.1177/074193250102200202
   Nies KA, 2006, J BEHAV EDUC, V15, P163, DOI 10.1007/s10864-006-9017-7
   O'Reilly M., 2002, EDUC TREAT CHILD, V25, P91
   O'Reilly M.F., 2002, International Journal of Disability, Development and Education, V49, P95, DOI DOI 10.1080/10349120120115352
   Parker RI, 2007, J SPEC EDUC, V40, P194, DOI 10.1177/00224669070400040101
   Peterson SusanK., 1986, BEHAV MANAGEMENT STR
   Prater M.A., 1994, Preventing School Failure, V38, P5
   Reid R, 2006, EXCEPT CHILDREN, V73, P53, DOI 10.1177/001440290607300103
   Rock ML, 2007, J BEHAV EDUC, V16, P389, DOI 10.1007/s10864-007-9049-7
   Rock ML, 2005, J POSIT BEHAV INTERV, V7, P3, DOI 10.1177/10983007050070010201
   Schloss P.J., 1994, APPL BEHAV ANAL CLAS
   SCOTTI JR, 1991, AM J MENT RETARD, V96, P233
   Scruggs T.E., 2001, Exceptionality, V9, P227, DOI [10.1207/S15327035EX0904_5, DOI 10.1207/S15327035EX0904_5]
   Scruggs T.E., 1986, Behavioral Disorders, V11, P260, DOI [10.1177/019874298601100408, DOI 10.1177/019874298601100408]
   SCRUGGS TE, 1987, REM SPEC EDUC, V8, P24, DOI 10.1177/074193258700800206
   Scruggs TE, 1998, BEHAV MODIF, V22, P221, DOI 10.1177/01454455980223001
   Shimabukuro S.M., 1999, Education and Treatment of Children, V22, P397
   Sonmez M., 2010, 20 UL OZ EG K SUN BI
   Stahr B, 2006, J POSIT BEHAV INTERV, V8, P201, DOI 10.1177/10983007060080040301
   Stotz KE, 2008, J BEHAV EDUC, V17, P172, DOI 10.1007/s10864-007-9055-9
   Sugai G.M., 1993, EFFECTIVE SCH CONSUL
   Sutherland KS, 2007, J EMOT BEHAV DISORD, V15, P103, DOI 10.1177/10634266070150020101
   TABOR TA, 1999, FOCUS AUTISM OTHER D, V14, P159
   Todd A., 1999, J POSIT BEHAV INTERV, V1, P66
   Todd T., 2006, Focus on Autism and Other Developmental Disabilities, V21, P167, DOI DOI 10.1177/10883576060210030501
   Wehmeyer M. L., 2003, TEACHING SELF DETERM
   Wehmeyer ML, 2003, J DEV PHYS DISABIL, V15, P79, DOI 10.1023/A:1021408405270
   Wolery M., 1988, EFFECTIVE TEACHING P
   Wolfe L.H., 2000, J BEHAV EDUC, V10, P49
   Workman E. A., 1982, TEACHING BEHAV SELF
   Yucesoy Ozkan S., 2009, ZIHIN YETERSIZLIGI O
NR 79
TC 8
Z9 15
U1 0
U2 9
PU EDAM
PI ISTANBUL
PA KISIKLI MH ALEMDAG CD YAN YOL SK, SBK IS MERKEZI NO 5, KAT 1 USKUDAR,
   ISTANBUL, 81190, TURKEY
SN 1303-0485
J9 KURAM UYGUL EGIT BIL
JI Kuram Uygulamada Egit. Bilim.
PD SPR
PY 2011
VL 11
IS 2
BP 809
EP 821
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI); Conference Proceedings Citation Index - Social Science &amp; Humanities (CPCI-SSH)
SC Education & Educational Research
GA 772HA
UT WOS:000291223700016
DA 2024-07-15
ER

PT J
AU Gomes, S
   Costa, L
   Martinho, C
   Dias, J
   Xexeo, G
   Santos, AM
AF Gomes, Samuel
   Costa, Luis
   Martinho, Carlos
   Dias, Joao
   Xexeo, Geraldo
   Santos, Ana Moura
TI Modeling students' behavioral engagement through different in-class
   behavior styles
SO INTERNATIONAL JOURNAL OF STEM EDUCATION
LA English
DT Article
DE Behavioral engagement; STEM Education; COPUS Protocol; Adaptive Learning
   Systems
ID TEACHER-CHILD RELATIONSHIPS; ACADEMIC ENGAGEMENT; SCHOOL; ACHIEVEMENT;
   PERCEPTIONS; MATHEMATICS
AB BackgroundT he growing necessity of providing better education, notably through the development of Adaptive Learning Systems (ALSs), leveraged the study of several psychological constructs to accurately characterize learners. A concept extensively studied in education is engagement, a multidimensional construct encompassing behavioral expression and motivational backgrounds. This metric can be used to not only guide certain pedagogic methodologies, but also to endow systems with the right tutoring techniques. As such, this article aims to inspire improved teaching styles and automatic learning systems, by experimentally verifying the influence of in-class behaviors in students' engagement.
   Results Over 16 math lessons, the occurrence of students' and instructors' behaviors, alongside students' engagement estimates, were recorded using the COPUS observation protocol. After behavior-profiling the classes deploying such lessons, significant linear models were computed to relate the frequency of the students' or instructors' behaviors with the students' engagement at different in-class periods. The models revealed a positive relation of students' initial individual thinking and later group activity participation with their collective engagement, as well as a positive engagement relation with the later application of instructor's strategies such as giving feedback and moving through class, guiding on-going work.
   Conclusions The results suggest the benefit of applying a workshop-like learning process, providing more individual explanations and feedback at the beginning of an interaction, leaving collective feedback and students' guidance of on-going work for later on. Based on the relations suggested by our models, several guidelines for developing ALSs are proposed, and a practical illustrative example is formulated.
C1 [Gomes, Samuel; Martinho, Carlos; Dias, Joao] INESC ID, Rua Alves Redol 9, P-1000029 Lisbon, Portugal.
   [Gomes, Samuel; Martinho, Carlos; Santos, Ana Moura] Univ Lisbon, Inst Super Tecn, Ave Rovisco Pais 1, P-1049001 Lisbon, Portugal.
   [Costa, Luis; Xexeo, Geraldo] Univ Fed Rio de Janeiro, Rua Antonio Barros de Castro,119,Cidade Univ, BR-21941853 Rio De Janeiro, Brazil.
   [Dias, Joao] CCMAR, Campus Gambelas, P-8005139 Faro, Portugal.
   [Dias, Joao] Univ Algarve, Fac Ciencias & Tecnol, Campus Gambelas, P-8005139 Faro, Portugal.
C3 Universidade de Lisboa; INESC-ID; Universidade de Lisboa; Universidade
   Federal do Rio de Janeiro; Universidade do Algarve
RP Gomes, S (corresponding author), INESC ID, Rua Alves Redol 9, P-1000029 Lisbon, Portugal.; Gomes, S (corresponding author), Univ Lisbon, Inst Super Tecn, Ave Rovisco Pais 1, P-1049001 Lisbon, Portugal.
EM samuel.gomes@tecnico.ulisboa.pt
RI ; Moura Santos, Ana/I-3841-2015
OI Costa, Luis Felipe Coimbra/0000-0002-0633-3290; Moura Santos,
   Ana/0000-0001-5252-2861; Dias, Joao/0000-0002-1653-1821; Gomes,
   Samuel/0000-0001-8374-5064
CR Alves T, 2020, IEEE CONF COMPU INTE, P168, DOI 10.1109/CoG47356.2020.9231853
   Bagheri MM., 2015, INT J EDUC RES INNOV, V7, P1, DOI 10.5296/ije.v7i2.7079
   BLOOM BS, 1984, EDUC LEADERSHIP, V41, P4
   Bonner D., 2016, Proceedings of the Human Factors and Ergonomics Society Annual Meeting, V60, P1981, DOI DOI 10.1177/1541931213601451
   Catarino J., 2019, IEEE C GAM COG, V2019, P1, DOI [10.1109/CIG.2019.8847964, DOI 10.1109/CIG.2019.8847964]
   Deci E. L., 1985, Intrinsic motivation and self-determination in human behavior, DOI [10.1007/978-1-4899-2271-7, DOI 10.1007/978-1-4899-2271-7]
   Filsecker M, 2014, SIMULAT GAMING, V45, P450, DOI 10.1177/1046878114553569
   Flegg J, 2012, INT J MATH EDUC SCI, V43, P717, DOI 10.1080/0020739X.2011.644333
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Fredricks JA, 2016, LEARN INSTR, V43, P1, DOI 10.1016/j.learninstruc.2016.02.002
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Gabelica C, 2012, EDUC RES REV-NETH, V7, P123, DOI 10.1016/j.edurev.2011.11.003
   Gomes S., 2020, VIDEOJOGOS 12 INT C
   Gomes S., 2019, IEEE C GAMES COG, V2019, P1, DOI [10.1109/CIG.2019.8847962, DOI 10.1109/CIG.2019.8847962]
   Hwang GJ, 2013, EDUC TECHNOL SOC, V16, P188
   IBM, 2021, SPSS SOFTW IBM
   Instituto Superior Tecnico, 2001, LISTA2 DVILISTA2
   Instituto Superior Tecnico, 2017, TECN LISBOAENGENHARI
   Instituto Superior Tecnico, 2019, IN PAG DIFF INT CALC
   Instituto Superior Tecnico, LINEAR ALGEBRA
   Jarvela S., 2008, SOC PSYCHOL EDUC, V11, P299, DOI [DOI 10.1007/S11218-007-9047-6, 10.1007/s11218-007-9047-6]
   King RB, 2015, CONTEMP EDUC PSYCHOL, V42, P26, DOI 10.1016/j.cedpsych.2015.04.002
   Lane Erin S, 2015, Journal of College Science Teaching, V44, P83, DOI [10.2505/4/jcst15_044_06_83, DOI 10.2505/4/JCST15_044_06_83]
   Linnenbrink-Garcia L, 2011, CONTEMP EDUC PSYCHOL, V36, P13, DOI 10.1016/j.cedpsych.2010.09.001
   Lund TJ, 2015, CBE-LIFE SCI EDUC, V14, DOI 10.1187/cbe.14-10-0168
   Määtä E, 2012, SMALL GR RES, V43, P497, DOI 10.1177/1046496412437208
   Maroco J., 2021, Analise de equacoes estruturais: fundamentos teoricos, software e aplicacoes, V3rd
   McConnell M, 2021, CBE-LIFE SCI EDUC, V20, DOI 10.1187/cbe.20-09-0218
   Murphy S, 2019, CAN J SCI MATH TECHN, V19, P304, DOI 10.1007/s42330-019-00054-w
   Novielli N, 2010, J MULTIMODAL USER IN, V3, P131, DOI 10.1007/s12193-009-0026-4
   O'Connor E, 2007, AM EDUC RES J, V44, P340, DOI 10.3102/0002831207302172
   Zea NP, 2009, ADV ENG SOFTW, V40, P1251, DOI 10.1016/j.advengsoft.2009.01.023
   Reeve J, 2011, CONTEMP EDUC PSYCHOL, V36, P257, DOI 10.1016/j.cedpsych.2011.05.002
   Rudolph KD, 2001, CHILD DEV, V72, P929, DOI 10.1111/1467-8624.00325
   Ryan RM, 2020, CONTEMP EDUC PSYCHOL, V61, DOI 10.1016/j.cedpsych.2020.101860
   Sarkar A, 2017, PROCEEDINGS OF THE 12TH INTERNATIONAL CONFERENCE ON THE FOUNDATIONS OF DIGITAL GAMES (FDG'17), DOI 10.1145/3102071.3102093
   Scaled Agile Framework, 2021, COMMUNITIES PRACTICE
   SEIFERT EH, 1984, J EDUC RES, V78, P5, DOI 10.1080/00220671.1984.10885563
   Smith MK, 2014, CBE-LIFE SCI EDUC, V13, P624, DOI 10.1187/cbe.14-06-0108
   Smith MK, 2013, CBE-LIFE SCI EDUC, V12, P618, DOI 10.1187/cbe.13-08-0154
   Stains M, 2018, SCIENCE, V359, P1468, DOI 10.1126/science.aap8892
   Susi T., 2007, Serious Games: An Overview
   Tomkin JH, 2019, INT J STEM EDUC, V6, DOI 10.1186/s40594-018-0154-z
   Wang C, 2018, INT J SPEECH-LANG PA, V20, P133, DOI 10.1080/17549507.2018.1408855
   Wang MT, 2010, AM EDUC RES J, V47, P633, DOI 10.3102/0002831209361209
   Wieman C, 2014, CBE-LIFE SCI EDUC, V13, P552, DOI 10.1187/cbe.14-02-0023
   Wilson D, 2015, RES HIGH EDUC, V56, P750, DOI 10.1007/s11162-015-9367-x
NR 47
TC 4
Z9 4
U1 12
U2 33
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 2196-7822
J9 INT J STEM EDUC
JI Int. J. STEM Educ.
PD MAR 11
PY 2023
VL 10
IS 1
AR 21
DI 10.1186/s40594-023-00407-w
PG 15
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 9U5HJ
UT WOS:000947741400001
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Burns, EC
   Van Bergen, P
   Leonard, A
   Amin, Y
AF Burns, Emma C.
   Van Bergen, Penny
   Leonard, Annie
   Amin, Yusriya
TI Positive, complicated, distant, and negative: How different
   teacher-student relationship profiles relate to students' science
   motivation
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE adolescents; latent profile analysis; motivation; science education;
   teacher-student relationships
ID HIGH-SCHOOL; LONGITUDINAL EXAMINATION; RELATIONSHIP INVENTORY;
   INTERPERSONAL RELATIONSHIPS; ACADEMIC ENGAGEMENT; GENDER-DIFFERENCES;
   ELEMENTARY-SCHOOL; SOCIAL SUPPORT; UTILITY-VALUE; TASK VALUES
AB Introduction Researchers note a consistent decline in adolescents' motivation and participation in science. It is important to examine factors vital to students' motivation in science, such as teacher-student relationships (TSRs). Limited research in science has examined TSRs from a multidimensional or person-centered perspective. The present investigation adopts Ang's tripartite relational framework to examine three dimensions of TSRs: socio-emotional support, instrumental help, and conflict. Such research is needed to better understand the diversity of relationships that exist within a science classroom and their impact on science motivation. Methods This study examined N = 2669 Australian high school students (66% girls; M-age = 15.11 years; SD = 0.69). Data were collected via online sampling in the final quarter of 2020. The data are cross-sectional. Latent profile analysis was used to (1) determine if distinct student profiles based on the three dimensions of TSRs existed and (2) the extent to which these profiles were associated with varying levels of science motivation: self-efficacy, intrinsic value, utility value, and cost. Results Four distinct profiles were identified: Positive, Complicated, Distant, and Negative. Students in the Negative TSR profile reported the lowest adaptive motivation and highest cost. The associations between profile membership and motivation were more varied for the Positive, Complicated, and Distant TSR profiles. Conclusions Findings indicate that dichotomous perspectives (positive vs. negative) may be insufficient to describe the diversity of relationships within science classrooms. Results also suggest that concurrent attendance to all dimensions of TSRs is needed to improve relationships.
C1 [Burns, Emma C.; Leonard, Annie; Amin, Yusriya] Macquarie Univ, Fac Arts, Sch Educ, Sydney, NSW, Australia.
   [Van Bergen, Penny] Univ Wollongong, Sch Educ, Fac Arts Social Sci & Humanities, Wollongong, NSW, Australia.
C3 Macquarie University; University of Wollongong
RP Burns, EC (corresponding author), Macquarie Univ, Fac Arts, Sch Educ, Sydney, NSW, Australia.
EM emma.burns@mq.edu.au
RI Burns, Emma/KHT-9036-2024
OI Van Bergen, Penny/0000-0001-9542-812X; Burns, Emma C/0000-0001-6323-1816
CR ABS, 2018, EST AB TORR STRAIT I
   Aditomo A, 2020, EDUC ASSESS EVAL ACC, V32, P275, DOI 10.1007/s11092-020-09328-6
   Andersen L, 2016, SCI EDUC, V100, P57, DOI 10.1002/sce.21197
   Ang RP, 2008, J PSYCHOEDUC ASSESS, V26, P339, DOI 10.1177/0734282908315132
   Ang RP, 2020, FRONT PSYCHOL, V11, DOI 10.3389/fpsyg.2020.01724
   Ang RP, 2005, J EXP EDUC, V74, P55, DOI 10.3200/JEXE.74.1.55-74
   [Anonymous], 2018, PISA 2018 Technical Report
   [Anonymous], 2016, PISA 2015 results (volume I) Excellence and Equity in Education, DOI [10.1787/9789264266490-en, DOI 10.1787/9789264266490-EN, DOI 10.1787/9789264266490-11-EN]
   Asparouhov T, 2014, STRUCT EQU MODELING, V21, P329, DOI 10.1080/10705511.2014.915181
   Australian Bureau of Statistics [ABS], 2021, REG POP AG SEX
   Bakk Z, 2013, SOCIOL METHODOL, V43, P272, DOI 10.1177/0081175012470644
   Bandura A., 1997, SELF EFFICACY EXERCI, DOI DOI 10.1891/0889-8391.13.2.158
   Britner SL, 2008, J RES SCI TEACH, V45, P955, DOI 10.1002/tea.20249
   Burns EC, 2021, CONTEMP EDUC PSYCHOL, V64, DOI 10.1016/j.cedpsych.2020.101937
   Burns EC, 2021, J SCHOOL PSYCHOL, V84, P109, DOI 10.1016/j.jsp.2020.12.003
   Burns EC, 2020, J ADOLESCENCE, V84, P180, DOI 10.1016/j.adolescence.2020.09.005
   Burns EC, 2020, INT J RES METHOD EDU, V43, P364, DOI 10.1080/1743727X.2020.1757639
   Burns EC, 2019, J RES SCI TEACH, V56, P1060, DOI 10.1002/tea.21546
   Burns EC, 2019, J YOUTH ADOLESCENCE, V48, P979, DOI 10.1007/s10964-019-00986-4
   Burns EC, 2018, CONTEMP EDUC PSYCHOL, V53, P57, DOI 10.1016/j.cedpsych.2018.02.001
   Canning Elizabeth A, 2015, Motiv Sci, V1, P47
   Chong WH, 2010, SCHOOL PSYCHOL INT, V31, P312, DOI 10.1177/0143034310366207
   Collie RJ, 2020, FRONT PSYCHOL, V11, DOI 10.3389/fpsyg.2020.00626
   Durik AM, 2006, J EDUC PSYCHOL, V98, P382, DOI 10.1037/0022-0663.98.2.382
   ECCLES JS, 1995, PERS SOC PSYCHOL B, V21, P215, DOI 10.1177/0146167295213003
   Forgasz H, 2018, INT J RES METHOD EDU, V41, P257, DOI 10.1080/1743727X.2017.1295939
   Gaspard H, 2015, DEV PSYCHOL, V51, P1226, DOI 10.1037/dev0000028
   Hair J. F., 2006, MULTIVARIATE DATA AN, DOI DOI 10.1016/J.IJPHARM.2011.02.019
   Hamre BK, 2001, CHILD DEV, V72, P625, DOI 10.1111/1467-8624.00301
   Han H, 2022, EDUC PSYCHOL-UK, V42, P421, DOI 10.1080/01443410.2019.1693509
   Harackiewicz JM, 2012, PSYCHOL SCI, V23, P899, DOI 10.1177/0956797611435530
   Herbert B, 2022, LEARN INSTR, V82, DOI 10.1016/j.learninstruc.2022.101652
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Hughes JN, 2018, J SCHOOL PSYCHOL, V67, P148, DOI 10.1016/j.jsp.2017.10.003
   Hughes JN, 2011, ELEM SCHOOL J, V112, P38, DOI 10.1086/660686
   Jacobs JE, 2002, CHILD DEV, V73, P509, DOI 10.1111/1467-8624.00421
   JOHNSON DW, 1985, J PSYCHOL, V119, P405, DOI 10.1080/00223980.1985.10542911
   Kam C, 2016, J MANAGE, V42, P1462, DOI 10.1177/0149206313503010
   Kelly S., 2016, The High School Journal, V99, P141, DOI DOI 10.1353/HSJ.2016.0005
   Marginson S., 2013, STEM COUNTRY COMP IN
   Marsh HW, 2009, STRUCT EQU MODELING, V16, P191, DOI 10.1080/10705510902751010
   Martin AJ, 2009, EDUC PSYCHOL MEAS, V69, P794, DOI 10.1177/0013164409332214
   Martin AJ, 2009, REV EDUC RES, V79, P327, DOI 10.3102/0034654308325583
   Mason BA, 2017, SCHOOL PSYCHOL REV, V46, P177, DOI 10.17105/SPR-2017-0020.V46-2
   McGrath KF, 2019, TEACH TEACH, V25, P334, DOI 10.1080/13540602.2019.1569511
   McGrath KF, 2015, EDUC RES REV-NETH, V14, P1, DOI 10.1016/j.edurev.2014.12.001
   McGrath KF, 2017, TEACH TEACH EDUC, V67, P487, DOI 10.1016/j.tate.2017.07.016
   McNeish D, 2018, PSYCHOL METHODS, V23, P412, DOI 10.1037/met0000144
   Meyer JP, 2016, J ORGAN BEHAV, V37, P584, DOI 10.1002/job.2085
   Morin AJS, 2016, ORGAN RES METHODS, V19, P231, DOI 10.1177/1094428115621148
   Muthen L. K., 2017, Mplus user's guide., V8th
   NSW Education Standards Authority, 2021, HSC FACTS FIG
   Office of the Chief Scientist, 2014, BENCHM AUSTR SCI
   Patall EA, 2018, J EDUC PSYCHOL, V110, P269, DOI 10.1037/edu0000214
   Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
   Perez T, 2019, SCI EDUC, V103, P264, DOI 10.1002/sce.21490
   Perez T, 2014, J EDUC PSYCHOL, V106, P315, DOI 10.1037/a0034027
   Pianta RC, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P365, DOI 10.1007/978-1-4614-2018-7_17
   Rimm-Kaufman SE, 2015, J EDUC PSYCHOL, V107, P170, DOI 10.1037/a0037252
   Sakiz G, 2017, RES SCI TECHNOL EDUC, V35, P108, DOI 10.1080/02635143.2017.1278683
   Song J, 2015, J EDUC PSYCHOL, V107, P821, DOI 10.1037/edu0000016
   Spearman J., 2013, Learning Environment Research, V16, P217, DOI DOI 10.1007/S10984-013-9129-7
   Suldo SM, 2014, J PSYCHOEDUC ASSESS, V32, P3, DOI 10.1177/0734282913485212
   Telli S, 2016, TEACH TEACH, V22, P729, DOI 10.1080/13540602.2016.1158961
   Telli S, 2010, RES SCI TECHNOL EDUC, V28, P261, DOI 10.1080/02635143.2010.501750
   Twenge JM, 2020, J ADOLESCENCE, V79, P91, DOI 10.1016/j.adolescence.2019.12.018
   Van Bergen P, 2020, SCHOOL PSYCHOL REV, V49, P178, DOI 10.1080/2372966X.2020.1721319
   Vermunt JK, 2010, POLIT ANAL, V18, P450, DOI 10.1093/pan/mpq025
   Wang Y, 2022, EDUC PSYCHOL MEAS, V82, P5, DOI 10.1177/0013164421997896
   Watt HMG, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.00990
   Watt HMG, 2004, CHILD DEV, V75, P1556, DOI 10.1111/j.1467-8624.2004.00757.x
   Wentzel KR, 2017, CONTEMP EDUC PSYCHOL, V49, P32, DOI 10.1016/j.cedpsych.2016.11.002
   Wentzel KR, 2010, CONTEMP EDUC PSYCHOL, V35, P193, DOI 10.1016/j.cedpsych.2010.03.002
   Wigfield A, 2000, CONTEMP EDUC PSYCHOL, V25, P68, DOI 10.1006/ceps.1999.1015
   Wilson R., 2014, International Journal of Innovation in Science and Mathematics Education, V22, P35
NR 75
TC 1
Z9 1
U1 6
U2 17
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0140-1971
EI 1095-9254
J9 J ADOLESCENCE
JI J. Adolesc.
PD DEC
PY 2022
VL 94
IS 8
BP 1150
EP 1162
DI 10.1002/jad.12093
EA SEP 2022
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 8I0MO
UT WOS:000857851100001
PM 36120964
OA hybrid
DA 2024-07-15
ER

PT J
AU Mensah, MA
   Campbell-Evans, G
   Main, S
AF Mensah, Mary Afi
   Campbell-Evans, Glenda
   Main, Susan
TI Inclusion in Ghanaian public universities: a focus on student voices
SO DISABILITY & SOCIETY
LA English
DT Article
DE Students with disabilities; engagement; tertiary education; universal
   design; student voices; inclusion
ID HIGHER-EDUCATION; DISABLED STUDENTS; DISABILITY
AB People with disabilities have an inviolable right to equitable access and participation in tertiary education and support systems are known to be indispensable in making this right a reality. This article presents the voices of students with disabilities regarding aspects that influence their successful access and participation in tertiary education in Ghana. A qualitative approach was adopted for the study with data collected through interviews with 12 students with disabilities in three public universities. From the perspective of these students, successful inclusion of people with disabilities in tertiary education in Ghana is influenced by enrolment practices, the built environment, teaching and learning approaches, and assessment provisions. The context influenced provisions and support provided. Attitudes of the university community and lack of knowledge of inclusive practices such as Universal Design play a role in students' access and participation. Comprehensive awareness-raising on disability and inclusive practices is recommended to address this issue.
   Points of interest This paper explores inclusion practices in three Ghanaian public universities focussing on the combined voices of students with disabilities. The context of the three universities influences the provisions and support available for people with disabilities. The students with disabilities involved in the study reported that access to the university environment and support for academic engagement impact their university experience. The attitude of the university community is a factor in ensuring access, participation and success of people with disabilities in higher education. Creating awareness of disability issues within the university community is pivotal in building and sustaining inclusive culture. The application of universal design principles is essential to improving access and participation of people with disabilities in higher education institutions.
C1 [Mensah, Mary Afi] Univ Dev Studies, Fac Educ, Tamale, Ghana.
   [Campbell-Evans, Glenda; Main, Susan] Edith Cowan Univ, Sch Educ, Perth, WA, Australia.
C3 University for Development Studies; Edith Cowan University
RP Mensah, MA (corresponding author), Univ Dev Studies, Fac Educ, Tamale, Ghana.
EM maafi2026@gmail.com
RI Main, Susan/ABD-1968-2021
OI Main, Susan/0000-0002-5955-4222
CR Anthony J, 2011, INT J INCLUSIVE EDUC, V15, P1073, DOI 10.1080/13603116.2011.555062
   Ary D., 2002, INTRO RES ED, V6th
   Asiedu Mana., 2018, LANCASTER U GHANA J, V1, P85
   Birt L, 2016, QUAL HEALTH RES, V26, P1802, DOI 10.1177/1049732316654870
   Bonati ML, 2019, HIGHER EDUCATION, PEDAGOGY AND SOCIAL JUSTICE: POLITICS AND PRACTICE, P207, DOI 10.1007/978-3-030-26484-0_13
   Boothe KA., 2018, Journal of Special Education Apprenticeship, V7, P1
   Braun AMB, 2021, INT J DISABIL DEV ED, V68, P95, DOI 10.1080/1034912X.2019.1651833
   Braun V., 2006, Qualitative Research in Psychology, V3, P77, DOI [DOI 10.1191/1478088706QP063OA, 10.1191/1478088706qp063oa]
   Bryman A., 2016, Social research methods, DOI DOI 10.1017/CBO9781107415324.004
   Budu J., 2017, Access to higher education: Understanding global inequalities, P151, DOI DOI 10.1057/978-1-137-41190-7_12
   Burgstahler S., 2020, Universal design in higher education
   Burgstahler Sheryl, 2009, UNIVERSAL DESIGN INS, P1
   Burgstahler Sheryl., 2013, UNIVERSAL DESIGN HIG, P5
   Business Ghana, 2018, BUSINESS GHANA
   Capp MJ, 2017, INT J INCLUSIVE EDUC, V21, P791, DOI 10.1080/13603116.2017.1325074
   Chataika T., 2010, Cross-cultural perspectives on policy and practice: Decolonizing community contexts, P116, DOI DOI 10.4324/9780203871003
   Creswell J.W., 2017, QUALITATIVE QUANTITA, V5th
   European Commission, 2019, GUIDANCE COUNSELLING
   Evans N.J., 2017, DISABILITY HIGHER ED
   Fossey E, 2017, INT J INCLUSIVE EDUC, V21, P822, DOI 10.1080/13603116.2017.1278798
   Gillies J, 2013, ANN LEIS RES, V16, P193, DOI 10.1080/11745398.2013.832646
   Giorcelli Loretta., 2016, QUALITY SCH INCLUSIV
   Government of Ghana, 2013, GHAN CONST 1992 AM 1
   Harvey Andrew., 2016, IDEAS IMPROVING TERT
   IIEP-UNESCO (International Institute for Educational Planning-UNESCO), 2018, GHAN MAK INCL ED REA
   Jackson Robert.L., 2004, INTERACTION, V17, P24
   Jacobs B., 2010, Designing successful transitions: A guide for orienting students to college, P29
   Johnson R. B., 2019, Educational research: Quantitative, qualitative, and mixed approaches, V7th
   Karousou Regina., 2017, J INCLUSIVE PRACTICE, V8, P40
   Kendall L, 2016, COGENT EDUC, V3, DOI 10.1080/2331186X.2016.1256142
   Kuyini AB, 2020, INT J INCLUSIVE EDUC, V24, P1509, DOI 10.1080/13603116.2018.1544298
   Kuyini AB, 2014, ADV SPEC EDUC, V28, P431, DOI 10.1108/S0270-401320140000028021
   Kvale S., 1996, INTERVIEWS INTRO QUA
   La Helen Patti Dyjur and Haboun Bair, 2018, UNIVERSAL DESIGN LEA
   Lincoln Y.S., 2002, The qualitative researcher's companion, P205, DOI DOI 10.4135/9781412986274.N9
   Lincoln YS., 1985, NATURALISTIC INQUIRY, DOI [DOI 10.1016/0147-1767(85)90062-8, 10.1016/0147-1767(85)90062-8]
   Lord J., 2017, Needs assessment of persons with disabilities in Egyptian public universities and regional technical colleges
   Lord JE, 2018, SOC INCL, V6, P230, DOI 10.17645/si.v6i4.1709
   Madriaga M, 2011, BRIT J SOCIOL EDUC, V32, P901, DOI 10.1080/01425692.2011.596380
   McCarthy P., 2018, ROLE DISABILITY OFFI
   Meyer A., 2014, UNIVERSAL DESIGN LEA
   Ministry of Education-Republic of Ghana, 2015, INCL ED POL
   Morgan C, 2023, DISABIL SOC, V38, P421, DOI 10.1080/09687599.2021.1930520
   Moriña A, 2017, EUR J SPEC NEEDS EDU, V32, P3, DOI 10.1080/08856257.2016.1254964
   Morley L, 2011, RES COMP INT EDUC, V6, P383, DOI 10.2304/rcie.2011.6.4.383
   Mosia PA, 2017, AFR J DISABIL, V6, DOI 10.4102/ajod.v6i0.257
   National Accreditation Board Ghana, 2018, TERT ED STAT REP COM
   NCPD (National Council on Persons with Disability Ghana)., 2010, GUID DISB MAN DISTR
   Nowell LS, 2017, INT J QUAL METH, V16, DOI 10.1177/1609406917733847
   Ntombela S, 2022, DISABIL SOC, V37, P534, DOI 10.1080/09687599.2021.2004880
   Odame Prince, 2017, THESIS U CAPE COAST
   Ormston R., 2014, Qualitative research practice: A guide for social science students researchers, P1
   Sanchez MTP, 2023, DISABIL SOC, V38, P1435, DOI 10.1080/09687599.2021.1997716
   Ralabate P., 2011, The ASHA Leader, V16, P14, DOI [DOI 10.1044/LEADER.FTR2.16102011.14, 10.1044/leader.FTR2.16102011.14]
   Republic of Ghana, 2006, PERS DIS ACT 2006 AC
   Sanger C.S., 2020, Diversity and inclusion in global higher education: Lessons from across Asia, P31, DOI [DOI 10.1007/978-981-15-1628-3, 10.1007/978-981-15-1628-3_2, DOI 10.1007/978-981-15-1628-3_2]
   Scott Sally, 2019, ASS HIGHER ED DISABI, V2
   Slee Roger., 2014, EXPERIENCES STUDENTS
   SpED (Special Education Division Ghana), 2005, SPEC ED NEEDS POL FR
   TAHERDOOST H, 2016, SSRN ELECT J
   Tamrat Wondwosen, 2018, U WORLD NEWS
   TEQSA (Tertiary Education Quality and Standards Agency), 2019, GOOD PRACT NOT MAK H
   TEQSA (Tertiary Education Quality and Standards Agency), 2017, GUID NOT DIV EQ
   Tudzi E, 2020, SCAND J DISABIL RES, V22, P116, DOI 10.16993/sjdr.539
   UNESCO IITE (UNESCO Institute for Information Technologies in Education), 2019, GLOB DIAL ICT ED INN
   UNESCO (United Nations Educational Scientific and Cultural Organization), 2014, RIGHT ED LAW POL REV
   UNICEF (United Nations Children's Fund), 2014, ACC SCH LEARN ENV 2
   United Nations, 2006, CONV RIGHTS PERS DIS
   United Nations, 2015, UNIV DECL HUM RIGHTS
   Vickerman P, 2010, DISABIL SOC, V25, P21, DOI 10.1080/09687590903363290
   World Policy Analysis Center, 2017, GLOB AGR CRP 10 ANN
   Yin R. K., 2014, CASE STUDY RES DESIG
NR 72
TC 0
Z9 0
U1 1
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0968-7599
EI 1360-0508
J9 DISABIL SOC
JI Disabil. Soc.
PD MAY 27
PY 2024
VL 39
IS 5
BP 1173
EP 1195
DI 10.1080/09687599.2022.2142521
EA OCT 2022
PG 23
WC Rehabilitation; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Rehabilitation; Social Sciences - Other Topics
GA XR1J7
UT WOS:000884247300001
DA 2024-07-15
ER

PT J
AU Jowett, S
   Warburton, VE
   Beaumont, LC
   Felton, L
AF Jowett, Sophia
   Warburton, Victoria E.
   Beaumont, Lee C.
   Felton, Luke
TI Teacher-Student relationship quality as a barometer of teaching and
   learning effectiveness: Conceptualization and measurement
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE mathematics; physical education; relationship quality; Teacher-Student;
   TSRQ-Q; youth
ID COACH-ATHLETE RELATIONSHIP; DETERMINATION THEORY PERSPECTIVE;
   INTERPERSONAL RELATIONSHIPS; MEASUREMENT INVARIANCE; PERCEIVED
   COMPETENCE; SOCIAL SUPPORT; MIDDLE SCHOOL; SELF-CONCEPT; PERCEPTIONS;
   QUESTIONNAIRE
AB BackgroundThe Teacher-Student relationship (TSR) is instrumental for young children and adolescents' socio-emotional development and wellbeing as well as academic engagement and progress.AimsThe primary aim of this study was to test the psychometric properties, including reliability and factorial, convergent, and predictive validity, of the Teacher-Student Relationship Quality Questionnaire (TSRQ-Q) with two samples of students.Sample(s)Participants were 294 students from secondary schools in the East Midlands and the East of England. Participants were separated into two samples; those who completed the TSRQ-Q with their physical education teacher in mind (n = 150 students) and those who completed it with their mathematics teacher in mind (n = 144 students).MethodA multi-section questionnaire comprised of the TSRQ-Q and other validated measures was completed on one occasion by students in both samples to assess their perceptions of the quality of the TSR, positive and negative affect, intrinsic motivation, physical self-concept, enjoyment, and perceived competence.ResultsIn both samples, the TSRQ-Q demonstrated good internal consistency, factorial, convergent, and predictive validity. The quality of the TSR had both direct and indirect effects through positive affect on student outcomes in mathematics and physical education.ConclusionsThe TSRQ-Q is a valid measure for assessing students' perceptions of the quality of the relationship with their teacher. The conceptual and practical significance of this unique relationship was reflected by its dual pathway effect on a range of student outcomes and via influencing students' positive affect in the classroom.
C1 [Jowett, Sophia] Loughborough Univ, Sch Sport Exercise & Hlth Sci, Loughborough, England.
   [Warburton, Victoria E.; Beaumont, Lee C.] Univ East Anglia, Sch Educ & Lifelong Learning, Norwich, England.
   [Felton, Luke] Univ Roehampton, Sch Life & Hlth Sci, London, England.
   [Jowett, Sophia] Loughborough Univ, Sch Sport Exercise & Hlth Sci, Loughborough LE11 3TU, Leics, England.
C3 Loughborough University; University of East Anglia; University of
   London; King's College London; Roehampton University; Loughborough
   University
RP Jowett, S (corresponding author), Loughborough Univ, Sch Sport Exercise & Hlth Sci, Loughborough LE11 3TU, Leics, England.
EM s.jowett@lboro.ac.uk
OI Felton, Luke/0000-0002-9807-4432; Beaumont, Lee/0000-0003-0345-4246;
   Jowett, Sophia/0000-0001-7272-0523; Warburton,
   Victoria/0000-0001-7293-2657
CR Adie JW, 2010, J APPL SOC PSYCHOL, V40, P2750, DOI 10.1111/j.1559-1816.2010.00679.x
   Anozie E. U., 2017, J PSYCHOL SOCIOLOGIC, V1, P62
   BAGOZZI RP, 1991, J PERS SOC PSYCHOL, V61, P98, DOI 10.1037/0022-3514.61.1.98
   Balduck AL, 2011, INT J SPORT PSYCHOL, V42, P204
   Balduck AL, 2011, INT J SPORT PSYCHOL, V42, P84
   BALDWIN MW, 1992, PSYCHOL BULL, V112, P461, DOI 10.1037/0033-2909.112.3.461
   Barch J. C., 2015, THESIS U IOWA
   BAUMEISTER RF, 1995, PSYCHOL BULL, V117, P497, DOI 10.1037/0033-2909.117.3.497
   Bentler P. M., 2008, EQS 61 WINDOWS USERS
   Bowlby J., 1973, SUPPORT INNOVATION A, P23
   Brubacher MR, 2019, INT REV RES OPEN DIS, V20, P165
   Cairney J, 2012, INT J BEHAV NUTR PHY, V9, DOI 10.1186/1479-5868-9-26
   Claessens LCA, 2017, J EDUC RES, V110, P478, DOI 10.1080/00220671.2015.1129595
   Cornelius-White J, 2007, REV EDUC RES, V77, P113, DOI 10.3102/003465430298563
   Crawford JR, 2003, BRIT J CLIN PSYCHOL, V42, P111, DOI 10.1348/014466503321903544
   Davis L, 2019, INT J SPORTS SCI COA, V14, P444, DOI 10.1177/1747954119861076
   Deci E. L., 1985, Intrinsic motivation and self-determination in human behavior, DOI [10.1007/978-1-4899-2271-7, DOI 10.1007/978-1-4899-2271-7]
   Demaray MK, 2009, J YOUTH ADOLESCENCE, V38, P13, DOI 10.1007/s10964-007-9258-3
   Dillon W.R., 1984, MULTIVARIATE ANAL ME
   Ebbeck V, 1998, PEDIATR EXERC SCI, V10, P285, DOI 10.1123/pes.10.3.285
   Felton L, 2017, J CLIN SPORT PSYCHOL, V11, P304, DOI 10.1123/jcsp.2016-0013
   FISKE AP, 1992, PSYCHOL REV, V99, P689, DOI 10.1037/0033-295X.99.4.689
   FORNELL C, 1981, J MARKETING RES, V18, P39, DOI 10.2307/3151312
   Gehlbach H, 2012, BRIT J EDUC PSYCHOL, V82, P690, DOI 10.1111/j.2044-8279.2011.02058.x
   Goetz T, 2021, LEARN INSTR, V71, DOI 10.1016/j.learninstruc.2020.101349
   Gosai J, 2023, SPORTS COACH REV, V12, P145, DOI 10.1080/21640629.2021.1936960
   GOUDAS M, 1994, BRIT J EDUC PSYCHOL, V64, P453, DOI 10.1111/j.2044-8279.1994.tb01116.x
   Gregoriadis A, 2008, J PSYCHOEDUC ASSESS, V26, P108, DOI 10.1177/0734282907306894
   Hampson R, 2014, SCAND J MED SCI SPOR, V24, P454, DOI 10.1111/j.1600-0838.2012.01527.x
   Hayes A. F., 2018, INTRO MEDIATION MODE, DOI DOI 10.1111/JEDM.12050
   Henricsson L, 2004, MERRILL PALMER QUART, V50, P111, DOI 10.1353/mpq.2004.0012
   Hinde R.A., 1997, RELATIONSHIPS DIALEC
   HOROWITZ MJ, 1989, PSYCHIATRY, V52, P260, DOI 10.1080/00332747.1989.11024449
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Hughes JN, 2011, ELEM SCHOOL J, V112, P38, DOI 10.1086/660686
   JOHNSON DW, 1985, J PSYCHOL, V119, P405, DOI 10.1080/00223980.1985.10542911
   Jowett S., 2007, Social psychology in sport, P3
   Jowett S., 2007, Social psychology in sport, P15
   Jowett S, 2004, SCAND J MED SCI SPOR, V14, P245, DOI 10.1111/j.1600-0838.2003.00338.x
   Jowett S., 2016, INT J GOLF SCI, V5, P98, DOI DOI 10.1123/IJGS.2015-0016
   Jowett S., 2008, INT J COACHING SCI, V2, P43
   Jowett S, 2017, PSYCHOL SPORT EXERC, V32, P143, DOI 10.1016/j.psychsport.2017.06.004
   Jowett S, 2017, CURR OPIN PSYCHOL, V16, P154, DOI 10.1016/j.copsyc.2017.05.006
   Jowett S, 2012, J SOC PERS RELAT, V29, P287, DOI 10.1177/0265407511420980
   Jowett S, 2014, GROUP DYNAMICS IN EXERCISE AND SPORT PSYCHOLOGY, 2ND EDITION, P73
   Jowett S, 2010, PSYCHOL SPORT EXERC, V11, P140, DOI 10.1016/j.psychsport.2009.10.001
   Jowett S, 2009, MEAS PHYS EDUC EXERC, V13, P34, DOI 10.1080/10913670802609136
   Koepke MF, 2008, EARLY EDUC DEV, V19, P843, DOI 10.1080/10409280802516108
   Koomen HMY, 2015, BRIT J EDUC PSYCHOL, V85, P479, DOI 10.1111/bjep.12094
   Koomen HMY, 2012, J SCHOOL PSYCHOL, V50, P215, DOI 10.1016/j.jsp.2011.09.001
   La Guardia JG, 2000, J PERS SOC PSYCHOL, V79, P367, DOI 10.1037//0022-3514.79.3.367
   Leflot G, 2010, INFANT CHILD DEV, V19, P385, DOI 10.1002/icd.672
   Lynch M, 1997, J SCHOOL PSYCHOL, V35, P81, DOI 10.1016/S0022-4405(96)00031-3
   Mantzicopoulos P, 2003, J SCHOOL PSYCHOL, V41, P431, DOI 10.1016/j.jsp.2003.08.002
   Marchand G, 2007, J EDUC PSYCHOL, V99, P65, DOI 10.1037/0022-0663.99.1.65
   MARSH HW, 1994, J SPORT EXERCISE PSY, V16, P270, DOI 10.1123/jsep.16.3.270
   MARSH HW, 1984, AUST J PSYCHOL, V36, P367, DOI 10.1080/00049538408255318
   Maulana R, 2014, BRIT J EDUC PSYCHOL, V84, P459, DOI 10.1111/bjep.12031
   McFarland L, 2016, AUST J EDUC, V60, P5, DOI 10.1177/0004944115626426
   Milatz A, 2014, EARLY CHILD RES Q, V29, P357, DOI 10.1016/j.ecresq.2014.04.003
   Noddings N., 1992, CHALLENGE CARE SCH
   Oberle E, 2014, CAN J SCH PSYCHOL, V29, P296, DOI 10.1177/0829573514540116
   Obsuth I, 2017, J YOUTH ADOLESCENCE, V46, P1661, DOI 10.1007/s10964-016-0534-y
   Opdenakker MC, 2012, SCH EFF SCH IMPROV, V23, P95, DOI 10.1080/09243453.2011.619198
   Pianta R., 2006, HDB EARLY LITERACY R, VII, P149
   Pianta R.C., 2001, Student-teacher relationship scale (STRS): Professional Manual. Psychological Assessment Resources, DOI [DOI 10.1037/T11872-000, 10.1037/t11872-000]
   Pianta R.C., 1999, Enhancing relationships between children and teachers
   PIANTA RC, 1994, J SCHOOL PSYCHOL, V32, P15, DOI 10.1016/0022-4405(94)90026-4
   Prewett SL, 2019, SCHOOL PSYCHOL INT, V40, P66, DOI 10.1177/0143034318807743
   Quin D, 2017, REV EDUC RES, V87, P345, DOI 10.3102/0034654316669434
   Raykov T, 1997, APPL PSYCH MEAS, V21, P173, DOI 10.1177/01466216970212006
   Roorda DL, 2011, REV EDUC RES, V81, P493, DOI 10.3102/0034654311421793
   Ryan R.M., 1994, J EARLY ADOLESCENCE, V14, P226, DOI [10.1177/027243169401400207, DOI 10.1177/027243169401400207]
   Sagar SS., 2015, International Journal of Coaching Science, V9, P03
   Satorra A, 2001, PSYCHOMETRIKA, V66, P507, DOI 10.1007/BF02296192
   Sebire SJ, 2008, J SPORT EXERCISE PSY, V30, P353, DOI 10.1123/jsep.30.4.353
   Seligman M. E. P., 2011, FLOURISH, DOI DOI 10.5860/CHOICE.48-7217
   Shanmugam V., 2017, SPORT EXERCISE PSYCH, P215
   Spilt JL, 2010, J APPL DEV PSYCHOL, V31, P428, DOI 10.1016/j.appdev.2010.07.006
   Troop-Gordon W, 2011, SOC DEV, V20, P536, DOI 10.1111/j.1467-9507.2011.00604.x
   Valiente C, 2008, J EDUC PSYCHOL, V100, P67, DOI 10.1037/0022-0663.100.1.67
   Van Lange P.A. M., 2015, APA handbook of personality and social psychology, V3, P65, DOI [10.1037/14344-003, DOI 10.1037/14344-003]
   Verschueren K, 2012, ATTACH HUM DEV, V14, P205, DOI 10.1080/14616734.2012.672260
   Vieira Lenamar Fiorese, 2015, Rev. bras. cineantropom. desempenho hum., V17, P635, DOI 10.5007/1980-0037.2015v17n6p635
   Wachsmuth S, 2018, J SPORT SCI, V36, P1955, DOI 10.1080/02640414.2018.1428882
   WATSON D, 1988, J PERS SOC PSYCHOL, V54, P1063, DOI 10.1037/0022-3514.54.6.1063
   Wentzel KR, 2012, APPL PSYCHOL-INT REV, V61, P605, DOI 10.1111/j.1464-0597.2012.00508.x
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   WUBBELS T, 1991, INT J INTERCULT REL, V15, P1, DOI 10.1016/0147-1767(91)90070-W
   Wubbels T., 2005, International Journal of Educational Research, V43, P6, DOI [https://doi.org/10.1016/j.ijer.2006.03.003, DOI 10.1016/J.IJER.2006.03.003]
   Yang SX, 2012, PSYCHOL SPORT EXERC, V13, P36, DOI 10.1016/j.psychsport.2011.07.010
NR 91
TC 0
Z9 0
U1 9
U2 27
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD SEP
PY 2023
VL 93
IS 3
BP 842
EP 861
DI 10.1111/bjep.12600
EA APR 2023
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA O3LR7
UT WOS:000973473600001
PM 37070166
OA Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Rila, A
   Bruhn, AL
   Wang, LQ
AF Rila, Ashley
   Bruhn, Allison L.
   Wang, Lanqi
TI The Disaggregated Effects of Visual Performance Feedback on Teachers'
   Use of Behavior Specific-Praise and Reprimands
SO JOURNAL OF BEHAVIORAL EDUCATION
LA English
DT Article
DE Behavior-specific praise; Reprimands; Secondary; Visual performance
   feedback; Equity; Single case design
ID OFFICE DISCIPLINE REFERRALS; CLASSROOM MANAGEMENT; STUDENT BEHAVIOR;
   IMPLEMENTATION; DISPROPORTIONALITY; ENGAGEMENT; EDUCATORS; AMERICAN;
   VALIDITY; STATE
AB Behavior-specific praise (BSP) is one of the simplest classroom management strategies to implement and considered an evidence-based practice. Unfortunately, teachers underuse BSP and deliver more reprimands to students in their classrooms. Secondary students receive the highest rates of reprimands and exclusionary discipline (i.e., office discipline referral [ODR], suspension, expulsion) with students of color receiving disproportionate rates compared to their White peers. Performance feedback is a commonly used strategy to change teacher practices however, little is known about the impact of performance feedback on the equitable delivery of BSP and reprimands to students by race and sex. The purpose of this multiple baseline design study was to examine the effects of a visual performance feedback (VPF) intervention with secondary teachers on their equitable delivery of BSP and reprimands and the collateral impacts on student outcomes. In the first phase of intervention, teachers received VPF on their total BSP and reprimands. In the second phase, teachers received disaggregated VPF on their rates of BSP and reprimands delivered to students by race and sex. Results indicate a functional relation between VPF and total BSP and an overall reduction in total reprimands. Mixed results were found between VPF and the equitable delivery of BSP and reprimands rates delivered to students by race and sex. Student outcomes indicated an increase in average class-wide academic engagement and no impact on ODRs as no teacher delivered a single ODR. Key findings, limitations, and future research are discussed.
C1 [Rila, Ashley; Bruhn, Allison L.; Wang, Lanqi] Univ Iowa, N230 Lindquist Ctr, Iowa City, IA 52242 USA.
C3 University of Iowa
RP Rila, A (corresponding author), Univ Iowa, N230 Lindquist Ctr, Iowa City, IA 52242 USA.
EM Ashley-rila@uiowa.edu; Allison-bruhn@uiowa.edu; Lanqi-wang@uiowa.edu
RI Rila, Ashley/KRP-6632-2024
CR Allday RA, 2021, PREV SCH FAIL, V65, P332, DOI 10.1080/1045988X.2021.1937023
   Allday RA, 2012, BEHAV DISORDERS, V37, P87
   Anderson KP, 2020, EDUC POLICY, V34, P707, DOI 10.1177/0895904818802085
   [Anonymous], 2014, DATA MINING DISCOURS
   Blake J.J., 2011, URBAN REV, V43, P90, DOI DOI 10.1007/S11256-009-0148-8
   Bruce CD, 2010, TEACH TEACH EDUC, V26, P1598, DOI 10.1016/j.tate.2010.06.011
   Bruhn AL, 2023, BEHAV DISORDERS, V48, P187, DOI 10.1177/0198742919876656
   Cavanaugh B, 2013, EDUC TREAT CHILD, V36, P111, DOI 10.1353/etc.2013.0001
   Chappuis S, 2009, EDUC LEADERSHIP, V66, P56
   Chesley GM, 2012, EDUC LEADERSHIP, V69, P41
   Cooper JO., 2020, APPL BEHAV ANAL, DOI [10.26741/abaespana/2020.cooper3, DOI 10.26741/ABAESPANA/2020.COOPER3E]
   Downs KR, 2019, J POSIT BEHAV INTERV, V21, P135, DOI 10.1177/1098300718800824
   Fabelo T., 2011, BREAKING SCHOOLSRULE
   Fallon LM, 2015, EXCEPT CHILDREN, V81, P227, DOI 10.1177/0014402914551738
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Freeman J, 2014, TEACH EDUC SPEC EDUC, V37, P106, DOI 10.1177/0888406413507002
   Gable RA, 2009, INTERV SCH CLIN, V44, P195, DOI 10.1177/1053451208328831
   Gage NA, 2021, BEHAV DISORDERS, V47, P3, DOI 10.1177/0198742920961356
   Gage NA, 2018, BEHAV DISORDERS, V43, P302, DOI 10.1177/0198742917714809
   Gion C, 2022, SCHOOL PSYCHOL REV, V51, P67, DOI 10.1080/2372966X.2020.1788906
   Gion C, 2018, BEHAV DISORDERS, V44, P40, DOI 10.1177/0198742918773438
   Girvan EJ, 2017, SCHOOL PSYCHOL QUART, V32, P392, DOI 10.1037/spq0000178
   Girvan EJ, 2015, LAW HUMAN BEHAV, V39, P525, DOI 10.1037/lhb0000139
   GREENWALD AG, 1995, PSYCHOL REV, V102, P4, DOI 10.1037/0033-295X.102.1.4
   Greenwald AG, 2006, CALIF LAW REV, V94, P945, DOI 10.2307/20439056
   Haydon T., 2011, BEYOND BEHAV, V20
   Hirn RG, 2014, EDUC TREAT CHILD, V37, P589, DOI 10.1353/etc.2014.0037
   HOAGWOOD K, 1995, J CONSULT CLIN PSYCH, V63, P683, DOI 10.1037/0022-006X.63.5.683
   Knochel AE, 2022, J POSIT BEHAV INTERV, V24, P17, DOI 10.1177/1098300720951939
   Kouchaki M, 2014, PSYCHOL SCI, V25, P95, DOI 10.1177/0956797613498099
   Kratochwill TR, 2013, REM SPEC EDUC, V34, P26, DOI 10.1177/0741932512452794
   Krezmien MP, 2006, J EMOT BEHAV DISORD, V14, P217, DOI 10.1177/10634266060140040501
   Lehmann PS, 2022, CRIME DELINQUENCY, V68, P1631, DOI 10.1177/00111287211029879
   Lloyd BP, 2019, BEHAV DISORDERS, V44, P85, DOI 10.1177/0198742918808485
   Losen D.J., 2015, ARE WE CLOSING SCH D
   Madigan DJ, 2021, TEACH TEACH EDUC, V105, DOI 10.1016/j.tate.2021.103425
   Majeika C.E., How are we training preservice special education teachers to use data to monitor the progress of behavioral interventions?
   MARTENS BK, 1985, PROF PSYCHOL-RES PR, V16, P191, DOI 10.1037/0735-7028.16.2.191
   McIntosh K, 2009, BEHAV DISORDERS, V34, P100
   Myers D.M., 2011, EDUC TREAT CHILD, V34, P35, DOI [10.1353/etc.2011.0004, DOI 10.1353/ETC.2011.0004]
   Noell GH, 2005, SCHOOL PSYCHOL REV, V34, P87
   Oliver R.M., 2011, Campbell Systematic Review, V4, P1, DOI [10.4073/csr.2011.4, DOI 10.4073/CSR.2011.4]
   Pas ET, 2011, PSYCHOL SCHOOLS, V48, P541, DOI 10.1002/pits.20577
   Pisacreta J, 2011, BEHAV INTERVENT, V26, P243, DOI 10.1002/bin.341
   Rathel JM, 2014, J POSIT BEHAV INTERV, V16, P219, DOI 10.1177/1098300713492856
   Riddle T, 2019, P NATL ACAD SCI USA, V116, P8255, DOI 10.1073/pnas.1808307116
   Ross SW, 2012, J POSIT BEHAV INTERV, V14, P118, DOI 10.1177/1098300711413820
   Royer DJ, 2019, REM SPEC EDUC, V40, P112, DOI 10.1177/0741932517751054
   Schaefer JM, 2018, J SPEC EDUC TECHNOL, V33, P247, DOI 10.1177/0162643418766870
   Simonsen B., 2010, Teacher Education and Special Education, V33, P300, DOI DOI 10.1177/0888406409359905
   Skiba RJ., 2002, URBAN REV, V34, P317, DOI 10.1023/A:1021320817372
   Skiba RJ, 2011, SCHOOL PSYCHOL REV, V40, P85
   Smith D.L., 2006, HIGH SCH J, V89, P34, DOI DOI 10.1353/HSJ.2006.0004
   Solomon BG, 2012, SCHOOL PSYCHOL REV, V41, P160
   Spilt JL, 2016, PREV SCI, V17, P732, DOI 10.1007/s11121-016-0667-y
   Sutherland KS, 2000, J EMOT BEHAV DISORD, V8, P2, DOI 10.1177/106342660000800101
   TAPP J, 1995, BEHAV RES METH INSTR, V27, P25, DOI 10.3758/BF03203616
   U.S. Department of Justice U.S. Department of Education., 2014, DEAR COLLEAGUE LETT
   Van Acker R., 1996, Education Treatment of Children, V19, P316
   Witt J.C., 1985, ADV SCH PSYCHOL, V4, P251, DOI [DOI 10.1177/019874298400900211, DOI 10.4324/9781315726045]
   Wun C, 2016, CRIT SOCIOL, V42, P737, DOI 10.1177/0896920514560444
NR 61
TC 1
Z9 1
U1 2
U2 6
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-0819
EI 1573-3513
J9 J BEHAV EDUC
JI J. Behav. Educ.
PD MAR
PY 2024
VL 33
IS 1
BP 53
EP 80
DI 10.1007/s10864-022-09479-0
EA JUN 2022
PG 28
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA MQ4E7
UT WOS:000817825300001
PM 35789739
OA Green Published, Bronze
DA 2024-07-15
ER

PT J
AU Streck, H
   Nishen, AK
   Kessels, U
AF Streck, Hannah
   Nishen, Anna K.
   Kessels, Ursula
TI Instrumentality Gives Girls the Edge: Gender-Differential Relations
   Between Instrumentality, Achievement Motivation, and Self-Esteem
SO SEX ROLES
LA English
DT Article
DE Masculinity; Masculinities; Instrumentality; Gender role self-concept;
   Achievement motivation; Global self-esteem; Contingent self-esteem;
   School
ID SEX-ROLE ORIENTATION; PSYCHOLOGICAL BENEFITS; ACADEMIC ENGAGEMENT;
   MENTAL-HEALTH; ROLE CONFLICT; HELP-SEEKING; SCHOOL; MASCULINITY; WORTH;
   IDENTITY
AB Gender differences in school are often discussed in reference to a particular type of masculinity, negative masculinity, which is often conceptualized as detrimental to success. Another type of masculinity, instrumentality, has rarely been studied in schools even though instrumental characteristics are often exalted outside the academic context. The current study focuses on potential benefits that students may reap from instrumentality. The extent to which an instrumental self-concept is directly and indirectly associated with achievement motivation and self-esteem was examined for adolescent boys and girls in a structural equation model (SEM). A sample of German ninth graders (N = 355) completed self-report measures pertaining to their gender role self-concept, hope for success, fear of failure, and global and academic contingent self-esteem. The SEM revealed that instrumentality was associated with lower fear of failure and higher hope for success for both male and female adolescents. High scores in instrumentality were associated with greater self-esteem and lower academic contingent self-esteem. The association between instrumentality and global self-esteem was stronger for adolescent girls, and the indirect association between instrumentality and fear of failure through global self-esteem was significant only for girls. Results indicate that instrumentality can be an asset for students and that female students especially reap the benefits of an instrumental self-concept. The results are discussed in reference to the dangers of emphasizing solely the association between negative masculinity and academic failure, and the importance of studying relations with gender role self-concept separately for male and female adolescents.
C1 [Streck, Hannah; Nishen, Anna K.; Kessels, Ursula] Free Univ Berlin, Dept Educ & Psychol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
C3 Free University of Berlin
RP Streck, H (corresponding author), Free Univ Berlin, Dept Educ & Psychol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
EM Hannah.streck@fu-berlin.de; anna.nishen@fu-berlin.de;
   ursula.kessels@fu-berlin.de
OI Streck, Hannah/0000-0001-9804-7728; Kessels, Ursula/0000-0002-1764-9442;
   Nishen, Anna K./0000-0002-1371-1149
FU Projekt DEAL
FX Open Access funding enabled and organized by Projekt DEAL.
CR Abele AE, 2003, J PERS SOC PSYCHOL, V85, P768, DOI 10.1037/0022-3514.85.4.768
   Abele AE, 2008, EUR J SOC PSYCHOL, V38, P436, DOI 10.1002/ejsp.454
   Abele AE, 2007, Z PADAGOG PSYCHOL, V21, P107, DOI 10.1024/1010-0652.21.2.107
   Abele AE, 2016, FRONT PSYCHOL, V7, DOI 10.3389/fpsyg.2016.01810
   Abele AE, 2014, ADV EXP SOC PSYCHOL, V50, P195, DOI 10.1016/B978-0-12-800284-1.00004-7
   Aktop A, 2006, BIOL SPORT, V23, P127
   ALLGOODMERTEN B, 1991, SEX ROLES, V25, P129, DOI 10.1007/BF00289850
   American Psychological Association, 2020, PUBL MAN AM PSYCH AS, DOI [DOI 10.1037/0000165-000, 10.1037/0000165-000]
   American Psychological Association Boys and Men Guidelines Group, 2018, APA GUID PSYCH PRACT
   Bakan D., 1966, The duality of human existence: Isolation and communion in Western man
   Barrett P, 2007, PERS INDIV DIFFER, V42, P815, DOI 10.1016/j.paid.2006.09.018
   Bem S.L., 1981, Bem Sex Role Inventory professional manual
   BEM SL, 1974, J CONSULT CLIN PSYCH, V42, P155, DOI 10.1037/h0036215
   Berger A, 2013, EUR J SOC PSYCHOL, V43, P516, DOI 10.1002/ejsp.1970
   Bleidorn W, 2016, J PERS SOC PSYCHOL, V111, P396, DOI 10.1037/pspp0000078
   BLOCK J, 1993, CHILD DEV, V64, P909, DOI 10.1111/j.1467-8624.1993.tb02951.x
   BORNSTEIN RF, 1989, PSYCHOL BULL, V106, P265, DOI 10.1037/0033-2909.106.2.265
   Buckley TR, 2005, SEX ROLES, V53, P647, DOI 10.1007/s11199-005-7731-6
   Burwell RA, 2006, J RES ADOLESCENCE, V16, P479, DOI 10.1111/j.1532-7795.2006.00503.x
   Butler R, 2019, ADV MOTIV A, V20, P129, DOI 10.1108/S0749-742320190000020007
   CATE R, 1986, SEX ROLES, V15, P145, DOI 10.1007/BF00287480
   Chalmers RP, 2012, J STAT SOFTW, V48, P1
   Choi H, 2010, SEX ROLES, V63, P361, DOI 10.1007/s11199-010-9801-7
   Connell RW, 2005, GENDER SOC, V19, P829, DOI 10.1177/0891243205278639
   Crocker J, 2004, PSYCHOL BULL, V130, P392, DOI 10.1037/0033-2909.130.3.392
   Crocker J, 2003, J PERS SOC PSYCHOL, V85, P507, DOI 10.1037/0022-3514.85.3.507
   Crocker J, 2003, J PERS SOC PSYCHOL, V85, P894, DOI 10.1037/0022-3514.85.5.894
   EAGLY AH, 1983, AM PSYCHOL, V38, P971
   Eagly AH, 2002, PSYCHOL REV, V109, P573, DOI 10.1037//0033-295X.109.3.573
   Eagly AH, 1997, AM PSYCHOL, V52, P1380, DOI 10.1037/0003-066X.52.12.1380.b
   Eagly AH, 2020, AM PSYCHOL, V75, P301, DOI 10.1037/amp0000494
   Eccles J.S., 1983, ACHIEVEMENT ACHIEVEM
   Eccles JS, 2020, CONTEMP EDUC PSYCHOL, V61, DOI 10.1016/j.cedpsych.2020.101859
   Egan SK, 2001, DEV PSYCHOL, V37, P451, DOI 10.1037/0012-1649.37.4.451
   Elmen J., 1991, J EARLY ADOLESCENCE, V11, P125
   Engeser S., 2005, Messung des expliziten Leistungsmotivs: Kurzform der Achievement Motives Scale
   Fairlamb S., 2022, Scholarship of Teaching and Learning in Psychology, V8, P45, DOI [DOI 10.1037/STL0000205, 10.1037/stl0000205]
   Federal Statistical Office Germany, 2020, BILD KULT ALLG SCHUL
   Friedman HL., 2013, CONTEXTS, V12, P30, DOI [10.1177/1536504213511213, DOI 10.1177/1536504213511213]
   Fu C, 2021, SEX ROLES, V84, P392, DOI 10.1007/s11199-020-01174-6
   Gebauer JE, 2013, J PERS, V81, P261, DOI 10.1111/j.1467-6494.2012.00807.x
   George J.A., 2015, Arkansas Law Review, V68, P101
   Gjesme T., 1983, Scandanavian Journal of Educational Research, V27, P145
   Glock S, 2017, TEACH TEACH EDUC, V67, P93, DOI 10.1016/j.tate.2017.05.015
   Hadjar A, 2010, KOLNER Z SOZIOL SOZ, V62, P599, DOI 10.1007/s11577-010-0116-z
   HENSCHEN KP, 1982, PERCEPT MOTOR SKILL, V55, P183, DOI 10.2466/pms.1982.55.1.183
   Herrmann J, 2019, LEARN INDIVID DIFFER, V69, P150, DOI 10.1016/j.lindif.2018.11.011
   Heyder A, 2021, SEX ROLES, V84, P61, DOI 10.1007/s11199-020-01147-9
   Heyder A, 2017, SEX ROLES, V77, P72, DOI 10.1007/s11199-016-0683-1
   Heyder A, 2015, SOC PSYCHOL EDUC, V18, P467, DOI 10.1007/s11218-015-9303-0
   Heyder A, 2013, SEX ROLES, V69, P605, DOI 10.1007/s11199-013-0309-9
   Hirokawa K, 2007, SEX ROLES, V56, P517, DOI 10.1007/s11199-007-9190-8
   Hirschy AJ, 2002, PERS INDIV DIFFER, V32, P183, DOI 10.1016/S0191-8869(01)00003-4
   Huyge E, 2015, GENDER EDUC, V27, P1, DOI 10.1080/09540253.2014.972921
   Jackson C, 2002, GENDER EDUC, V14, P37, DOI 10.1080/09540250120098870
   Jackson C, 2009, J GENDER STUD, V18, P341, DOI 10.1080/09589230903260019
   Jewell JA, 2014, SOC DEV, V23, P137, DOI 10.1111/sode.12042
   Jöstl G, 2012, Z PSYCHOL, V220, P109, DOI 10.1027/2151-2604/a000102
   Jones S, 2004, BRIT J SOCIOL EDUC, V25, P547, DOI 10.1080/0142569042000252044
   Kessels U, 2005, EUR J PSYCHOL EDUC, V20, P309, DOI 10.1007/BF03173559
   Kessels U, 2020, SOC PSYCHOL EDUC, V23, P583, DOI 10.1007/s11218-020-09550-6
   Kessels U, 2014, EDUC RES-UK, V56, P220, DOI 10.1080/00131881.2014.898916
   Kessels U, 2013, LEARN INDIVID DIFFER, V23, P234, DOI 10.1016/j.lindif.2012.09.013
   Kline R., 2015, Principles and Practice of Structural EquationModeling, DOI DOI 10.1126/SCITRANSLMED.3002085
   Kling KC, 1999, PSYCHOL BULL, V125, P470, DOI 10.1037/0033-2909.125.4.470
   Knox M, 1998, SEX ROLES, V39, P61, DOI 10.1023/A:1018877716225
   Koenig AM, 2011, PSYCHOL BULL, V137, P616, DOI 10.1037/a0023557
   Korlat S, 2022, EUR J DEV PSYCHOL, V19, P64, DOI 10.1080/17405629.2020.1865143
   Krahé B, 2007, Z SOZIALPSYCHOL, V38, P195, DOI 10.1024/0044-3514.38.3.195
   Lyng ST, 2009, MEN MASC, V11, P462, DOI 10.1177/1097184X06298780
   MAJOR B, 1979, SEX ROLES, V5, P63, DOI 10.1007/BF00289346
   Mandal E., 2019, SOCIAL PSYCHOL B, V14, DOI DOI 10.32872/SPB.V14I1.33507
   Markland D, 2007, PERS INDIV DIFFER, V42, P851, DOI 10.1016/j.paid.2006.09.023
   Martin AJ, 2003, AUST PSYCHOL, V38, P31, DOI 10.1080/00050060310001706997
   Martin CL, 2002, PSYCHOL BULL, V128, P903, DOI 10.1037//0033-2909.128.6.903
   Maxwell SE, 2007, PSYCHOL METHODS, V12, P23, DOI 10.1037/1082-989X.12.1.23
   McClelland DavidC., 1953, ACHIEVEMENT MOTIVE, DOI DOI 10.1037/11144-000
   McGeown SP, 2020, EDUC PSYCHOL-UK, V40, P103, DOI 10.1080/01443410.2019.1640349
   Moore JSB, 2018, EDUC PSYCHOL PRACT, V34, P113, DOI 10.1080/02667363.2017.1411786
   Morris EW, 2008, GENDER SOC, V22, P728, DOI 10.1177/0891243208325163
   Myers D.G., 1996, Social psychology, V5th
   ORLOFSKY JL, 1981, PSYCHOL WOMEN QUART, V6, P218, DOI 10.1111/j.1471-6402.1981.tb00409.x
   Otterpohl N, 2020, SOC DEV, V29, P143, DOI 10.1111/sode.12391
   Pajares F, 2001, CONTEMP EDUC PSYCHOL, V26, P366, DOI 10.1006/ceps.2000.1069
   Piche C., 1991, European Journal of Psychology of Education, V6, P423, DOI [10.1007/BF03172775, DOI 10.1007/BF03172775]
   Matud MP, 2019, INT J ENV RES PUB HE, V16, DOI 10.3390/ijerph16193531
   Pournelle G. H., 1953, Journal of Mammalogy, V34, P133, DOI 10.1890/0012-9658(2002)083[1421:SDEOLC]2.0.CO;2
   Radziwillowicz W, 2014, HEALTH PSYCHOL REP, V2, P132, DOI 10.5114/hpr.2014.43920
   Reiss Kristina., 2016, PISA 2015 STUDIE ZWI
   Rudman L. A., 2008, SOCIAL PSYCHOL GENDE
   Schöne C, 2015, FRONT PSYCHOL, V6, DOI 10.3389/fpsyg.2015.01573
   Schone C., 2016, SELBSTWERTINVENTAR K, DOI [10.13140/RG.2.1.3583.5607, DOI 10.13140/RG.2.1.3583.5607]
   Severiens S, 1998, BRIT J EDUC PSYCHOL, V68, P595, DOI 10.1111/j.2044-8279.1998.tb01315.x
   SHARPE MJ, 1995, SEX ROLES, V33, P1, DOI 10.1007/BF01547932
   Smiler AP, 2006, SEX ROLES, V55, P621, DOI 10.1007/s11199-006-9118-8
   Smiler AP, 2004, SEX ROLES, V50, P15, DOI 10.1023/B:SERS.0000011069.02279.4c
   Spence J.T., 1974, The Personal Attributes Questionnaire: A Measure of Sex Role Stereotypes and Masculinity-Femininity
   SPENCE JT, 1980, PSYCHOL WOMEN QUART, V5, P147, DOI 10.1111/j.1471-6402.1980.tb00951.x
   STEIN JA, 1992, SEX ROLES, V26, P465, DOI 10.1007/BF00289869
   Steinmayr R, 2008, EUR J PERSONALITY, V22, P185, DOI 10.1002/per.676
   Steinmayr R, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.01730
   Steinmayr R, 2017, PERS INDIV DIFFER, V105, P107, DOI 10.1016/j.paid.2016.09.032
   Steinmayr R, 2009, SEX ROLES, V61, P736, DOI 10.1007/s11199-009-9675-8
   Steinmayr R, 2009, LEARN INDIVID DIFFER, V19, P80, DOI 10.1016/j.lindif.2008.05.004
   Strage A, 1997, ADOLESCENCE, V32, P299
   TESSLER RC, 1972, J PERS SOC PSYCHOL, V21, P318, DOI 10.1037/h0032321
   THOMPSON EH, 1992, SEX ROLES, V27, P573, DOI 10.1007/BF02651094
   Tobin DD, 2010, PSYCHOL REV, V117, P601, DOI 10.1037/a0018936
   van der Kaap-Deeder J, 2016, PSYCHOL BELG, V56, P143, DOI 10.5334/pb.277
   van Hek M, 2018, SCH EFF SCH IMPROV, V29, P1, DOI 10.1080/09243453.2017.1382540
   Vantieghem W, 2018, YOUTH SOC, V50, P377, DOI 10.1177/0044118X15602268
   Verniers C, 2016, BRIT J EDUC PSYCHOL, V86, P369, DOI 10.1111/bjep.12111
   VOLLMER F, 1986, SEX ROLES, V14, P351, DOI 10.1007/BF00288420
   Voyer D, 2014, PSYCHOL BULL, V140, P1174, DOI 10.1037/a0036620
   WHITLEY BE, 1993, PERS SOC PSYCHOL B, V19, P363, DOI 10.1177/0146167293194001
   WHITLEY BE, 1988, SEX ROLES, V18, P419, DOI 10.1007/BF00288393
   WHITLEY BE, 1985, SEX ROLES, V12, P207, DOI 10.1007/BF00288048
   Wigfield A, 2000, CONTEMP EDUC PSYCHOL, V25, P68, DOI 10.1006/ceps.1999.1015
   WINCH RF, 1965, SOC FORCES, V44, P255
   Wojciszke B, 2011, EUR J SOC PSYCHOL, V41, P617, DOI 10.1002/ejsp.791
   Wolfram HJ, 2009, SEX ROLES, V60, P114, DOI 10.1007/s11199-008-9493-4
   Wolter IB, 2016, EUR J DEV PSYCHOL, V13, P681, DOI 10.1080/17405629.2016.1175343
   Yavorsky J., 2015, High school boys, gender, and academic achievement: Does masculinity negatively impact boys' grade point averages
   Yavorsky JE, 2019, SOCIOL SCI, V6, P661, DOI 10.15195/v6.a25
   Yu JL, 2021, J YOUTH ADOLESCENCE, V50, P336, DOI 10.1007/s10964-020-01293-z
   ZAJONC RB, 1968, J PERS SOC PSYCHOL, V9, P1, DOI 10.1037/h0025848
   Zuckerman M, 2016, J RES PERS, V64, P34, DOI 10.1016/j.jrp.2016.07.007
NR 127
TC 1
Z9 1
U1 6
U2 27
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0360-0025
EI 1573-2762
J9 SEX ROLES
JI Sex Roles
PD MAR
PY 2022
VL 86
IS 5-6
BP 379
EP 394
DI 10.1007/s11199-021-01270-1
EA FEB 2022
PG 16
WC Psychology, Developmental; Psychology, Social; Women's Studies
WE Social Science Citation Index (SSCI)
SC Psychology; Women's Studies
GA ZP1GV
UT WOS:000759004100001
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU De Castella, K
   Byrne, D
   Covington, M
AF De Castella, Krista
   Byrne, Don
   Covington, Martin
TI Unmotivated or Motivated to Fail? A Cross-Cultural Study of Achievement
   Motivation, Fear of Failure, and Student Disengagement
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE fear of failure; achievement; motivation; self-handicapping; defensive
   pessimism
ID PERFORMANCE-APPROACH GOALS; CLAIMED SELF-HANDICAPS; DEFENSIVE PESSIMISM;
   LEARNED HELPLESSNESS; ASIAN-AMERICAN; ACADEMIC-ACHIEVEMENT; AFFECTIVE
   RESPONSES; PERSONALITY-TRAITS; TEST ANXIETY; SUCCESS
AB A classic distinction in the literature on achievement and motivation is between fear of failure and success orientations. From the perspective of self-worth theory, these motives are not bipolar constructs but dimensions that interact in ways that make some students particularly vulnerable to underachievement and disengagement from school. The current study employs the quadripolar model of need achievement (Covington, 1992; Covington & Omelich, 1988) to explore how these approach and avoidance orientations are related to self-handicapping, defensive pessimism, and helplessness in Eastern and Western settings. Although there have been numerous calls for research of this kind across cultures (Elliott & Bempechat, 2002; Jose & Kilburg, 2007; Pintrich, 2003), little exists in the field to date. In Study 1, with 1,423 Japanese high school students, helplessness and self-handicapping were found to be highest when students were low in success orientation and high in fear of failure. These findings were replicated in Study 2 with 643 Australian students and extended to measures of truancy, disengagement, and self-reported academic achievement. Consistent with self-worth theory, success orientation largely moderated the relationship between fear of failure and academic engagement in both cultures. These results suggest that in the absence of firm achievement goals, fear of failure is associated with a range of maladaptive self-protective strategies. The current project thus represents a unique application of self-worth theory to achievement dynamics and clarifies substantive issues relevant to self-handicapping and disengagement across cultures.
C1 [De Castella, Krista; Byrne, Don] Australian Natl Univ, Dept Psychol, Canberra, ACT, Australia.
   [Covington, Martin] Univ Calif Berkeley, Dept Psychol, Berkeley, CA 94720 USA.
C3 Australian National University; University of California System;
   University of California Berkeley
RP De Castella, K (corresponding author), 290 Page St, San Francisco, CA 94102 USA.
EM krista1@stanford.edu
CR ABRAMSON LY, 1978, J ABNORM PSYCHOL, V87, P49, DOI 10.1037/0021-843X.87.1.49
   Aiken L. S, 1991, Multiple Regression: Testing and Interpreting Interactions
   AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
   [Anonymous], 1982, ACHIEVEMENT STRESS A
   [Anonymous], 1971, 45 ACT
   [Anonymous], THEORY ACHIEVEMENT B
   ATKINSON JW, 1957, PSYCHOL REV, V64, P359, DOI 10.1037/h0043445
   ATKINSON JW, 1960, J ABNORM SOC PSYCH, V60, P52, DOI 10.1037/h0041119
   BAIRD L, 1976, RES MONOGRAPH, V7
   Barron KE, 2001, J PERS SOC PSYCHOL, V80, P706, DOI 10.1037//0022-3514.80.5.706
   Beery R. G., 1975, PERS GUID J, V54, P191, DOI [10.1002/j.2164-4918.1975.tb04220.x, DOI 10.1002/J.2164-4918.1975.TB04220.X]
   Burhans KK, 1995, CHILD DEV, V66, P1719, DOI 10.2307/1131906
   CANTOR N, 1989, SOC COGNITION, V7, P92, DOI 10.1521/soco.1989.7.2.92
   CARVER CS, 1994, J PERS SOC PSYCHOL, V67, P319, DOI 10.1037/0022-3514.67.2.319
   Cassady J., 2001, Practical Assessment, Research Evaluation, V7, DOI DOI 10.7275/5HYM-Y754
   Chang EC, 2003, J PERS SOC PSYCHOL, V84, P569, DOI 10.1037/0022-3514.84.3.569
   Chang EC, 1996, J COUNS PSYCHOL, V43, P113, DOI 10.1037/0022-0167.43.1.113
   Chang EC, 2002, J COUNS PSYCHOL, V49, P47, DOI 10.1037//0022-0167.49.1.47
   Chen FF, 2007, STRUCT EQU MODELING, V14, P464, DOI 10.1080/10705510701301834
   COHEN J, 1983, APPL PSYCH MEAS, V7, P249, DOI 10.1177/014662168300700301
   Conroy DE, 2003, STRUCT EQU MODELING, V10, P401, DOI 10.1207/S15328007SEM1003_4
   Conroy DE, 2004, ANXIETY STRESS COPIN, V17, P271, DOI 10.1080/1061580042000191642
   Conroy DE, 2002, J APPL SPORT PSYCHOL, V14, P76, DOI 10.1080/10413200252907752
   Conroy DE, 2001, ANXIETY STRESS COPIN, V14, P431, DOI 10.1080/10615800108248365
   Covington M.V., 1988, ANXIETY RES, V1, P165, DOI DOI 10.1080/08917778808248717
   Covington M. V., 1992, MAKING GRADE SELF WO, DOI [10.1017/CBO9781139173582, DOI 10.1017/CB09781139173582]
   Covington M.V., 1991, Stress and emotion: anxiety, anger, curiosity, P85
   Covington M.V., 1976, Self-worth and school learning
   COVINGTON MV, 1984, ELEM SCHOOL J, V85, P5, DOI 10.1086/461388
   Covington MV, 2000, ANNU REV PSYCHOL, V51, P171, DOI 10.1146/annurev.psych.51.1.171
   COVINGTON MV, 1985, J EDUC PSYCHOL, V77, P446, DOI 10.1037/0022-0663.77.4.446
   Covington MV, 2001, EDUC PSYCHOL REV, V13, P157, DOI 10.1023/A:1009009219144
   DECHARMS R, 1965, J PERS SOC PSYCHOL, V1, P558, DOI 10.1037/h0022021
   Deppe RK, 1996, J PERS SOC PSYCHOL, V70, P868, DOI 10.1037/0022-3514.70.4.868
   Donnellan MB, 2008, EDUC PSYCHOL MEAS, V68, P643, DOI 10.1177/0013164407310125
   Dweck C.S., 1985, Research on motivation in education, P289
   DWECK CS, 1988, PSYCHOL REV, V95, P256, DOI 10.1037/0033-295X.95.2.256
   DWECK CS, 1975, J PERS SOC PSYCHOL, V31, P674, DOI 10.1037/h0077149
   Eaton MJ, 1997, J EDUC PSYCHOL, V89, P433, DOI 10.1037/0022-0663.89.3.433
   Elliot AJ, 2002, J PERS SOC PSYCHOL, V82, P804, DOI 10.1037/0022-3514.82.5.804
   Elliot AJ, 2001, J PERS SOC PSYCHOL, V80, P501, DOI 10.1037//0022-3514.80.3.501
   Elliot AJ, 1997, J PERS SOC PSYCHOL, V72, P218, DOI 10.1037/0022-3514.72.1.218
   Elliot AJ, 2003, J PERS, V71, P369, DOI 10.1111/1467-6494.7103005
   Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P73, DOI 10.1023/A:1009009018235
   ELLIOTT ES, 1988, J PERS SOC PSYCHOL, V54, P5, DOI 10.1037/0022-3514.54.1.5
   Elliott Julian G, 2002, New Dir Child Adolesc Dev, P7
   FEATHER NT, 1963, J ABNORM PSYCHOL, V66, P604, DOI 10.1037/h0044576
   FEATHER NT, 1961, J ABNORM SOC PSYCH, V63, P552, DOI 10.1037/h0045671
   FINCHAM FD, 1989, CHILD DEV, V60, P138, DOI 10.2307/1131079
   Gray J.A., 1991, Explorations in temperament: International perspectives on theory and measurement, P105, DOI [10.1007/978-1-4899-0643-4, DOI 10.1007/978-1-4899-0643-4_8, DOI 10.1007/978-1-4899-0643-4, 10.1007/978-1-4899-0643-48, DOI 10.1007/978-1-4899-0643-48]
   Green J, 2007, LEARN INDIVID DIFFER, V17, P269, DOI 10.1016/j.lindif.2006.12.003
   Harackiewicz JM, 2000, J EDUC PSYCHOL, V92, P316, DOI 10.1037//0022-0663.92.2.316
   Harackiewicz JM, 2002, J EDUC PSYCHOL, V94, P562, DOI 10.1037//0022-0663.94.3.562
   HARRIS RN, 1986, J PERS SOC PSYCHOL, V51, P1191, DOI 10.1037/0022-3514.51.6.1191
   Hawkins J.N., 1994, Motivation: Theory and research, P101
   Heine SJ, 2001, J CROSS CULT PSYCHOL, V32, P434, DOI 10.1177/0022022101032004004
   Heine SJ, 2002, J PERS SOC PSYCHOL, V82, P903, DOI 10.1037//0022-3514.82.6.903
   Heine SJ, 1999, PSYCHOL REV, V106, P766, DOI 10.1037/0033-295X.106.4.766
   Heine SJ, 2001, J PERS SOC PSYCHOL, V81, P599, DOI 10.1037//0022-3514.81.4.599
   Heine SJ, 2008, PSYCHOL SCI, V19, P309, DOI 10.1111/j.1467-9280.2008.02085.x
   Heine SJ, 2007, PERS SOC PSYCHOL REV, V11, P4, DOI 10.1177/1088868306294587
   Howell AJ, 2009, LEARN INDIVID DIFFER, V19, P151, DOI 10.1016/j.lindif.2008.08.006
   Hu L.T., 1995, STRUCTURAL EQUATION, P76, DOI DOI 10.1080/10705519909540118
   Ip G.W.M., 1995, Asian Journal of Psychology, V1, P29
   JONES EE, 1978, PERS SOC PSYCHOL B, V4, P200, DOI 10.1177/014616727800400205
   Jose PE, 2007, ANXIETY STRESS COPIN, V20, P283, DOI 10.1080/10615800701272519
   Kearns H, 2007, BEHAV CHANGE, V24, P157, DOI 10.1375/bech.24.3.157
   Kodama M., 2005, JAPANESE HLTH PSYCHO, V12, P27
   Kudo E, 2003, J CROSS CULT PSYCHOL, V34, P511, DOI 10.1177/0022022103256475
   Kuncel NR, 2005, REV EDUC RES, V75, P63, DOI 10.3102/00346543075001063
   Linnenbrink EA, 2005, J EDUC PSYCHOL, V97, P197, DOI 10.1037/0022-0663.97.2.197
   MARKUS HR, 1991, PSYCHOL REV, V98, P224, DOI 10.1037/0033-295X.98.2.224
   Martin AJ, 2001, AM EDUC RES J, V38, P583, DOI 10.3102/00028312038003583
   Martin AJ, 2003, J EDUC PSYCHOL, V95, P617, DOI 10.1037/0022-0663.95.3.617
   Martin AJ, 2003, CONTEMP EDUC PSYCHOL, V28, P1, DOI 10.1016/S0361-476X(02)00008-5
   Martin AJ, 2003, AUST PSYCHOL, V38, P31, DOI 10.1080/00050060310001706997
   Martin AJ, 2001, J EDUC PSYCHOL, V93, P87, DOI 10.1037//0022-0663.93.1.87
   MARTIN AJ, 1998, THESIS U W SYDNEY MA
   Martin AJ, 2008, CONTEMP EDUC PSYCHOL, V33, P239, DOI 10.1016/j.cedpsych.2006.11.003
   Martin AJ, 2010, INT J TEST, V10, P274, DOI 10.1080/15305058.2010.482220
   Martin KA, 2002, SELF IDENTITY, V1, P337, DOI 10.1080/15298860290106814
   Matsumoto D, 2001, J CROSS CULT PSYCHOL, V32, P478, DOI 10.1177/0022022101032004007
   McClelland DavidC., 1953, ACHIEVEMENT MOTIVE, DOI DOI 10.1037/11144-000
   MCCLELLAND DC, 1965, AM PSYCHOL, V20, P321, DOI 10.1037/h0022225
   McInerney DM, 2006, MALAYS J LEARN INSTR, V3, P1
   Midgley C, 1996, J EDUC PSYCHOL, V88, P423, DOI 10.1037/0022-0663.88.3.423
   MIDGLEY C, 1995, J EARLY ADOLESCENCE, V15, P389, DOI 10.1177/0272431695015004001
   Midgley C, 2001, J EDUC PSYCHOL, V93, P77, DOI 10.1037//0022-0663.93.1.77
   Midgley C, 2001, CONTEMP EDUC PSYCHOL, V26, P61, DOI 10.1006/ceps.2000.1041
   Midgley C., 1998, Manual for the Patterns of Adaptive Learning Survey (PALS)
   Mobley M, 2005, J COUNS PSYCHOL, V52, P629, DOI 10.1037/0022-0167.52.4.629
   MOULTON RW, 1965, J PERS SOC PSYCHOL, V1, P399, DOI 10.1037/h0021749
   NOREM JK, 1986, COGNITIVE THER RES, V10, P347, DOI 10.1007/BF01173471
   NOREM JK, 1986, J PERS SOC PSYCHOL, V51, P1208, DOI 10.1037/0022-3514.51.6.1208
   Norem JK, 2008, SOC PERSONAL PSYCHOL, V2, P121, DOI 10.1111/j.1751-9004.2007.00053.x
   Nurmi JE, 1995, EUR J PSYCHOL ASSESS, V11, P108, DOI 10.1027/1015-5759.11.2.108
   Nurmi JE, 2003, CONTEMP EDUC PSYCHOL, V28, P59, DOI 10.1016/S0361-476X(02)00014-0
   Ommundsen Y., 2001, Psychology of Sport and Exercise, V2, P139, DOI 10.1016/S1469-0292(00)00019-4
   Otsuka S., 2005, Change: Transformations in Education, V8, P91, DOI DOI 10.3316/AEIPT.153844
   Pintrich PR, 2000, J EDUC PSYCHOL, V92, P544, DOI 10.1037/0022-0663.92.3.544
   Pintrich PR, 2003, J EDUC PSYCHOL, V95, P667, DOI 10.1037/0022-0663.95.4.667
   Pualengco RP, 2009, ASIAN J SOC PSYCHOL, V12, P12, DOI 10.1111/j.1467-839X.2008.01265.x
   Pulford BD, 2005, PERS INDIV DIFFER, V39, P727, DOI 10.1016/j.paid.2005.02.008
   Purdie N, 1996, AM EDUC RES J, V33, P845, DOI 10.3102/00028312033004845
   RHODEWALT F, 1995, BASIC APPL SOC PSYCH, V16, P397, DOI 10.1207/s15324834basp1604_1
   RHODEWALT F, 1991, J RES PERS, V25, P402, DOI 10.1016/0092-6566(91)90030-T
   RHODEWALT F, 1994, J PERS, V62, P67, DOI 10.1111/j.1467-6494.1994.tb00795.x
   Rhodewalt F., 1990, SELF HANDICAPPING PA, P69, DOI DOI 10.1007/978-1-4899-0861-2_3
   Riggs J.M., 1992, Achievement and motivation: A social-developmental perspective, P244
   Sagie A, 1996, J ORGAN BEHAV, V17, P431, DOI 10.1002/(SICI)1099-1379(199609)17:5<431::AID-JOB771>3.3.CO;2-O
   Schmalt HD, 1999, J RES PERS, V33, P109, DOI 10.1006/jrpe.1999.2245
   Schmitt DP, 2007, J CROSS CULT PSYCHOL, V38, P173, DOI 10.1177/0022022106297299
   Shaw E. J., 2009, 20095 COLL BOARD
   Sideridis GD, 2005, J EDUC PSYCHOL, V97, P366, DOI 10.1037/0022-0663.97.3.366
   Smith L, 2002, CONTEMP EDUC PSYCHOL, V27, P471, DOI 10.1006/ceps.2001.1105
   STIPEK DJ, 1989, J EDUC PSYCHOL, V81, P384, DOI 10.1037/0022-0663.81.3.384
   STRUBE MJ, 1986, BASIC APPL SOC PSYCH, V7, P211, DOI 10.1207/s15324834basp0703_4
   Sue S, 2003, PSYCHOL ASSESSMENT, V15, P306, DOI 10.1037/1040-3590.15.3.306
   Tabachnick, 2007, USING MULTIVARIATE S, V5th
   Tanaka A, 2001, PSYCHOL REP, V88, P123, DOI 10.2466/PR0.88.1.123-135
   Thompson T, 1995, J EDUC PSYCHOL, V87, P598, DOI 10.1037/0022-0663.87.4.598
   Thompson T, 1999, PERS INDIV DIFFER, V26, P887, DOI 10.1016/S0191-8869(98)00190-1
   Thompson T, 2007, EDUC PSYCHOL-UK, V27, P111, DOI 10.1080/01443410601061512
   Trumbull E., 2011, SCH COMMUNITY J, V21, P25
   Urdan T, 1998, AM EDUC RES J, V35, P101, DOI 10.3102/00028312035001101
   Urdan TC, 1997, ADV MOTIV A, V10, P99
   Van de Vijver F., 1997, Handbook of cross-cultural psychology, V1, P257
   WEINER B, 1970, J PERS SOC PSYCHOL, V15, P1, DOI 10.1037/h0029211
   Weiner B., 1972, THEORIES MOTIVATION
   Yamawaki N, 2004, COGNITION EMOTION, V18, P233, DOI 10.1080/02699930341000004
   Ziegert DI, 2001, CHILD DEV, V72, P609, DOI 10.1111/1467-8624.00300
   Ziegler M, 2010, J INDIVID DIFFER, V31, P15, DOI 10.1027/1614-0001/a000002
   Zuckerman M, 2005, J PERS, V73, P411, DOI 10.1111/j.1467-6494.2005.00314.x
   Zusho A, 2005, LEARN INDIVID DIFFER, V15, P141, DOI 10.1016/j.lindif.2004.11.003
NR 134
TC 106
Z9 186
U1 14
U2 238
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD AUG
PY 2013
VL 105
IS 3
BP 861
EP 880
DI 10.1037/a0032464
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 196CY
UT WOS:000322752200021
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Anthony, CJ
   Styck, KM
   Volpe, RJ
   Robert, CR
AF Anthony, Christopher J.
   Styck, Kara M.
   Volpe, Robert J.
   Robert, Christopher R.
TI Using Many-Facet Rasch Measurement and Generalizability Theory to
   Explore Rater Effects for Direct Behavior Rating-Multi-Item Scales
SO SCHOOL PSYCHOLOGY
LA English
DT Article
DE Direct Behavior Ratings; rater effects; socioemotional and behavioral
   assessment; many-facet Rasch measurement; generalizability theory
ID ACADEMIC ENGAGEMENT; SOCIAL-BEHAVIOR; SINGLE-ITEM; DEPENDABILITY; DBR
AB Although originally conceived of as a marriage of direct behavioral observation and indirect behavior rating scales, recent research has indicated that Direct Behavior Ratings (DBRs) are affected by rater idiosyncrasies (rater effects) similar to other indirect forms of behavioral assessment. Most of this research has been conducted using generalizability theory (GT), yet another approach, many-facet Rasch measurement (MFRM), has recently been utilized to illuminate the previously opaque nature of these rater idiosyncrasies. The purpose of this study was to utilize both approaches (GT and MFRM) to consider rater effects with 126 second- through fifth-grade students who were rated on two DBR-Multi-Item Scales by four raters (22 of these ratings were fully crossed). Results indicated the presence of rater effects and revealed nuances about their nature, including showing differences across construct domains, identifying items that are potentially more susceptible to rater effects than others, and isolating specific raters who appear to have been more susceptible to rater effects than other raters. These findings further indicate the indirect nature of DBRs and offer potential avenues for addressing and ameliorating rater effects in research and practice.
   Impact and Implications Our study examined whether scores on a popular behavioral assessment, Direct Behavior Ratings-Multi-Item Scales (DBR-MIS), were affected by rater effects, which refer to score differences attributable to rater characteristics rather than student behavior. We used two methodologies that enable a fine-grained examination of these rater effects. Our results illuminated nuanced features of DBR-MIS that hold promise to better address rater effects in future research and practice.
C1 [Anthony, Christopher J.] Univ Florida, Sch Special Educ, Sch Psychol & Early Childhood Studies, 1820 Norman Hall, Gainesville, FL 32611 USA.
   [Styck, Kara M.] Northern Illinois Univ, Dept Psychol, De Kalb, IL 60115 USA.
   [Volpe, Robert J.] Northeastern Univ, Dept Appl Psychol, Boston, MA 02115 USA.
   [Robert, Christopher R.] Boys Town Washington DC, Washington, DC USA.
C3 State University System of Florida; University of Florida; Northern
   Illinois University; Northeastern University
RP Anthony, CJ (corresponding author), Univ Florida, Sch Special Educ, Sch Psychol & Early Childhood Studies, 1820 Norman Hall, Gainesville, FL 32611 USA.
EM canthony@coe.ufl.edu
RI Volpe, Robert J/JCE-1208-2023
OI Anthony, Christopher/0000-0003-1883-8322; Styck,
   Kara/0000-0002-3642-8530; Robert, Christopher/0000-0002-0466-0036
CR Anthony CJ, 2022, SCHOOL PSYCHOL REV, V51, P25, DOI 10.1080/2372966X.2020.1827681
   Briesch AM, 2014, J SCHOOL PSYCHOL, V52, P13, DOI 10.1016/j.jsp.2013.11.008
   Briesch AM, 2010, SCHOOL PSYCHOL REV, V39, P408
   Chafouleas S.M., 2011, Education and Treatment of Children, V34, P575, DOI [10.1353/etc.2011.0034, DOI 10.1353/ETC.2011.0034]
   Chafouleas SM, 2007, SCHOOL PSYCHOL REV, V36, P63
   Chafouleas SM, 2012, J SCHOOL PSYCHOL, V50, P317, DOI 10.1016/j.jsp.2011.11.007
   Chafouleas SM, 2009, ASSES EFF INTERV, V34, P195, DOI 10.1177/1534508409340391
   Chafouleas SM, 2010, J SCHOOL PSYCHOL, V48, P219, DOI 10.1016/j.jsp.2010.02.001
   Chafouleas SM, 2009, EDUC PSYCHOL MEAS, V69, P157, DOI 10.1177/0013164408322005
   Christ TJ, 2010, EDUC PSYCHOL MEAS, V70, P825, DOI 10.1177/0013164410366695
   DiPerna J.C., 2000, The Academic Competence Evaluation Scales
   Eckes T., 2009, Reference supplement to the manual for relating language examinations to the Common European Framework of Reference for Languages: Learning, teaching, assessment Section H, P1
   Engelhard G., 2018, Invariant measurement with raters and rating scales: Rasch models for rater-mediated assessments, DOI [10.4324/9781315766829, DOI 10.4324/9781315766829]
   Gresham F., 2007, Social skills improvement system rating scales, DOI DOI 10.1007/S00586-009-0944-6
   Linacre, ESTIMATION CONSIDERA
   Linacre J.M., 2000, Development of Computerised Middle School Achievement Tests, V69, P1
   Linacre J.M., 2018, Facets Rasch model computer program
   Linacre J.M., 1994, RASCH MEASUREMENT T, V8, P370
   Myford Carol M, 2003, J Appl Meas, V4, P386
   Styck KM, 2021, J SCHOOL PSYCHOL, V86, P198, DOI 10.1016/j.jsp.2021.01.001
   Volpe RJ, 2020, SCH MENT HEALTH, V12, P77, DOI 10.1007/s12310-019-09338-w
   Volpe RJ, 2012, SCHOOL PSYCHOL REV, V41, P246
   Whitcomb S., 2012, Behavioral, social, and emotional assessment of children and adolescents, V4th ed., DOI [10.4324/9780203818596, DOI 10.4324/9780203818596]
   Wind SA, 2018, EDUC PSYCHOL MEAS, V78, P679, DOI 10.1177/0013164417703733
NR 24
TC 5
Z9 5
U1 0
U2 2
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 2578-4218
EI 2578-4226
J9 SCHOOL PSYCHOL
JI School Psychol.
PD MAR
PY 2023
VL 38
IS 2
BP 119
EP 128
DI 10.1037/spq0000518
EA SEP 2022
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA L2LZ6
UT WOS:000860917600001
PM 36174169
DA 2024-07-15
ER

PT J
AU Zhoc, KCH
   Webster, BJ
   King, RB
   Li, JCH
   Chung, TSH
AF Zhoc, Karen C. H.
   Webster, Beverley J.
   King, Ronnel B.
   Li, Johnson C. H.
   Chung, Tony S. H.
TI Higher Education Student Engagement Scale (HESES): Development and
   Psychometric Evidence
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE Student engagement; Higher education; National Survey of Student
   Engagement (NSSE); Confirmatory factor analysis (CFA); Factor structure;
   Measurement
ID FIT INDEXES; INFORMATION-TECHNOLOGY; EMOTIONAL INTELLIGENCE; SCHOOL;
   SELF; EXPERIENCES; VALIDITY; OUTCOMES
AB This study describes the development and validation of the Higher Education Student Engagement Scale (HESES). The psychometric evaluations of the scale included: (i) factor structure, (ii) internal consistency, and (iii) criterion validity. The HESES was developed based on our proposed five-factor model of student engagement, which was evolved from Finn and Zimmer's ( In: Christenson SL, Reschly AL, Wylie C (eds) Handbook of research on student engagement. Springer, New York, 2012) student engagement model taken into account the distinctive characteristics in higher education. The five main facets of student engagement include: (1) academic engagement, (2) cognitive engagement, (3) social engagement with peers, (4) social engagement with teachers, and (5) affective engagement. The HESES was developed from the 61-item First Year Engagement Scales (FYES). For brevity, it was trimmed into a 28-item scale having regard to the content validity, factor loadings and error variances of the items. The CFA results supported the correlated five-dimensional model with all the dimensions showing high internal consistency based on Cronbach's alpha coefficients. A multi-group CFA also rendered the structure as gender invariant. Its criterion validity was evidenced by its correlations with different student learning outcomes and more importantly, its predictive power in explaining variances of GPA (15%) and satisfaction of the university experience (29%). Different from the dominant behavioral perspective of student engagement in higher education, the HESES is based on a psychological perspective, streamlining student engagement as students' level of involvement in the learning process and a multi-faceted construct with academic, cognitive, social and affective dimensions. The implications and merits of the HESES are discussed.
C1 [Zhoc, Karen C. H.; King, Ronnel B.] Educ Univ Hong Kong, Fac Educ & Human Dev, Dept Curriculum & Instruct, Hong Kong, Peoples R China.
   [Webster, Beverley J.] RMIT Univ, Ho Chi Minh City, Vietnam.
   [Li, Johnson C. H.] Univ Manitoba, Dept Psychol, Winnipeg, MB, Canada.
   [Chung, Tony S. H.] Govt Hong Kong Special Adm Reg, Census & Stat Dept, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK); Royal Melbourne Institute of
   Technology (RMIT); University of Manitoba
RP Zhoc, KCH (corresponding author), Educ Univ Hong Kong, Fac Educ & Human Dev, Dept Curriculum & Instruct, Hong Kong, Peoples R China.
EM chzhoc@eduhk.hk
RI King, Ronnel B/AGZ-0675-2022; Zhoc, Karen CH/ITV-4083-2023
OI King, Ronnel B/0000-0003-1723-1748; KING, Ronnel
   Bornasal/0000-0002-0648-8508
CR Amelink C. T, 2005, THESIS
   ANDERSON JC, 1988, PSYCHOL BULL, V103, P411, DOI 10.1037/0033-2909.103.3.411
   [Anonymous], PROMOTING STUDENT EN
   [Anonymous], 1993, The Journal of Early Adolescence, DOI [10.1177/0272431693013001002, DOI 10.1177/0272431693013001002]
   [Anonymous], STUD ENG EXPL DIFF D
   [Anonymous], 1991, How college affects students: Findings and insights from twenty years of research
   Appleton JJ, 2008, PSYCHOL SCHOOLS, V45, P369, DOI 10.1002/pits.20303
   Astin A. W., 1993, WHAT MATTERS COLL 4, DOI DOI 10.2307/1176821
   Axelson R. D., 2010, Change Mag. High. Learn, V43, P38, DOI DOI 10.1080/00091383.2011.533096
   Badura AS, 2000, J COLL STUDENT DEV, V41, P471
   BENTLER PM, 1990, PSYCHOL BULL, V107, P238, DOI 10.1037/0033-2909.88.3.588
   Browne M.W., 1993, SOCIOL METHOD RES, P445
   Carini RM, 2006, RES HIGH EDUC, V47, P1, DOI 10.1007/s11162-005-8150-9
   Chang MJ, 2006, J HIGH EDUC-UK, V77, P430, DOI 10.1353/jhe.2006.0018
   Chen PSD, 2010, COMPUT EDUC, V54, P1222, DOI 10.1016/j.compedu.2009.11.008
   Cheung GW, 2002, STRUCT EQU MODELING, V9, P233, DOI 10.1207/S15328007SEM0902_5
   Coates H, 2005, QUAL HIGH EDUC, V11, P25, DOI 10.1080/13538320500074915
   Comrey A. L., 1992, 1 COURSE FACTOR ANAL, DOI DOI 10.4324/9781315827506-16
   Davies KA, 2010, J INDIVID DIFFER, V31, P198, DOI 10.1027/1614-0001/a000028
   Dowd AC, 2011, REV HIGH EDUC, V35, P17, DOI 10.1353/rhe.2011.0033
   Ehrmann S.C., 2004, LIBERAL EDUC, V90, P6
   Finn J., 2012, HDB RES STUDENT ENGA
   Fredricks J A., 2012, Handbook of research on student engagement
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Guthrie J.T., 2000, HDB READING RES, V111, P403
   Hagel P, 2012, ASSESS EVAL HIGH EDU, V37, P475, DOI 10.1080/02602938.2010.545870
   Harper S.H., 2008, CREATING INCLUSIVE C, P1
   Hayduk LA, 2012, BMC MED RES METHODOL, V12, DOI 10.1186/1471-2288-12-159
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Hu SP, 2002, RES HIGH EDUC, V43, P555, DOI 10.1023/A:1020114231387
   Huebner AJ, 2003, J YOUTH ADOLESCENCE, V32, P453, DOI 10.1023/A:1025990419215
   Jimerson S.R., 2003, CALIFORNIA SCH PSYCH, V8, P7, DOI [DOI 10.1007/BF03340893, 10.1007/BF03340893, 10.1007/bf03340893]
   Juvonen J, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P387, DOI 10.1007/978-1-4614-2018-7_18
   Kahu ER, 2013, STUD HIGH EDUC, V38, P758, DOI 10.1080/03075079.2011.598505
   Kezar A, 2006, J COLL STUDENT DEV, V47, P149, DOI 10.1353/csd.2006.0018
   Kong F, 2013, PERS INDIV DIFFER, V54, P197, DOI 10.1016/j.paid.2012.08.028
   Krause KL, 2008, ASSESS EVAL HIGH EDU, V33, P493, DOI 10.1080/02602930701698892
   Kuh G.D., 2009, Using student engagement data in institutional research, P5, DOI [10.1002/ir.283, https://doi.org/10.1002/ir.283, DOI 10.1002/IR.283]
   Kuh G.D., 2005, Change, V37, P44, DOI [DOI 10.3200/CHNG.37.4.44-51, 10.3200/CHNG.37.4.44-51]
   Kuh G. D., 2006, NAT S POSTS STUD SUC
   KUH GD, 1995, J HIGH EDUC-UK, V66, P123, DOI 10.2307/2943909
   Kuh GD, 2001, J COLL STUDENT DEV, V42, P217
   Kuh GD, 2008, J HIGH EDUC-UK, V79, P540, DOI 10.1353/jhe.0.0019
   Kuncel NR, 2005, REV EDUC RES, V75, P63, DOI 10.3102/00346543075001063
   Laird TFN, 2005, RES HIGH EDUC, V46, P211, DOI 10.1007/s11162-004-1600-y
   Lam SF, 2014, SCHOOL PSYCHOL QUART, V29, P213, DOI 10.1037/spq0000057
   Lam SF, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P403, DOI 10.1007/978-1-4614-2018-7_19
   MacCallum RC, 1996, PSYCHOL METHODS, V1, P130, DOI 10.1037/1082-989X.1.2.130
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   McNeely CA, 2002, J SCHOOL HEALTH, V72, P138, DOI 10.1111/j.1746-1561.2002.tb06533.x
   Mega C, 2014, J EDUC PSYCHOL, V106, P121, DOI 10.1037/a0033546
   MELOTH MS, 1994, AM EDUC RES J, V31, P138, DOI 10.3102/00028312031001138
   Mulaik SA, 2000, STRUCT EQU MODELING, V7, P36, DOI 10.1207/S15328007SEM0701_02
   Museus SD, 2012, CREATING CAMPUS CULTURES: FOSTERING SUCCESS AMONG RACIALLY DIVERSE STUDENT POPULATIONS, P106
   Newmann F.M., 1992, The significance and sources of student engagement: Student engagement and achievement in secondary schools, P11, DOI DOI 10.4236/OJAPPS.2014.45022
   Osterman KF, 2000, REV EDUC RES, V70, P323, DOI 10.2307/1170786
   Pascarella E. T., 2005, COLL AFFECTS STUDENT, V2
   Pascarella E.T., 2010, CHANGE, V42, P16, DOI [DOI 10.1080/00091380903449060, 10.1080/00091380903449060]
   Pike GR, 2005, J HIGH EDUC-UK, V76, P276, DOI 10.1353/jhe.2005.0021
   Reeve J, 2011, CONTEMP EDUC PSYCHOL, V36, P257, DOI 10.1016/j.cedpsych.2011.05.002
   REISE SP, 1993, PSYCHOL BULL, V114, P552, DOI 10.1037/0033-2909.114.3.552
   Reschly A., 2006, CHILDRENS NEEDS 3 UN, P103
   Robinson CC, 2008, J EDUC BUS, V84, P101, DOI 10.3200/JOEB.84.2.101-109
   Roby D., 2004, Educational Research Quarterly, V28, P3, DOI [10.1017/CBO9781107415324.004, DOI 10.1017/CBO9781107415324.004]
   Sax L.J., 2008, GENDER GAP COLL MAXI
   Skinner EA, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P21, DOI 10.1007/978-1-4614-2018-7_2
   Steele JP, 2009, J PSYCHOL, V143, P5, DOI 10.3200/JRLP.143.1.5-27
   Stevens J., 1996, Applied multivariate statistics for the social sciences
   Tanaka G, 2002, J HIGH EDUC-UK, V73, P263, DOI 10.1353/jhe.2002.0024
   Thomas L., 2012, STUDENT RETENTION SU
   Thurstone L.L., 1938, Psychometric Monographs, V1, P121
   Tison EB, 2011, ASSESS EVAL HIGH EDU, V36, P27, DOI 10.1080/02602930903197875
   Trowler P., 2010, STUDENT ENGAGEMENT E
   Umbach PD, 2006, J HIGH EDUC-UK, V77, P169, DOI 10.1353/jhe.2006.0008
   Voelkl KE, 1997, AM J EDUC, V105, P294, DOI 10.1086/444158
   Williams Jeffrey T., 2003, Smithsonian Contributions to Zoology, P1
   Woodfield R, 2006, STUD HIGH EDUC, V31, P1, DOI 10.1080/03075070500340127
   Zhao CM, 2005, J HIGH EDUC-UK, V76, P209, DOI 10.1353/jhe.2005.0018
   Zhao CM, 2004, RES HIGH EDUC, V45, P115, DOI 10.1023/B:RIHE.0000015692.88534.de
NR 80
TC 73
Z9 95
U1 8
U2 118
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD MAR
PY 2019
VL 60
IS 2
BP 219
EP 244
DI 10.1007/s11162-018-9510-6
PG 26
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HM3VH
UT WOS:000459401900005
DA 2024-07-15
ER

PT J
AU Vollet, JW
   Kindermann, TA
   Skinner, EA
AF Vollet, Justin W.
   Kindermann, Thomas A.
   Skinner, Ellen A.
TI In Peer Matters, Teachers Matter: Peer Group Influences on Students'
   Engagement Depend on Teacher Involvement
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE student engagement; peer influence; teacher influence; differential
   susceptibility; joint effects
ID SCHOOL ENGAGEMENT; INTERPERSONAL RELATIONSHIPS; INDIVIDUAL DEVELOPMENT;
   ACADEMIC ENGAGEMENT; CHILD RELATIONSHIPS; EARLY ADOLESCENCE; PERCEIVED
   CONTROL; MOTIVATION; ACHIEVEMENT; CONTEXT
AB This study focused on the joint effects of teachers and peer groups as predictors of change in students' engagement during the first year of middle school, when the importance of peer relationships normatively increases and the quality of teacher-student relationships typically declines. To explore cumulative and contextualized joint effects, the study utilized 3 sources of information about an entire cohort of 366 sixth graders in a small town: Peer groups were identified using sociocognitive mapping; students reported on teacher involvement; and teachers reported on each student's engagement. Consistent with models of cumulative effects, peer group engagement and teacher involvement each uniquely predicted changes in students' engagement. Consistent with contextualized models suggesting differential susceptibility, peer group engagement was a more pronounced predictor of changes in engagement for students who experienced relatively low involvement from teachers. These peer effects were positive or negative depending on the engagement versus disaffection of each student's peer group. Person-centered analyses also revealed cumulative and contextualized effects. Most engaged were students who experienced support from both social partners; steepest engagement declines were found when students affiliated with disaffected peers and experienced teachers as relatively uninvolved. High teacher involvement partially protected students from the motivational costs of affiliating with disaffected peers, and belonging to engaged peer groups partially buffered students' engagement from the effects of low teacher involvement. These findings suggest that, although peer groups and teachers are each important individually, a complete understanding of their contributions to students' engagement requires the examination of their joint effects.
C1 [Vollet, Justin W.; Kindermann, Thomas A.; Skinner, Ellen A.] Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
C3 Portland State University
RP Vollet, JW (corresponding author), Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
EM jwv@pdx.edu
RI Vollet, Justin/AAD-1940-2019; Kindermann, Thomas A/A-5307-2008
OI Vollet, Justin/0000-0001-8508-5602; Kindermann, Thomas
   A/0000-0003-4546-9649
CR Altermatt ER, 2005, SOC DEV, V14, P61, DOI 10.1111/j.1467-9507.2005.00291.x
   Anderman LH, 1999, CONTEMP EDUC PSYCHOL, V24, P21, DOI 10.1006/ceps.1998.0978
   Anderson AR, 2004, J SCHOOL PSYCHOL, V42, P95, DOI 10.1016/j.jsp.2004.01.002
   [Anonymous], 2009, HDB ADOLESCENT PSYCH, DOI DOI 10.1002/9780470479193.ADLPSY001013
   [Anonymous], AMOS VERSION 19 0 CO
   [Anonymous], 1993, The Journal of Early Adolescence, DOI [10.1177/0272431693013001002, DOI 10.1177/0272431693013001002]
   Berndt TJ, 1999, MERRILL PALMER QUART, V45, P13
   Blondal KS, 2012, SCAND J EDUC RES, V56, P85, DOI 10.1080/00313831.2011.568607
   Brechwald WA, 2011, J RES ADOLESCENCE, V21, P166, DOI 10.1111/j.1532-7795.2010.00721.x
   Bronfenbrenner U., 1976, ANN M AM ED RES ASS, DOI 10.2307/1174755
   Bronfenbrenner U., 2006, Handbook of child psychology, P793, DOI [10.1002/9780470147658.chpsy0114, DOI 10.1002/9780470147658.CHPSY0114]
   Cairns R. B., 1985, J EARLY ADOLESC, V5, P339, DOI [10.1177/0272431685053007, DOI 10.1177/0272431685053007]
   Cairns R. B., 1994, Lifelines and risks: Pathways of youth in our time
   Connell J. P., 1991, MINN SYM CHILD PSYCH, P43
   Danielsen AG, 2010, J SCHOOL PSYCHOL, V48, P247, DOI 10.1016/j.jsp.2010.02.002
   Davidson AJ, 2010, J SCHOOL PSYCHOL, V48, P483, DOI 10.1016/j.jsp.2010.08.002
   De Laet S, 2015, DEV PSYCHOL, V51, P1292, DOI 10.1037/a0039478
   Deci E. L., 1985, Intrinsic motivation and self-determination in human behavior, DOI [10.1007/978-1-4899-2271-7, DOI 10.1007/978-1-4899-2271-7]
   DECI EL, 1992, PSYCHOL SCI, V3, P167, DOI 10.1111/j.1467-9280.1992.tb00020.x
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Ellis BJ, 2011, DEV PSYCHOPATHOL, V23, P7, DOI 10.1017/S0954579410000611
   Fall AM, 2012, J ADOLESCENCE, V35, P787, DOI 10.1016/j.adolescence.2011.11.004
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Finn JD, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P97, DOI 10.1007/978-1-4614-2018-7_5
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Furrer C., 2014, NATL SOC STUDY ED, V113, P101, DOI DOI 10.1177/016146811411601319
   HALLINAN MT, 1990, SOCIOL EDUC, V63, P122, DOI 10.2307/2112858
   Hamre BK, 2001, CHILD DEV, V72, P625, DOI 10.1111/1467-8624.00301
   HARRIS JR, 1995, PSYCHOL REV, V102, P458, DOI 10.1037/0033-295X.102.3.458
   Hughes J, 2007, J EDUC PSYCHOL, V99, P39, DOI 10.1037/0022-0663.99.1.39
   Kandel D B, 1985, Adv Alcohol Subst Abuse, V4, P139
   Kindermann T, 2003, HANDBOOK OF DEVELOPMENTAL PSYCHOLOGY, P407
   KINDERMANN TA, 1993, DEV PSYCHOL, V29, P970, DOI 10.1037/0012-1649.29.6.970
   Kindermann TA, 1996, SOC DEV, V5, P158, DOI 10.1111/j.1467-9507.1996.tb00078.x
   Kindermann TA, 2007, CHILD DEV, V78, P1186, DOI 10.1111/j.1467-8624.2007.01060.x
   Kindermann TA, 2012, ADOLESC EDUC, P51
   Kindermann TA, 2011, J APPL DEV PSYCHOL, V32, P304, DOI 10.1016/j.appdev.2011.04.005
   Kiuru N, 2015, DEV PSYCHOL, V51, P434, DOI 10.1037/a0038911
   Klem AM, 2004, J SCHOOL HEALTH, V74, P262, DOI 10.1111/j.1746-1561.2004.tb08283.x
   Kline R., 2015, Principles and Practice of Structural EquationModeling, DOI DOI 10.1126/SCITRANSLMED.3002085
   Kurdek LA, 2000, J EDUC PSYCHOL, V92, P449, DOI 10.1037//0022-0663.92.3.449
   LADD GW, 1990, CHILD DEV, V61, P1081, DOI 10.1111/j.1467-8624.1990.tb02843.x
   LEMPERS JD, 1992, J YOUTH ADOLESCENCE, V21, P53, DOI 10.1007/BF01536983
   Li YB, 2011, DEV PSYCHOL, V47, P233, DOI 10.1037/a0021307
   Libbey HP, 2004, J SCHOOL HEALTH, V74, P274, DOI 10.1111/j.1746-1561.2004.tb08284.x
   Little TD, 2006, STRUCT EQU MODELING, V13, P59, DOI 10.1207/s15328007sem1301_3
   Luthar SS, 2000, CHILD DEV, V71, P543, DOI 10.1111/1467-8624.00164
   Lynch AD, 2013, J YOUTH ADOLESCENCE, V42, P6, DOI 10.1007/s10964-012-9833-0
   Martin AJ, 2009, REV EDUC RES, V79, P327, DOI 10.3102/0034654308325583
   Moore SR, 2016, PSYCHOL BULL, V142, P107, DOI 10.1037/bul0000028
   Muthen L., 2015, MPLUS USERS GUIDE
   Nelson RM, 2008, J EXP EDUC, V76, P170, DOI 10.3200/JEXE.76.2.170-190
   Newmann F., 1992, STUDENT ENGAGEMENT A
   Nurmi JE, 2015, INT J BEHAV DEV, V39, P445, DOI 10.1177/0165025415592514
   Nylund KL, 2007, STRUCT EQU MODELING, V14, P535, DOI 10.1080/10705510701575396
   Osterman KF, 2000, REV EDUC RES, V70, P323, DOI 10.2307/1170786
   Quin D., REV ED RES IN PRESS
   Raufelder D, 2013, LEARN INDIVID DIFFER, V24, P89, DOI 10.1016/j.lindif.2012.12.002
   Reeve J, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P149, DOI 10.1007/978-1-4614-2018-7_7
   Roeser RW, 2000, ELEM SCHOOL J, V100, P443, DOI 10.1086/499650
   Rumberger RW, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P491, DOI 10.1007/978-1-4614-2018-7_24
   Ryan AM, 2011, LEARN INSTR, V21, P247, DOI 10.1016/j.learninstruc.2010.07.003
   Ryan AM, 2000, EDUC PSYCHOL, V35, P101, DOI 10.1207/S15326985EP3502_4
   Ryan AM, 2001, CHILD DEV, V72, P1135, DOI 10.1111/1467-8624.00338
   Ryan R.M., 2009, HDB MOTIVATION SCH, P171, DOI DOI 10.4324/9780203879498
   Sabol TJ, 2012, ATTACH HUM DEV, V14, P213, DOI 10.1080/14616734.2012.672262
   Sage NA, 1999, MERRILL PALMER QUART, V45, P143
   Shernoff DJ, 2003, SCHOOL PSYCHOL QUART, V18, P158, DOI 10.1521/scpq.18.2.158.21860
   Skinner E.A., 2009, Handbook of motivation at school, P223, DOI DOI 10.1037/0003-066X.55.1.68
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   Skinner EA, 1998, MONOGR SOC RES CHILD, V63, P1
   Skinner EA, 2016, EDUC PSYCHOL HANDB, P145
   Skinner EA, 2009, EDUC PSYCHOL MEAS, V69, P493, DOI 10.1177/0013164408323233
   Tabachnick B. G., 2014, Using multivariate statistics, V6th
   Ullah H., 2007, COLL STUD J, V41, P1192
   Wang MT, 2014, CHILD DEV PERSPECT, V8, P137, DOI 10.1111/cdep.12073
   Wang MT, 2014, CHILD DEV, V85, P722, DOI 10.1111/cdev.12138
   Wang MT, 2013, DEV PSYCHOL, V49, P1266, DOI 10.1037/a0030028
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   WEINER B, 1990, J EDUC PSYCHOL, V82, P616, DOI 10.1037/0022-0663.82.4.616
   Wellborn J.G., 1992, Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain
   Wentzel K.R., 2009, Handbook of motivation at school, P301
   Wentzel K.R., 2016, HDB MOTIVATION SCH
   Wentzel K.R., 2016, Handbook of Social Influences in School Contexts: Social-Emotional, Motivation, and Cognitive Outcomes, P13, DOI DOI 10.4324/9781315769929
   Wentzel KR, 2011, EDUC PSYCHOL HANDB, P322
   Wentzel KR, 2010, CONTEMP EDUC PSYCHOL, V35, P193, DOI 10.1016/j.cedpsych.2010.03.002
   Wentzel KathrynR., 2009, HDB PEER INTERACTION, P531, DOI DOI 10.1007/S10803-009-0830-4
   WENTZEL KR, 1994, J EDUC PSYCHOL, V86, P173, DOI 10.1037/0022-0663.86.2.173
   Wentzel KR, 1997, J EDUC PSYCHOL, V89, P411, DOI 10.1037/0022-0663.89.3.411
   Wentzel KR, 1999, J EDUC PSYCHOL, V91, P76, DOI 10.1037/0022-0663.91.1.76
   Wigfield A., 2015, Handbook of child psychology: Vol. 3 Social and emotional development, V3, P657, DOI DOI 10.1002/9781118963418.CHILDPSY316
NR 92
TC 96
Z9 113
U1 6
U2 79
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD JUL
PY 2017
VL 109
IS 5
BP 635
EP 652
DI 10.1037/edu0000172
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EZ1LR
UT WOS:000404473000003
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Earl, SR
   Bishop, D
   Miller, K
   Davison, E
   Pickerell, L
AF Earl, Stephen R.
   Bishop, Daniel
   Miller, Kirsty
   Davison, Ellie
   Pickerell, Lynn
TI First-year students' achievement emotions at university: A cluster
   analytic approach to understand variability in attendance and attainment
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE achievement emotions; attainment; cross-valence emotions; student
   profiles; university attendance
ID PHYSICAL-EDUCATION; ACADEMIC EMOTIONS; SELF-EFFICACY; PERFORMANCE;
   PROFILES; ANTECEDENTS; MATHEMATICS; MOTIVATION; SUCCESS; GOALS
AB BackgroundStudents' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first-year students' emotionality may be valuable in understanding their academic engagement and performance.AimsThe study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized (positive; moderate; negative) with a positive profile expected to display the highest attendance and attainment.SampleParticipants were 294 first-year undergraduate students from a university in the United Kingdom (Mage = 19.33 years; 127 men; 162 women).MethodsStudents completed self-report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment.ResultsFour emotional profiles emerged: positive; moderate; negative; mixed-valence (both positive and negative activating emotions). The positive and mixed-valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed-valence and negative emotion groups, but not the moderate group.ConclusionsThe findings highlight the diverse emotional experiences of first-year university students and the existence of co-occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment.
C1 [Earl, Stephen R.; Bishop, Daniel; Miller, Kirsty; Davison, Ellie; Pickerell, Lynn] Univ Lincoln, Lincoln, New Zealand.
   [Earl, Stephen R.] Univ Lincoln, Sch Psychol, Lincoln LN6 7TS, England.
C3 Lincoln University - New Zealand; University of Lincoln
RP Earl, SR (corresponding author), Univ Lincoln, Sch Psychol, Lincoln LN6 7TS, England.
EM searl@lincoln.ac.uk
OI Bishop, Daniel/0000-0002-2094-7045; Davison, Ellie/0000-0003-0927-932X;
   Pickerell, Lynn/0000-0001-7143-2650; Miller, Kirsty/0000-0001-7528-3285
CR [Anonymous], 2007, Emotion in education, DOI DOI 10.1016/B978-012372545-5/50008-3
   Artino AR, 2012, INTERNET HIGH EDUC, V15, P170, DOI 10.1016/j.iheduc.2012.01.006
   Balaz B, 2021, EDUC DEV PSYCHOL, V38, P77, DOI 10.1080/20590776.2020.1856623
   Bergman LR, 2010, Z PSYCHOL, V218, P155, DOI 10.1027/0044-3409/a000025
   Brown C, 2022, EDUC PSYCHOL-UK, V42, P730, DOI 10.1080/01443410.2021.1985083
   Burd E., 2006, Innovation in Teaching and Learning in Information and Computer Sciences, V5, P2, DOI DOI 10.11120/ITAL.2006.05020004
   Camacho-Morles J, 2021, EDUC PSYCHOL REV, V33, P1051, DOI 10.1007/s10648-020-09585-3
   Caviola S, 2022, EDUC PSYCHOL REV, V34, P363, DOI 10.1007/s10648-021-09618-5
   Cho MH, 2015, DISTANCE EDUC, V36, P80, DOI 10.1080/01587919.2015.1019963
   Cocorada E., 2016, Bulletin of the Transilvania University of Brasov. Series VII: Social Sciences and Law, V9, P119
   Cohen J., 1988, STAT POWER ANAL BEHA
   Daniels LM, 2009, J EDUC PSYCHOL, V101, P948, DOI 10.1037/a0016096
   de la Fuente J, 2022, FRONT PSYCHOL, V13, DOI 10.3389/fpsyg.2022.861493
   de la Fuente J, 2021, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.562372
   de la Fuente J, 2020, FRONT PSYCHOL, V11, DOI 10.3389/fpsyg.2020.543884
   de la Fuente J, 2020, INT J ENV RES PUB HE, V17, DOI 10.3390/ijerph17124293
   de la Fuente J, 2017, FRONT PSYCHOL, V8, DOI 10.3389/fpsyg.2017.00232
   Denovan A, 2017, J HAPPINESS STUD, V18, P505, DOI 10.1007/s10902-016-9736-y
   Di Pietro G, 2017, J EDUC WORK, V30, P501, DOI 10.1080/13639080.2016.1243230
   Dweck CS, 2018, New Directions in Attribution Research, P157
   Feldman DB, 2015, LEARN INDIVID DIFFER, V37, P210, DOI 10.1016/j.lindif.2014.11.022
   Forsblom L, 2022, J EDUC PSYCHOL, V114, P346, DOI 10.1037/edu0000671
   Fredricks JA, 2016, LEARN INSTR, V43, P1, DOI 10.1016/j.learninstruc.2016.02.002
   Ganotice FA, 2016, SCHOOL PSYCHOL INT, V37, P498, DOI 10.1177/0143034316660147
   Garn AC, 2022, PSYCHOL SPORT EXERC, V58, DOI 10.1016/j.psychsport.2021.102077
   Garn AC, 2017, PSYCHOL SPORT EXERC, V29, P93, DOI 10.1016/j.psychsport.2016.12.005
   Gibbons RE, 2018, EDUC PSYCHOL-UK, V38, P838, DOI 10.1080/01443410.2018.1447649
   González A, 2012, SPAN J PSYCHOL, V15, P1069, DOI 10.5209/rev_SJOP.2012.v15.n3.39397
   Gore P.A., 2000, HDB APPL MULTIVARIAT, P297, DOI [10.1016/B978-012691360-6/50012-4, DOI 10.1016/B978-012691360-6/50012-4]
   Haerens L, 2010, EUR PHYS EDUC REV, V16, P117, DOI 10.1177/1356336X10381304
   Hair J. F., 2006, MULTIVARIATE DATA AN, DOI DOI 10.1016/J.IJPHARM.2011.02.019
   Hanin V, 2019, EUR J PSYCHOL EDUC, V34, P705, DOI 10.1007/s10212-018-00411-7
   Harley JM, 2019, EDUC PSYCHOL-US, V54, P106, DOI 10.1080/00461520.2019.1587297
   Heckel C, 2019, J COMPUT ASSIST LEAR, V35, P667, DOI 10.1111/jcal.12367
   Iliescu F. M., 2019, ITS NOT BLACK WHITE
   Jacob B, 2019, STUD HIGH EDUC, V44, P1768, DOI 10.1080/03075079.2019.1665324
   Jang H, 2016, LEARN INSTR, V43, P27, DOI 10.1016/j.learninstruc.2016.01.002
   Jarrell A, 2017, CAN PSYCHOL, V58, P276, DOI 10.1037/cap0000119
   Jarrell A, 2017, ETR&D-EDUC TECH RES, V65, P1263, DOI 10.1007/s11423-017-9521-6
   Jarrell A, 2016, J COMPUT EDUC, V3, P289, DOI 10.1007/s40692-016-0064-3
   Karamarkovich SM, 2021, CONTEMP EDUC PSYCHOL, V66, DOI 10.1016/j.cedpsych.2021.101996
   Kelly GE, 2012, J FURTH HIGH EDUC, V36, P17, DOI 10.1080/0309877X.2011.596196
   Lane AM, 2005, PERS INDIV DIFFER, V39, P143, DOI 10.1016/j.paid.2004.12.015
   Larsen JT, 2017, CURR OPIN BEHAV SCI, V15, P72, DOI 10.1016/j.cobeha.2017.05.021
   McCoy T., 2016, STUDENT ATTAINMENT H, P161
   Mega C, 2014, J EDUC PSYCHOL, V106, P121, DOI 10.1037/a0033546
   Moores E, 2019, EDUC RES-UK, V61, P371, DOI 10.1080/00131881.2019.1660587
   Mountford-Zimdars A., 2015, Report to HEFCE by King's College London, ARC Network and The University of Manchester
   Murray OM, 2023, SOCIOLOGY, V57, P749, DOI 10.1177/00380385221117380
   Newman-Ford L, 2008, STUD HIGH EDUC, V33, P699, DOI 10.1080/03075070802457066
   Nieuwoudt JE, 2020, AUSTRALAS J EDUC TEC, V36, P15, DOI 10.14742/ajet.5137
   Obergriesser S, 2020, LEARN INSTR, V66, DOI 10.1016/j.learninstruc.2019.101285
   Oldfield J, 2018, J FURTH HIGH EDUC, V42, P509, DOI 10.1080/0309877X.2017.1301404
   Parker PC, 2021, INT J EDUC RES, V108, DOI 10.1016/j.ijer.2021.101772
   Peake R, 2018, LEARN TEACH, V11, P80, DOI 10.3167/latiss.2018.110307
   Pedler ML, 2022, J FURTH HIGHER EDUC, V46, P397, DOI 10.1080/0309877X.2021.1955844
   Peixoto F, 2017, EUR J PSYCHOL EDUC, V32, P385, DOI 10.1007/s10212-016-0299-4
   Pekrun R, 2002, EDUC PSYCHOL-US, V37, P91, DOI 10.1207/S15326985EP3702_4
   Pekrun R., 2000, MOTIVATIONAL PSYCHOL, P143, DOI [DOI 10.1016/S0166-4115(00)80010-2, 10.1016/S0166-4115(00)80010-2]
   Pekrun R., 2002, Beyond Coping: Meeting Goals, Visions, and Challenges, P149, DOI DOI 10.1093/MED:PSYCH/9780198508144.003.0008
   Pekrun R., 2007, Emotion in education, P13, DOI DOI 10.1016/B978-012372545-5/50003-4
   Pekrun R, 2006, EDUC PSYCHOL REV, V18, P315, DOI 10.1007/s10648-006-9029-9
   Pekrun R, 2017, HANDBOOK OF COMPETENCE AND MOTIVATION, 2 EDITION, P251
   Pekrun R, 2017, CHILD DEV, V88, P1653, DOI 10.1111/cdev.12704
   Pekrun R, 2014, EDUC PSYCHOL HANDB, P120
   Pekrun R, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P259, DOI 10.1007/978-1-4614-2018-7_12
   Pekrun R, 2010, SOC PERSONAL PSYCHOL, V4, P238, DOI 10.1111/j.1751-9004.2010.00259.x
   Pekrun R, 2011, CONTEMP EDUC PSYCHOL, V36, P36, DOI 10.1016/j.cedpsych.2010.10.002
   Pekrun R, 2010, J EDUC PSYCHOL, V102, P531, DOI 10.1037/a0019243
   Pekrun R, 2009, J EDUC PSYCHOL, V101, P115, DOI 10.1037/a0013383
   Pownall M, 2022, PSYCHOL LEARN TEACH-, V21, P3, DOI 10.1177/14757257211032486
   Putwain DW, 2023, ZDM-MATH EDUC, V55, P285, DOI 10.1007/s11858-022-01390-2
   Putwain DW, 2018, LEARN INSTR, V54, P73, DOI 10.1016/j.learninstruc.2017.08.004
   Raccanello D, 2018, LEARN INDIVID DIFFER, V65, P65, DOI 10.1016/j.lindif.2018.05.015
   Raccanello D, 2015, J BELIEFS VALUES, V36, P231, DOI 10.1080/13617672.2015.1031535
   Respondek L, 2017, FRONT PSYCHOL, V8, DOI 10.3389/fpsyg.2017.00243
   Robinson KA, 2020, MOTIV SCI, V6, P401, DOI 10.1037/mot0000174
   Robinson KA, 2017, CONTEMP EDUC PSYCHOL, V51, P209, DOI 10.1016/j.cedpsych.2017.08.004
   Shao KQ, 2020, LEARN INSTR, V69, DOI 10.1016/j.learninstruc.2020.101356
   Sharp JG, 2020, RES PAP EDUC, V35, P144, DOI 10.1080/02671522.2018.1536891
   Shek DTL, 2016, SOC INDIC RES, V126, P921, DOI 10.1007/s11205-015-0904-y
   Simonton KL, 2020, LEARN INDIVID DIFFER, V81, DOI 10.1016/j.lindif.2020.101910
   Sinclair J, 2018, LECT NOTES COMPUT SC, V10858, P202, DOI 10.1007/978-3-319-91464-0_20
   Sloan D, 2020, STUD HIGH EDUC, V45, P2203, DOI 10.1080/03075079.2019.1599849
   Sutter-Brandenberger CC, 2018, CONTEMP EDUC PSYCHOL, V55, P166, DOI 10.1016/j.cedpsych.2018.10.002
   Swinton K., 2020, ACADEMICS CHANGEMAKE, V2, P30
   Symes W, 2016, BRIT J EDUC PSYCHOL, V86, P446, DOI 10.1111/bjep.12117
   Tabachnick B. G., 2014, Using multivariate statistics, V6th
   Tang DJZ, 2021, LEARN INDIVID DIFFER, V92, DOI 10.1016/j.lindif.2021.102094
   Tempelaar DT, 2012, INTERNET HIGH EDUC, V15, P161, DOI 10.1016/j.iheduc.2011.10.003
   Turhan D, 2023, CONTEMP EDUC PSYCHOL, V73, DOI 10.1016/j.cedpsych.2023.102185
   Turner J, 2020, EMOT SPACE SOC, V35, DOI 10.1016/j.emospa.2019.100647
   Tze VMC, 2022, CURR PSYCHOL, V41, P6363, DOI 10.1007/s12144-020-01133-0
   Watson D, 2017, EMOT REV, V9, P99, DOI 10.1177/1754073916639659
   Wormington SV, 2017, EDUC PSYCHOL REV, V29, P407, DOI 10.1007/s10648-016-9358-2
   Wortha F, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.02678
   You JW, 2014, COMPUT EDUC, V77, P125, DOI 10.1016/j.compedu.2014.04.018
   Younger K, 2019, J FURTH HIGHER EDUC, V43, P742, DOI 10.1080/0309877X.2017.1404558
NR 98
TC 0
Z9 0
U1 12
U2 12
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD JUN
PY 2024
VL 94
IS 2
BP 367
EP 386
DI 10.1111/bjep.12650
EA JAN 2024
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA OH2H9
UT WOS:001134339200001
PM 38164637
OA hybrid
DA 2024-07-15
ER

PT J
AU Nerio, R
   Shetty, V
   MacLachlan, E
AF Nerio, Ron
   Shetty, Veer
   MacLachlan, Effie
TI "So, We Found a Way:" How Changing Modalities Affected a Year-Long
   Mentored Research Experience for Associate's Degree Students
SO CBE-LIFE SCIENCES EDUCATION
LA English
DT Article
ID UNDERGRADUATE RESEARCH; UNDERREPRESENTED STUDENTS; ACADEMIC ENGAGEMENT;
   SCIENCE-EDUCATION; ACHIEVEMENT; TECHNOLOGY; IMPACT; GAPS
AB The CUNY Research Scholars Program (CRSP) has provided year-long mentored research experiences for 1678 associate's degree STEM students since 2014. The pluralities (32%) of mentors, all of whom are full-time faculty, have been biologists. Other represented disciplines include, but are not limited to, chemistry, engineering, mathematics, environmental science, linguistics, and psychology. The research experiences take place at all 10 associate's degree-granting colleges within the City University of New York system. Our previous assessment demonstrated that CRSP students are significantly more likely than their counterparts in a matched sample to remain in STEM programs, graduate, transfer to research intensive institutions, and report a stronger sense of belonging in college. The Covid-19 pandemic challenged the program, as colleges shuttered laboratories and other facilities. Some mentors worried that lab-based research experiences would not be possible under such conditions. The first full-year pandemic cohort, however, demonstrated the resilience of the program and its participants. To assess the ongoing impact of CRSP and how it adapted using new modalities, we interviewed college-based directors, surveyed students and mentors, and held focus groups with mentors. Directors described how their colleges adapted to preserve all prepandemic components of the program. Mentors detailed their strategies for engaging students in authentic research experiences in virtual and other formats. Students reported that, along with scientific and technical skills, the program deepened their self-confidence and prepared them for transfer to baccalaureate programs. Our findings show how virtual platforms can be utilized to preserve the most beneficial aspects of undergraduate research experiences for associate's degree students.
C1 [Nerio, Ron; Shetty, Veer] CUNY Res Scholars Program, Off Res, New York, NY 10017 USA.
   [MacLachlan, Effie] CUNY, Off Res, New York, NY 10017 USA.
C3 City University of New York (CUNY) System
RP Nerio, R (corresponding author), CUNY Res Scholars Program, Off Res, New York, NY 10017 USA.
EM ron.nerio@cuny.edu
FU Office of the Mayor of New York
FX We thank the Office of the Mayor of New York for its generous support of
   CRSP. We also thank the mentors and directors who enable all aspects of
   this program to operate. Thanks also to Derek Steele for his assistance
   with formatting our Supplemental Material and to James Hewlett for his
   valuable editorial guidance. A special thanks to Kieren Howard, from
   Kingsborough Community College and the CUNY Graduate Center, for reading
   and offering critical comments on an earlier version of this article.
CR Allen M, 2006, COMMUN EDUC, V55, P21, DOI 10.1080/03634520500343368
   Anderson D., 2004, Model Selection and Multi-Model Inference, V63, P10, DOI DOI 10.1007/B97636
   [Anonymous], 1999, Just-in-Time-Teaching: Blending Active Learning with Web Technology
   [Anonymous], 2014, Great jobs, great lives: The 2014 gallup-purdue index report
   Attewell P., 2007, Passing the torch: Does higher education for the disadvantaged pay off across generations?, P79
   Brainard S. G., 1998, Journal of Engineering Education, V87, P369, DOI [DOI 10.1002/J.2168-9830.1998.TB00367.X, 10.1109/FIE.1997.644826, DOI 10.1002/J.21689830.1998.TB00367.X]
   Brewer C., 2011, Vision and change in undergraduate biology education: A call to action
   Brigati J., 2019, Journal of College Science Teaching, V48, P45
   Broeckelman-Post M., 2016, Journal of College Science Teaching, V45, P27, DOI [DOI 10.2505/4/JCST16_045_05_27, 10.2505/4/jcst160450527, DOI 10.2505/4/JCST160450527]
   Brown DR., 2007, Council on Undergradute Research Quarterly, V28, P24
   Byars-Winston AM, 2015, INT J SCI EDUC, V37, P2533, DOI 10.1080/09500693.2015.1085133
   Caplan AJ., 2014, Tapping the potential of all: Undergraduate research at community colleges, P9
   Carpi A, 2017, J RES SCI TEACH, V54, P169, DOI 10.1002/tea.21341
   Cejda B. D., 2009, Undergraduate research at community colleges, P9
   Chandrasekaran AR, 2020, BIOCHEM MOL BIOL EDU, V48, P436, DOI 10.1002/bmb.21386
   Clemmons AW, 2020, CBE-LIFE SCI EDUC, V19, DOI 10.1187/cbe.19-11-0259
   Cooper KM, 2021, CBE-LIFE SCI EDUC, V20, DOI 10.1187/cbe.20-08-0200
   Cooper KM, 2018, INT J STEM EDUC, V5, DOI 10.1186/s40594-018-0123-6
   Dallimore E.J., 2019, Journal of Education and Learning, V8, DOI [DOI 10.5539/JEL.V8N2P14, 10.5539/jel.v8n2p14]
   Dallimore EJ, 2006, J MANAG EDUC, V30, P354, DOI 10.1177/1052562905277031
   Dallimore EJ, 2013, J MANAG EDUC, V37, P305, DOI 10.1177/1052562912446067
   DeFreitas S.C., 2012, Journal of the Scholarship of Teaching and Learning, V12, P1
   Downing VR, 2020, CBE-LIFE SCI EDUC, V19, DOI 10.1187/cbe.19-09-0186
   Eagan MK, 2013, AM EDUC RES J, V50, P683, DOI 10.3102/0002831213482038
   EdComm American Society of Cell Biology Education Committee, 2017, Taking the terror out of random call [Blog post]
   Eddy SL, 2015, CBE-LIFE SCI EDUC, V14, DOI 10.1187/cbe.14-06-0095
   Eddy SL, 2014, CBE-LIFE SCI EDUC, V13, P453, DOI 10.1187/cbe.14-03-0050
   Eddy SL, 2014, CBE-LIFE SCI EDUC, V13, P478, DOI 10.1187/cbe.13-10-0204
   England BJ, 2019, CBE-LIFE SCI EDUC, V18, DOI 10.1187/cbe.17-12-0284
   England BJ, 2017, PLOS ONE, V12, DOI 10.1371/journal.pone.0182506
   Erlingsson C, 2017, AFR J EMERG MED, V7, P93, DOI 10.1016/j.afjem.2017.08.001
   Fechheimer M, 2011, CBE-LIFE SCI EDUC, V10, P156, DOI 10.1187/cbe.10-10-0130
   Freeman S., 2020, Journal of College Science Teaching, V49
   Garner P. W., 2018, Excellence in mentoring undergraduate research, P77
   Gasiewski JA, 2012, RES HIGH EDUC, V53, P229, DOI 10.1007/s11162-011-9247-y
   Gin LE, 2020, CBE-LIFE SCI EDUC, V19, DOI 10.1187/cbe.20-03-0049
   Graham MJ, 2013, SCIENCE, V341, P1455, DOI 10.1126/science.1240487
   Gross D, 2015, CBE-LIFE SCI EDUC, V14, DOI 10.1187/cbe.15-02-0040
   Grunspan DZ, 2016, PLOS ONE, V11, DOI 10.1371/journal.pone.0148405
   Haeger H, 2016, CBE-LIFE SCI EDUC, V15, DOI 10.1187/cbe.16-01-0016
   Harrison CD, 2019, CBE-LIFE SCI EDUC, V18, DOI 10.1187/cbe.18-10-0215
   Hart Research Associates, 2018, FULF AM DREAM LIB ED
   Hayward CN, 2017, CBE-LIFE SCI EDUC, V16, DOI 10.1187/cbe.16-07-0229
   Hensel N. H, 2021, Undergraduate research at community college, P1
   Hernandez PR, 2018, BIOSCIENCE, V68, P204, DOI 10.1093/biosci/bix163
   Hewlett J, 2021, SPUR-SCHOLARSH PRACT, V4, P3, DOI 10.18833/spur/4/3/15
   Hood S, 2021, CBE-LIFE SCI EDUC, V20, DOI 10.1187/cbe.19-12-0271
   Hood S, 2020, J MICROBIOL BIOL EDU, V21, DOI 10.1128/jmbe.v21i1.2075
   Hsieh HF, 2005, QUAL HEALTH RES, V15, P1277, DOI 10.1177/1049732305276687
   Hunter AB, 2007, SCI EDUC, V91, P36, DOI 10.1002/sce.20173
   Huseby M, 2022, J MICROBIOL BIOL EDU, V23, DOI 10.1128/jmbe.00316-21
   Juszkiewicz J, 2020, Trends in community college enrollment and completion data, P3
   Kleinheksel AJ, 2020, AM J PHARM EDUC, V84, P127, DOI 10.5688/ajpe7113
   Knight JK, 2016, CBE-LIFE SCI EDUC, V15, DOI 10.1187/cbe.16-02-0109
   Koerber A, 2021, TECH COMMUN Q, V30, P123, DOI 10.1080/10572252.2020.1794047
   Kuh G.D., 2008, High - Impact Educational Practices: What They Are, Who Has Them, And Why They Matter, P13
   Linn MC, 2015, SCIENCE, V347, DOI 10.1126/science.1261757
   Lopatto David, 2004, Cell Biol Educ, V3, P270, DOI 10.1187/cbe.04-07-0045
   Martin SN, 2006, J RES SCI TEACH, V43, P819, DOI 10.1002/tea.20154
   Metzger KJ, 2022, AM BIOL TEACH, V84, P342, DOI 10.1525/abt.2022.84.6.342
   Morest V.S., 2013, AM SOCIOL, V44, P319, DOI DOI 10.1007/S12108-013-9194-5
   Nadile EM, 2021, J MICROBIOL BIOL EDU, V22, DOI 10.1128/jmbe.00100-21
   Nerio R, 2019, CBE-LIFE SCI EDUC, V18, DOI 10.1187/cbe.19-02-0042
   Pella-Donnelly M., 2009, Science Scope, V32, P56
   Petersen J, 2021, SPUR-SCHOLARSH PRACT, V4, P30, DOI 10.18833/spur/4/3/16
   Prunuske AJ, 2013, CBE-LIFE SCI EDUC, V12, P403, DOI 10.1187/cbe.13-02-0043
   Ritchie Laura., 2016, FOSTERING SELF EFFIC
   Robnett RD, 2018, INT J STEM EDUC, V5, DOI 10.1186/s40594-018-0139-y
   Rodenbusch SE, 2016, CBE-LIFE SCI EDUC, V15, DOI 10.1187/cbe.16-03-0117
   Rudland JR, 2020, MED EDUC, V54, P40, DOI 10.1111/medu.13830
   Russell SH, 2007, SCIENCE, V316, P548, DOI 10.1126/science.1140384
   Schinske JN, 2017, CBE-LIFE SCI EDUC, V16, DOI 10.1187/cbe.16-10-0289
   Schussler EE, 2021, CBE-LIFE SCI EDUC, V20, DOI 10.1187/cbe.20-10-0238
   Seidel SB, 2015, CBE-LIFE SCI EDUC, V14, DOI 10.1187/cbe.15-03-0049
   Shanahan J. O., 2018, Excellence in mentoring undergraduate research, P49
   Sinatra GM, 2015, EDUC PSYCHOL-US, V50, P1, DOI 10.1080/00461520.2014.1002924
   Sloan V., 2020, Eos, V101, DOI DOI 10.1029/2020EO145667
   Tanner KD, 2013, CBE-LIFE SCI EDUC, V12, P322, DOI 10.1187/cbe.13-06-0115
   Tanner KD, 2011, CBE-LIFE SCI EDUC, V10, P113, DOI 10.1187/cbe.11-03-0029
   Team RC, 2021, R: a language and environment for statistical computing
   Theobald E, 2018, CBE-LIFE SCI EDUC, V17, DOI 10.1187/cbe.17-12-0280
   Theobald EJ, 2020, P NATL ACAD SCI USA, V117, P6476, DOI 10.1073/pnas.1916903117
   Theobald EJ, 2019, PHYS REV PHYS EDUC R, V15, DOI 10.1103/PhysRevPhysEducRes.15.020110
   Thomas DR, 2006, AM J EVAL, V27, P237, DOI 10.1177/1098214005283748
   Undergraduate Research Committee New York City College of Technology, 2016, A handbook on mentoring students in undergraduate research: proven strategies for success
   Waugh AH, 2020, CBE-LIFE SCI EDUC, V19, DOI 10.1187/cbe.19-07-0130
   Wilson D, 2015, RES HIGH EDUC, V56, P750, DOI 10.1007/s11162-015-9367-x
NR 87
TC 0
Z9 0
U1 0
U2 0
PU AMER SOC CELL BIOLOGY
PI BETHESDA
PA 8120 WOODMONT AVE, STE 750, BETHESDA, MD 20814-2755 USA
SN 1931-7913
J9 CBE-LIFE SCI EDUC
JI CBE-Life Sci. Educ.
PD DEC 1
PY 2023
VL 22
IS 4
AR ar49
DI 10.1187/cbe.21-09-0278
PG 12
WC Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research
GA Z9JC8
UT WOS:001115152700004
PM 37906688
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Schillaci, CE
   Marku, E
   Castriotta, M
   Di Guardo, MC
AF Schillaci, Carmela Elita
   Marku, Elona
   Castriotta, Manuel
   Di Guardo, Maria Chiara
TI Knowledge creation in patent ecosystems: insights from Singapore
SO JOURNAL OF KNOWLEDGE MANAGEMENT
LA English
DT Article
DE Singapore; Knowledge creation; VOSviewer; Knowledge ecosystem; Codified
   knowledge; Patent ecosystem
ID ACADEMIC ENGAGEMENT; INNOVATION; TECHNOLOGY; BUSINESS; CLUSTERS;
   SCIENCE; FIRMS; CAPABILITIES; CONVERGENCE; INFORMATION
AB Purpose This paper aims to better understand how codified knowledge that originates in organizations contributes to the generation of idiosyncratic knowledge embedded at a more expansive level, such as that of an ecosystem. In doing so, the authors introduce the concept of patent ecosystems - conceived as configurations of codified knowledge advancements protected via patents. Design/methodology/approach Using a patent co-classification method and introducing a novel validated software, the authors map and visualize the patent ecosystem of Singapore and examine 173,597 patents published from 1995 to 2020. Findings Results reveal the prominent growth of Singapore's patenting activities, capturing a patent ecosystem shift, from a more diverse knowledge configuration to a more specialized one. The codified knowledge mainly generated deals with pharmaceuticals and high-tech knowledge domains; further, newly emerging technologies such as blockchain are also noted. Research limitations/implications The research investigates Singapore's context, a country in which research directions and focus areas are influenced by government interventions and leadership. Thus, future studies might examine other patent ecosystems to draw comparisons with more laissez-faire policies or ecosystems with more pronounced organic development. Originality/value The novelty of this research is the introduction of the concept of a patent ecosystem for advancing a more fine-grained understanding of the aggregated knowledge generated at the ecosystem level and its specific features, composition and development. The authors consider patents as "carriers" of different codified pieces of knowledge and patent ecosystems represent the configuration that emerges from connections of these elements. The novel approach can aid both researchers, practitioners and policymakers with future examinations in the field.
C1 [Schillaci, Carmela Elita] Univ Catania, Dept Econ & Business, Catania, Italy.
   [Marku, Elona; Castriotta, Manuel; Di Guardo, Maria Chiara] Univ Cagliari, Dept Econ & Business, Cagliari, Italy.
C3 University of Catania; University of Cagliari
RP Di Guardo, MC (corresponding author), Univ Cagliari, Dept Econ & Business, Cagliari, Italy.
EM diguardo@unica.it
OI di guardo, maria chiara/0000-0002-2821-0427
FU Sardinia Region [CUP F76C18001120002]
FX Maria Chiara Di Guardo, Manuel Castriotta, and Elona Marku gratefully
   acknowledge the financial support of Sardinia Region (CUP
   F76C18001120002; Regional Law no. 7 - Annuality 2017). The authors would
   like to thank Federica Dotta for her precious research assistance.
CR Agostini L, 2020, J KNOWL MANAG, V24, P463, DOI 10.1108/JKM-07-2019-0382
   Akbar H, 2003, J MANAGE STUD, V40, P1997, DOI 10.1046/j.1467-6486.2003.00409.x
   [Anonymous], 2018, SMART NATION DIGITAL
   Antonelli C, 1997, REV IND ORGAN, V12, P593, DOI 10.1023/A:1007798532691
   Archibugi D, 1996, TECHNOVATION, V16, P451, DOI 10.1016/0166-4972(96)00031-4
   Arikan AT, 2009, ACAD MANAGE REV, V34, P658, DOI 10.5465/AMR.2009.44885776
   Arthur WB, 2006, COMPLEXITY, V11, P23, DOI 10.1002/cplx.20130
   Arthur WB, 2009, The Nature of Technology: What It is and How It Evolves
   Asheim B.T., 2002, J TECHNOL TRANSFER, V27, P77, DOI [10.1023/A%3A1013100704794, DOI 10.1023/A:1013100704794, 10.1023/a:1013100704794]
   Asheim BT, 2005, RES POLICY, V34, P1173, DOI 10.1016/j.respol.2005.03.013
   Attour A, 2020, SMALL BUS ECON, V54, P575, DOI 10.1007/s11187-018-0035-3
   Balestrin Alsones, 2008, Journal of Knowledge Management, V12, P94, DOI 10.1108/13673270810859541
   Becker MC, 2001, J MANAGE STUD, V38, P1037, DOI 10.1111/1467-6486.00271
   Belenzon S, 2013, RES POLICY, V42, P1496, DOI 10.1016/j.respol.2013.05.001
   Bessen J, 2004, ECON LETT, V82, P321, DOI 10.1016/j.econlet.2003.08.004
   Breschi S, 2003, RES POLICY, V32, P69, DOI 10.1016/S0048-7333(02)00004-5
   Calcagno M, 2008, WORLD PAT INF, V30, P188, DOI 10.1016/j.wpi.2007.10.007
   Cassiman B, 2010, RES POLICY, V39, P882, DOI 10.1016/j.respol.2010.04.009
   Clarysse B, 2014, RES POLICY, V43, P1164, DOI 10.1016/j.respol.2014.04.014
   Clarysse B, 2011, STRATEG ENTREP J, V5, P137, DOI 10.1002/sej.111
   Cooke P, 2007, NEW HORIZ REG SCI, P1
   Criscuolo P, 2019, STRATEGIC MANAGE J, V40, P230, DOI 10.1002/smj.2972
   Curran CS, 2011, TECHNOL FORECAST SOC, V78, P256, DOI 10.1016/j.techfore.2010.06.021
   D'Este P, 2011, J TECHNOL TRANSFER, V36, P316, DOI 10.1007/s10961-010-9153-z
   Day RE, 2005, J AM SOC INF SCI TEC, V56, P630, DOI 10.1002/asi.20153
   Del Giudice M, 2015, J KNOWL MANAG, V19, P611, DOI 10.1108/JKM-02-2015-0047
   DeTienne K., 2001, COMPET REV, V11, P1, DOI DOI 10.1108/EB046415
   Di Guardo MC, 2022, R&D MANAGE, V52, P165, DOI 10.1111/radm.12453
   Di Guardo MC, 2012, J TECHNOL TRANSFER, V37, P789, DOI 10.1007/s10961-011-9239-2
   Di Stefano G, 2010, IND CORP CHANGE, V19, P1187, DOI 10.1093/icc/dtq027
   Dosi G., 1984, Technical change and industrial transformation: the theory and an application to the semiconductor industry
   Dosi G, 2008, ORGAN STUD, V29, P1165, DOI 10.1177/0170840608094775
   du Plessis Marina, 2007, Journal of Knowledge Management, V11, P20, DOI 10.1108/13673270710762684
   ENGELSMAN EC, 1994, RES POLICY, V23, P1, DOI 10.1016/0048-7333(94)90024-8
   Ernst H, 2001, RES POLICY, V30, P143, DOI 10.1016/S0048-7333(99)00098-0
   Ernst H., 2003, World Patent Information, V25, P233, DOI 10.1016/S0172-2190(03)00077-2
   Fagerberg J, 2012, RES POLICY, V41, P1121, DOI 10.1016/j.respol.2012.03.007
   Fitch Solutions, 2019, CAMB POW REP INCL 10
   Fleming L, 2001, MANAGE SCI, V47, P117, DOI 10.1287/mnsc.47.1.117.10671
   Gartner WB, 2006, ENTREP THEORY PRACT, V30, P321, DOI 10.1111/j.1540-6520.2006.00123.x
   Gilding M, 2020, RES POLICY, V49, DOI 10.1016/j.respol.2019.103902
   González-Alvarez N, 2007, TECHNOVATION, V27, P280, DOI 10.1016/j.technovation.2006.12.004
   Grant RM, 1996, STRATEGIC MANAGE J, V17, P109, DOI 10.1002/smj.4250171110
   Gurteen D., 1998, Journal of Knowledge Management, V2, P5, DOI 10.1108/13673279810800744
   Hall R, 2003, J BUS RES, V56, P145, DOI 10.1016/S0148-2963(01)00287-9
   Harrigan KR, 2017, TECHNOL ANAL STRATEG, V29, P988, DOI 10.1080/09537325.2016.1260106
   Hautala J, 2014, RES POLICY, V43, P655, DOI 10.1016/j.respol.2014.01.002
   Hooi R, 2020, KNOWL MAN RES PRACT, V18, P162, DOI 10.1080/14778238.2019.1638739
   JAFFE AB, 1993, Q J ECON, V108, P577, DOI 10.2307/2118401
   Järvi K, 2018, RES POLICY, V47, P1523, DOI 10.1016/j.respol.2018.05.007
   Johnson B, 2002, IND CORP CHANGE, V11, P245, DOI 10.1093/icc/11.2.245
   Karvonen M, 2013, TECHNOL FORECAST SOC, V80, P1094, DOI 10.1016/j.techfore.2012.05.006
   KOGUT B, 1992, ORGAN SCI, V3, P383, DOI 10.1287/orsc.3.3.383
   Kogut B, 1996, ORGAN SCI, V7, P502, DOI 10.1287/orsc.7.5.502
   Kruskal, 1977, CLASSIFICATION CLUST, P1744
   Lazaric N, 2008, REG STUD, V42, P837, DOI 10.1080/00343400701827386
   Lee VH, 2013, J KNOWL MANAG, V17, P848, DOI 10.1108/JKM-08-2013-0315
   Leydesdorff L, 2008, J AM SOC INF SCI TEC, V59, P1582, DOI 10.1002/asi.20814
   LIU W, 2020, J KNOWLEDGE MANAGEME, V25
   Loi M, 2016, INT SMALL BUS J, V34, P948, DOI 10.1177/0266242615602322
   Luan CJ, 2013, SCIENTOMETRICS, V97, P461, DOI 10.1007/s11192-013-1057-x
   Malecki EJ, 2010, J REGIONAL SCI, V50, P493, DOI 10.1111/j.1467-9787.2009.00640.x
   MANSFIELD E, 1986, MANAGE SCI, V32, P173, DOI 10.1287/mnsc.32.2.173
   Maskell P., 2001, IND CORP CHANGE, V10, P921, DOI [10.1093/icc/10.4.921, DOI 10.1093/ICC/10.4.921]
   Michailova S, 2003, CALIF MANAGE REV, V45, P59, DOI 10.2307/41166176
   Miller L., 2018, THESE ARE EC MOST AN
   Natalicchio A, 2019, R&D MANAGE, V49, P639, DOI 10.1111/radm.12354
   NELSON RR, 1982, AM ECON REV, V72, P114
   Nonaka I, 1998, CALIF MANAGE REV, V40, P40, DOI 10.2307/41165942
   Nonaka I, 2000, LONG RANGE PLANN, V33, P5, DOI 10.1016/S0024-6301(99)00115-6
   NONAKA I, 1991, HARVARD BUS REV, V69, P96
   Nonaka I., 1995, The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation, DOI DOI 10.1016/0024-6301(96)81509-3
   Nonaka I, 2009, ORGAN SCI, V20, P635, DOI 10.1287/orsc.1080.0412
   Perkmann M, 2013, RES POLICY, V42, P423, DOI 10.1016/j.respol.2012.09.007
   POLANYI M, 1962, REV MOD PHYS, V34, P601, DOI 10.1103/RevModPhys.34.601
   PORTER ME, 1990, HARVARD BUS REV, V68, P73
   Porter ME, 2000, ECON DEV Q, V14, P15, DOI 10.1177/089124240001400105
   Powell W.W., 2010, ORG I GENESIS EMERGE, P310
   Roberts J, 2000, TECHNOL ANAL STRATEG, V12, P429, DOI 10.1080/713698499
   Romano M, 2014, J KNOWL MANAG, V18, P952, DOI 10.1108/JKM-06-2014-0253
   Scaringella L, 2018, TECHNOL FORECAST SOC, V136, P59, DOI 10.1016/j.techfore.2017.09.023
   Secundo G, 2019, BUS PROCESS MANAG J, V25, P144, DOI 10.1108/BPMJ-06-2017-0173
   Singapore Government Agency, 2019, SING GOVT AG REP 201
   Small H, 1999, J AM SOC INFORM SCI, V50, P799, DOI 10.1002/(SICI)1097-4571(1999)50:9<799::AID-ASI9>3.0.CO;2-G
   Somaya D, 2012, J MANAGE, V38, P1084, DOI 10.1177/0149206312444447
   Storper M., 1995, EUROPEAN URBAN REGIO, V2, P191, DOI [10.1177/096977649500200301, DOI 10.1177/096977649500200301]
   Strumsky D, 2015, RES POLICY, V44, P1445, DOI 10.1016/j.respol.2015.05.008
   Suarez FF, 2004, RES POLICY, V33, P271, DOI 10.1016/j.respol.2003.07.001
   Tallman S, 2004, ACAD MANAGE REV, V29, P258, DOI 10.2307/20159032
   Teece DJ, 2018, RES POLICY, V47, P1367, DOI 10.1016/j.respol.2017.01.015
   TEECE DJ, 1986, RES POLICY, V15, P285, DOI 10.1016/0048-7333(86)90027-2
   TIJSSEN RJW, 1992, RES POLICY, V21, P27, DOI 10.1016/0048-7333(92)90025-Y
   Tootell A, 2021, J KNOWL MANAG, V25, P743, DOI 10.1108/JKM-06-2020-0461
   Valkokari K, 2015, TECHNOL INNOV MANAG, P17
   Vallance P, 2011, ENVIRON PLANN A, V43, P1098, DOI 10.1068/a43186
   Van Eck NJ, 2007, INT J UNCERTAIN FUZZ, V15, P625, DOI 10.1142/S0218488507004911
   van Eck NJ, 2017, SCIENTOMETRICS, V111, P1053, DOI 10.1007/s11192-017-2300-7
   von Krogh G, 2014, EUR MANAG J, V32, P155, DOI 10.1016/j.emj.2013.04.002
   Wang J, 2018, RES POLICY, V47, P399, DOI 10.1016/j.respol.2017.12.008
   Whittington KB, 2009, ADMIN SCI QUART, V54, P90, DOI 10.2189/asqu.2009.54.1.90
   Winter S.G., 1987, COMPETITIVE CHALLENG, P159
   Wong Poh-Kam, 2001, IND POLICY INNOVATIO, P503
   World Economic Forum, 2019, 3 REAS WHY SING SMAR
   Wright M, 2008, RES POLICY, V37, P1205, DOI 10.1016/j.respol.2008.04.021
   Yang D., 2008, Understanding and Profiting from Intellectual Property: A Guide for Practitioners and Analysts
   Yayavaram S, 2008, ADMIN SCI QUART, V53, P333, DOI 10.2189/asqu.53.2.333
   Youn HJ, 2015, J R SOC INTERFACE, V12, DOI 10.1098/rsif.2015.0272
   Yun J, 2019, TECHNOL ANAL STRATEG, V31, P1412, DOI 10.1080/09537325.2019.1616082
   Zack MH, 1999, SLOAN MANAGE REV, V40, P45
   Zupic I, 2015, ORGAN RES METHODS, V18, P429, DOI 10.1177/1094428114562629
NR 110
TC 1
Z9 1
U1 15
U2 112
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1367-3270
EI 1758-7484
J9 J KNOWL MANAG
JI J. Knowl. Manag.
PD APR 8
PY 2022
VL 26
IS 4
BP 1061
EP 1082
DI 10.1108/JKM-11-2020-0859
EA SEP 2021
PG 22
WC Information Science & Library Science; Management
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science; Business & Economics
GA 0I8ES
UT WOS:000694956600001
DA 2024-07-15
ER

PT J
AU Daniels, N
   Gillen, P
   Casson, K
AF Daniels, Nicola
   Gillen, Patricia
   Casson, Karen
TI Researcher practitioner engagement in health research: The development
   of a new concept
SO RESEARCH IN NURSING & HEALTH
LA English
DT Article
DE concept formation; focus groups; practitioner engagement; research
   personnel
ID RANDOMIZED CONTROLLED-TRIAL; STAKEHOLDER ENGAGEMENT; KNOWLEDGE
   TRANSLATION; RESEARCH RELEVANCE; RESEARCH IMPACT; CARE; COPRODUCTION;
   SCHOLARSHIP; CLINICIAN; MULTIPLE
AB The engagement of frontline practitioners in the production of research-derived knowledge is often advocated. Doing so can address perceived gaps between what is known from research and what happens in clinical practice. Engagement practices span a continuum, from co-production approaches underpinned by principles of equality and power sharing to those which can minimalize practitioners' contributions to the knowledge production process. We observed a conceptual gap in published healthcare literature that labels or defines practitioners' meaningful contribution to the research process. We, therefore, aimed to develop the concept of "Researcher Practitioner Engagement" in the context of academically initiated healthcare research in the professions of nursing, midwifery, occupational therapy, physiotherapy, and speech and language therapy. Guided by Schwartz-Barcott et al.'s hybrid model of concept development, published examples were analyzed to establish the attributes, antecedents, and consequences of this type of engagement. Academic researchers (n = 17) and frontline practitioners (n = 8) with relevant experience took part in online focus groups to confirm, eliminate, or elaborate on these proposed concept components. Combined analysis of theoretical and focus group data showed that the essence of this form of engagement is that practitioners' clinical knowledge is valued from a study's formative stages. The practitioner's clinical perspectives inform problem-solving and decision-making in study activities and enhance the professional and practice relevance of a study. The conceptual model produced from the study findings forms a basis to guide engagement practices, future concept testing, and empirical evaluation of engagement practices.
C1 [Daniels, Nicola; Gillen, Patricia; Casson, Karen] Ulster Univ, Inst Nursing & Hlth Res, Sch Nursing, Fac Life & Hlth Sci, Shore Rd, Newtownabbey BT37 0QB, North Ireland.
   [Gillen, Patricia] Southern Hlth & Social Care Trust, Rosedale, Gilford, England.
C3 Ulster University
RP Daniels, N (corresponding author), Ulster Univ, Inst Nursing & Hlth Res, Sch Nursing, Fac Life & Hlth Sci, Shore Rd, Newtownabbey BT37 0QB, North Ireland.
EM Daniels-n@ulster.ac.uk
OI Gillen, Patricia/0000-0003-4097-4355; Daniels, Nikki/0000-0001-8625-0956
FU Department for Education and Learning, Northern Ireland
FX Department for Education and Learning, Northern Ireland
CR Albers LL, 2004, J MIDWIFERY WOM HEAL, V49, P47, DOI 10.1016/j.jmwh.2003.09.013
   [Anonymous], 2015, Qualitative data analysis Software
   [Anonymous], 2015, STAND COMP REG NURS
   [Anonymous], 2003, BRIT J MIDWIFERY
   Antonacopoulou EP, 2010, PUBLIC MONEY MANAGE, V30, P219, DOI 10.1080/09540962.2010.492182
   Armstrong F, 2010, PUBLIC MONEY MANAGE, V30, P208, DOI 10.1080/09540962.2010.492178
   Backus D, 2013, ARCH PHYS MED REHAB, V94, pS1, DOI 10.1016/j.apmr.2012.11.003
   Beckett K, 2018, HEALTH RES POLICY SY, V16, DOI 10.1186/s12961-018-0375-0
   Berger R, 2015, QUAL RES, V15, P219, DOI 10.1177/1468794112468475
   Blevins D, 2010, IMPLEMENT SCI, V5, DOI 10.1186/1748-5908-5-76
   Boase S, 2012, J ADV NURS, V68, P590, DOI 10.1111/j.1365-2648.2011.05764.x
   Bowen SJ, 2013, ARCH PHYS MED REHAB, V94, pS3, DOI 10.1016/j.apmr.2012.04.037
   Breitmayer B J, 1993, Image J Nurs Sch, V25, P237, DOI 10.1111/j.1547-5069.1993.tb00788.x
   Brown L., 2001, Practice Research Engagement for Civil Society in a Globalizing World
   Brown L.D., 2003, ACTION RES-LONDON, V1, P81, DOI DOI 10.1177/14767503030011006
   Bullen T, 2014, APPL NURS RES, V27, P78, DOI 10.1016/j.apnr.2013.10.007
   Camden C, 2015, DISABIL REHABIL, V37, P1390, DOI 10.3109/09638288.2014.963705
   Campbell GB, 2015, TOP STROKE REHABIL, V22, P386, DOI 10.1179/1074935714Z.0000000045
   Concannon TW, 2014, J GEN INTERN MED, V29, P1692, DOI 10.1007/s11606-014-2878-x
   Concannon TW, 2012, J GEN INTERN MED, V27, P985, DOI 10.1007/s11606-012-2037-1
   Cronin RS, 2020, WOMEN BIRTH, V33, P153, DOI 10.1016/j.wombi.2019.03.010
   Daniels N, 2020, RES THEOR NURS PRACT, V34, P85, DOI 10.1891/RTNP-D-18-00125
   Deverka PA, 2012, J COMP EFFECT RES, V1, P359, DOI 10.2217/CER.12.36
   Di Bona L, 2017, BRIT J OCCUP THER, V80, P642, DOI 10.1177/0308022617719218
   Dimova S., 2018, Enabling NHS staff to contribute to research: Reflecting on current practice and informing future opportunities, DOI [10.7249/RR2679, DOI 10.7249/RR2679]
   Dyson S, 2014, SOCIOL RES ONLINE, V19, DOI 10.5153/sro.3457
   Elo S, 2008, J ADV NURS, V62, P107, DOI 10.1111/j.1365-2648.2007.04569.x
   Eriksson C, 2013, SCAND J OCCUP THER, V20, P253, DOI 10.3109/11038128.2012.727864
   Finefter-Rosenbluh I, 2017, INT J QUAL METH, V16, DOI 10.1177/1609406917703539
   Finlayson M., 2005, Australian Occupational Therapy Journal, V52, P101, DOI [10.1111/j.1440-1630.2005.00479.x, DOI 10.1111/J.1440-1630.2005.00479.X]
   Fransman J., 2018, Res All, V2, P185, DOI [10.18546/RFA.02.2.02, DOI 10.18546/RFA.02.2.02]
   Greenhalgh T., 2017, How to implement evidence-based healthcare
   Health & Care Professions Council, 2018, STAND PROF
   Henderson J, 2014, SUBST ABUSE TREAT PR, V9, DOI 10.1186/1747-597X-9-21
   Lamb KA, 2016, J TISSUE VIABILITY, V25, P185, DOI 10.1016/j.jtv.2016.03.004
   Laustsen CE, 2021, KNOWL MAN RES PRACT, V19, P230, DOI 10.1080/14778238.2020.1762253
   Lavender V, 2019, SUPPORT CARE CANCER, V27, P467, DOI 10.1007/s00520-018-4337-4
   Malterud K, 2020, SCAND J PUBLIC HEALT, V48, P617, DOI 10.1177/1403494819863514
   Mann C, 2014, J ADV NURS, V70, P777, DOI 10.1111/jan.12254
   Marjanovic S., 2019, Involving NHS Staff in Research
   Mayring P, 2000, Companion Qual. Res., V1
   McCormack B, 2011, J RES NURS, V16, P111, DOI 10.1177/1744987110393419
   Morrison-Beedy D, 2001, J N Y State Nurses Assoc, V32, P9
   Morse J M, 1996, Sch Inq Nurs Pract, V10, P253
   Morse J.M., 2017, Analyzing and conceptualizing the theoretical foundations of nursing
   Nelson PJ, 2007, CLIN NURSE SPEC, V21, P95, DOI 10.1097/00002800-200703000-00009
   Newington Lisa, 2014, J Clin Med Res, V6, P162, DOI 10.14740/jocmr1619w
   Norris JM, 2017, IMPLEMENT SCI, V12, DOI 10.1186/s13012-017-0625-5
   Nutley S, 2010, PUBLIC MONEY MANAGE, V30, P263, DOI 10.1080/09540962.2010.509170
   Patterson S, 2011, BMC MED RES METHODOL, V11, DOI 10.1186/1471-2288-11-73
   Patterson S, 2010, J MENT HEALTH, V19, P532, DOI 10.3109/09638237.2010.520367
   Pentland D, 2011, J ADV NURS, V67, P1408, DOI 10.1111/j.1365-2648.2011.05631.x
   Pickier RH, 2018, NURS OUTLOOK, V66, P464, DOI 10.1016/j.outlook.2018.04.002
   Risjord M, 2009, J ADV NURS, V65, P684, DOI 10.1111/j.1365-2648.2008.04903.x
   Roll L, 2013, NURS RES PRACT, V2013, DOI 10.1155/2013/183984
   ROTH JA, 1966, AM SOCIOL, V1, P190
   Rothmore P., 2018, J OCCUP HEALTH SAFET, V34, P3
   Rycroft-Malone J, 2016, INT J HEALTH POLICY, V5, P221, DOI 10.15171/ijhpm.2016.08
   Schwartz-Barcott D, 2002, J ADV NURS, V39, P281, DOI 10.1046/j.1365-2648.2000.02275.x
   Schwartz-Barcott D, 2000, Concept development in nursing: Foundations, techniques and applications, P129
   SHELLEY M, 1984, J AM STAT ASSOC, V79, P240, DOI 10.2307/2288384
   Stockwell-Smith G, 2015, DEMENTIA-LONDON, V14, P450, DOI 10.1177/1471301213498760
   Thomas N, 2015, TRIALS, V16, DOI 10.1186/s13063-015-1115-1
   Topazian R, 2016, J COMP EFFECT RES, V5, P499, DOI 10.2217/cer-2016-0024
   Weinfurt KP, 2017, BMC MED RES METHODOL, V17, DOI 10.1186/s12874-017-0420-7
   Ziebland S, 2007, TRIALS, V8, DOI 10.1186/1745-6215-8-4
NR 66
TC 2
Z9 2
U1 0
U2 11
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0160-6891
EI 1098-240X
J9 RES NURS HEALTH
JI Res. Nurs. Health
PD JUN
PY 2021
VL 44
IS 3
BP 534
EP 547
DI 10.1002/nur.22128
EA MAR 2021
PG 14
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA RQ7EQ
UT WOS:000633808700001
PM 33774826
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Webb, OJ
   Cotton, DRE
AF Webb, O. J.
   Cotton, D. R. E.
TI Deciphering the sophomore slump: changes to student perceptions during
   the undergraduate journey
SO HIGHER EDUCATION
LA English
DT Article
DE Second year; Sophomore; Self-efficacy; Belonging; Curriculum
ID HIGHER-EDUCATION STUDENTS; SELF-EFFICACY; PERFORMANCE; GOALS;
   EXPECTATIONS
AB The second year of university is little-researched, despite being a focal point for declining performance, persistence, and satisfaction. It is important to establish appropriate methods for studying this sophomore slump' and to pinpoint specific antecedents from broad domains noted in literature (e.g. students' social integration, perceptions of the curriculum). Using a novel methodology, 166 undergraduates were surveyed in successive years of study to derive a gold standard within-subjects' data sample. Under a replicated design, a between-subjects' sample of over 1000 students completed the same e-survey just once, in year one, two, or three. Quantitative comparison of the responses across years showed over 85% agreement between samples. This endorses between-subject approaches (i.e. simultaneously surveying students from different years) to facilitate rapid interventions that benefit students before they graduate. In terms of detailed findings, year two saw positive trends in students' academic engagement (e.g. self-reported independent study time), social integration (e.g. feeling accepted, involvement in extra-curricular activities), and views on teaching staff (e.g. approachability). Although appraisals remained broadly favourable, there was, in contrast, significant deterioration in global perceptions of the learning atmosphere (e.g. course enjoyment), as well as specific elements of the teaching provision (e.g. contact hours, feedback). Notably, there appeared to be little progression in students' academic self-perceptions (e.g. confidence to make presentations, enter class debates). Year two also saw increased thoughts of drop-out. These results highlight the unique character of the second year at university and indicate potential target areas for enhancing this phase of the undergraduate journey.
C1 [Webb, O. J.; Cotton, D. R. E.] Univ Plymouth, Pedag Res Inst & Observ PedRIO, 3 Endsleigh Pl, Plymouth PL4 8AA, Devon, England.
C3 University of Plymouth
RP Webb, OJ (corresponding author), Univ Plymouth, Pedag Res Inst & Observ PedRIO, 3 Endsleigh Pl, Plymouth PL4 8AA, Devon, England.
EM oliver.webb@plymouth.ac.uk; d.cotton@plymouth.ac.uk
OI Webb, Oliver/0000-0002-9412-157X
CR [Anonymous], 1993, The Journal of Early Adolescence, DOI [10.1177/0272431693013001002, DOI 10.1177/0272431693013001002]
   [Anonymous], LEAVING U EARLY RES
   BANDURA A, 1982, AM PSYCHOL, V37, P122, DOI 10.1037/0003-066X.37.2.122
   Bates EA, 2014, HIGH EDUC, V67, P655, DOI 10.1007/s10734-013-9671-3
   Borghi S, 2016, TERT EDUC MANAG, V22, P171, DOI 10.1080/13583883.2016.1188326
   Caprara GV, 2011, BRIT J EDUC PSYCHOL, V81, P78, DOI 10.1348/2044-8279.002004
   Darwent S., 2014, ARE STUDENT CHARACTE
   Denz-Penhey H, 2009, MED TEACH, V31, pE449, DOI 10.3109/01421590902849552
   FREEDMAN MB, 1956, J SOC ISSUES, V12, P13, DOI 10.1111/j.1540-4560.1956.tb00385.x
   Freeman S, 2014, P NATL ACAD SCI USA, V111, P8410, DOI 10.1073/pnas.1319030111
   Gore PA, 2006, J CAREER ASSESSMENT, V14, P92, DOI 10.1177/1069072705281367
   Grant H, 2003, J PERS SOC PSYCHOL, V85, P541, DOI 10.1037/0022-3514.85.3.541
   HESA, 2017, NONC RAT SUMM UK PER
   Hunter M., 2010, Helping sophomores succeed: Understanding and improving the second-year experience
   Ishitani TT, 2016, J COLL STUD RETENT-R, V18, P263, DOI 10.1177/1521025115622781
   Jacklin A, 2009, STUD HIGH EDUC, V34, P735, DOI 10.1080/03075070802666807
   Jones L, 2017, HIGH EDUC RES DEV, V36, P129, DOI 10.1080/07294360.2016.1177000
   Kelly A. V., 2009, The curriculum: Theory and practice
   Killam W.K., 2017, College student development: Applying theory to practice on the diverse campus
   Lieberman DA, 2007, BRIT J EDUC PSYCHOL, V77, P379, DOI 10.1348/000709906X157772
   Lowe H., 2003, J FURTH HIGHER EDUC, V27, P53, DOI [DOI 10.1080/03098770305629, 10.1080/03098770305629]
   Mabel Z, 2018, SOC SCI RES, V69, P34, DOI 10.1016/j.ssresearch.2017.10.001
   Masika R, 2016, TEACH HIGH EDUC, V21, P138, DOI 10.1080/13562517.2015.1122585
   Midgley C, 2001, J EDUC PSYCHOL, V93, P77, DOI 10.1037//0022-0663.93.1.77
   Milsom C, 2015, STEPPING 2 YEAR U AC
   Milsom C, 2015, STEPPING 2 YEAR U AC, P14
   Money J, 2017, COGENT EDUC, V4, DOI 10.1080/2331186X.2017.1301855
   Neves J., 2016, The 2016 Student Academic Experience Survey, DOI Accessed 19th January 2017 At
   Nulty DD, 2008, ASSESS EVAL HIGH EDU, V33, P301, DOI 10.1080/02602930701293231
   Quinn J., 2013, Drop-out and completion in higher education in Europe among students from underrepresented groups
   Rust C., 2003, ASSESS EVAL HIGH EDU, V28, P147, DOI DOI 10.1080/02602930301671
   Scott J., 2012, P STEM ANN C
   Senko C, 2002, J EXP SOC PSYCHOL, V38, P603, DOI 10.1016/S0022-1031(02)00503-6
   Soemantri D, 2010, MED TEACH, V32, P947, DOI 10.3109/01421591003686229
   Stewart M., 2015, STEPPING 2 YEAR U AC, P39
   Thomas L, 2002, J EDUC POLICY, V17, P423, DOI 10.1080/02680930210140257
   Thomas L., 2012, STUDENT RETENTION SU
   Tinto V, 2017, J COLL STUD RETENT-R, V19, P254, DOI 10.1177/1521025115621917
   Watson R, 2011, RES POST-COMPULS EDU, V16, P371, DOI 10.1080/13596748.2011.602248
   Webb O., 2017, Enhancing Access, Retention, Attainment and Progression in Higher Education: A Review of the Literature Showing Demonstrable Impact
   Webb OJ, 2018, TEACH HIGH EDUC, V23, P835, DOI 10.1080/13562517.2018.1437130
   Whittle SR, 2018, J FURTH HIGH EDUC, V42, P92, DOI 10.1080/0309877X.2016.1206854
   Willcoxson L, 2011, STUD HIGH EDUC, V36, P331, DOI 10.1080/03075070903581533
   Yorke M., 2015, STEPPING 2 YEAR U, P84
   Yorke M., 2015, Stepping up to the second year at university: Academic, psychological and social dimensions Society of Research into Higher Education Series, V1st, P1
   Yorke M, 2013, ASSESS EVAL HIGH EDU, V38, P957, DOI 10.1080/02602938.2013.769199
   Zaitseva E, 2015, STEPPING 2 YEAR U AC, P68
   Zaitseva E, 2013, QUAL HIGH EDUC, V19, P225, DOI 10.1080/13538322.2013.802576
NR 48
TC 15
Z9 30
U1 6
U2 39
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD JAN
PY 2019
VL 77
IS 1
BP 173
EP 190
DI 10.1007/s10734-018-0268-8
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HG4ME
UT WOS:000454948800010
DA 2024-07-15
ER

PT J
AU Xu, ZW
   Zhang, PF
   Tu, MT
   Zhang, M
   Lai, YH
AF Xu, Zhiwei
   Zhang, Pengfei
   Tu, Mengting
   Zhang, Miao
   Lai, Yuanhang
TI Brain optimization with additional study time: potential brain
   differences between high- and low-performance college students
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE high-performance students; low-performance students; EEG; power spectral
   density; functional connection
ID WORKING-MEMORY CAPACITY; ACADEMIC-SUCCESS; FUNCTIONAL CONNECTIVITY;
   THETA-OSCILLATIONS; FLUID INTELLIGENCE; PREFRONTAL CORTEX; ANXIETY
   DISORDER; EEG; ACHIEVEMENT; AVERAGE
AB This study investigates potential differences in brain function among high-, average-, and low-performance college students using electroencephalography (EEG). We hypothesize that the increased academic engagement of high-performance students will lead to discernible EEG variations due to the brain's structural plasticity. 61 third-year college students from identical majors were divided into high-performance (n = 20), average-performance (n = 21), and low-performance (n = 20) groups based on their academic achievements. We conducted three EEG experiments: resting state, Sternberg working memory task, and Raven progressive matrix task. Comprehensive analyses of the EEG data from the three experiments focused on power spectral density (PSD) and functional connectivity, with coherence (COH) employed as our primary metric for the latter. The results showed that in all experiments, there were no differences in working memory ability and IQ scores among the groups, and there were no significant differences in the power spectral densities of the delta, theta, alpha1, alpha2, beta, and gamma bands among the groups. Notably, on the Raven test, compared to their high-performing peers, low-performing students showed enhanced functional connectivity in the alpha 1 (8-9 Hz) band that connects the frontal and occipital lobes. We explored three potential explanations for this phenomenon: fatigue, anxiety, and greater cognitive effort required for problem-solving due to inefficient self-regulation and increased susceptibility to distraction. In essence, these insights not only deepen our understanding of the neural basis that anchors academic ability, but also hold promise in guiding interventions that address students' diverse academic needs.
C1 [Xu, Zhiwei; Zhang, Pengfei; Tu, Mengting; Zhang, Miao; Lai, Yuanhang] Hubei Univ, Sch Business, Wuhan, Hubei, Peoples R China.
C3 Hubei University
RP Xu, ZW (corresponding author), Hubei Univ, Sch Business, Wuhan, Hubei, Peoples R China.
EM zwxu@whu.edu.cn
RI Zhang, Pengfei/GPC-5146-2022; Zhiwei, XU/KVA-6467-2024
OI Zhang, Pengfei/0000-0002-7090-0325; Xu, Zhiwei/0009-0002-8480-1739
FU The work reported in this paper was supported by National Natural
   Science Foundation, China [No. 71872062]. [71872062]; National Natural
   Science Foundation, China
FX The work reported in this paper was supported by National Natural
   Science Foundation, China [No. 71872062].
CR Aktürk T, 2022, NEUROIMAGE, V263, DOI 10.1016/j.neuroimage.2022.119650
   Alloway TP, 2013, COMPUT HUM BEHAV, V29, P632, DOI 10.1016/j.chb.2012.10.023
   Alturki FA, 2020, SENSORS-BASEL, V20, DOI 10.3390/s20092505
   Amin HU, 2015, AUSTRALAS PHYS ENG S, V38, P139, DOI 10.1007/s13246-015-0333-x
   Andrews B, 2004, BRIT J PSYCHOL, V95, P509, DOI 10.1348/0007126042369802
   Angelakis E, 2007, CLIN NEUROPSYCHOL, V21, P110, DOI 10.1080/13854040600744839
   Anguera JA, 2013, NATURE, V501, P97, DOI 10.1038/nature12486
   Bergner S, 2011, HIGH ABIL STUD, V22, P155, DOI 10.1080/13598139.2011.628849
   Bishop SJ, 2009, NAT NEUROSCI, V12, P92, DOI 10.1038/nn.2242
   Brookes MJ, 2011, NEUROIMAGE, V55, P1804, DOI 10.1016/j.neuroimage.2010.10.074
   Burger A, 2020, EDUC STUD-UK, V46, P624, DOI 10.1080/03055698.2019.1626699
   Martinez-Monteagudo MC, 2018, FRONT PSYCHOL, V9, DOI 10.3389/fpsyg.2018.01892
   Cerna M.A., 2015, HIGHER ED STUDIES, V5, P42
   Chen JC, 2018, COGN SYST RES, V52, P715, DOI 10.1016/j.cogsys.2018.08.018
   Chen L, 2018, PSYCHOL SCI, V29, P390, DOI 10.1177/0956797617735528
   Conley CS, 2015, PREV SCI, V16, P487, DOI 10.1007/s11121-015-0543-1
   Correas A, 2015, INT J NEURAL SYST, V25, DOI 10.1142/S0129065715500082
   Coullaut-Valera R, 2014, INT J NEURAL SYST, V24, DOI 10.1142/S0129065714500051
   Dahlin KIE, 2011, READ WRIT, V24, P479, DOI 10.1007/s11145-010-9238-y
   Damoiseaux JS, 2006, P NATL ACAD SCI USA, V103, P13848, DOI 10.1073/pnas.0601417103
   Delorme A, 2004, J NEUROSCI METH, V134, P9, DOI 10.1016/j.jneumeth.2003.10.009
   Díaz-Mora C, 2016, CULT EDUC, V28, P157, DOI 10.1080/11356405.2015.1130294
   Doesburg SM, 2009, PLOS ONE, V4, DOI [10.1371/journal.pone.0006142, 10.1371/journal.pone.0006802]
   Eichele T, 2008, P NATL ACAD SCI USA, V105, P6173, DOI 10.1073/pnas.0708965105
   Etkin A, 2007, AM J PSYCHIAT, V164, P1476, DOI 10.1176/appi.ajp.2007.07030504
   Friedman N, 2019, FRONT HUM NEUROSCI, V13, DOI 10.3389/fnhum.2019.00191
   Friston KJ, 2000, PHILOS T R SOC B, V355, P215, DOI 10.1098/rstb.2000.0560
   Hampshire A, 2019, FRONT HUM NEUROSCI, V13, DOI 10.3389/fnhum.2019.00221
   Han CX, 2019, ENTROPY-SWITZ, V21, DOI 10.3390/e21040353
   Harris AM, 2020, CORTEX, V129, P158, DOI 10.1016/j.cortex.2020.04.009
   Herrera-Díaz A, 2016, BRAIN TOPOGR, V29, P368, DOI 10.1007/s10548-015-0467-x
   Hsu SH, 2017, J NEURAL ENG, V14, DOI 10.1088/1741-2552/aa7a25
   Hysenbegasi A, 2005, J MENT HEALTH POLICY, V8, P145
   Kane MJ, 2002, PSYCHON B REV, V9, P637, DOI 10.3758/BF03196323
   Karbach Julia, 2013, Front Hum Neurosci, V7, P48, DOI 10.3389/fnhum.2013.00048
   Karbach J, 2015, CHILD NEUROPSYCHOL, V21, P285, DOI 10.1080/09297049.2014.899336
   Kim BM, 2020, FRONT HUM NEUROSCI, V14, DOI 10.3389/fnhum.2020.600437
   Klimesch W, 1999, BRAIN RES REV, V29, P169, DOI 10.1016/S0165-0173(98)00056-3
   Kolb B, 2003, CURR DIR PSYCHOL SCI, V12, P1, DOI 10.1111/1467-8721.01210
   Kurup P. R., 2014, Mind Society, V3, P16
   Langer N, 2013, CORTEX, V49, P2424, DOI 10.1016/j.cortex.2013.01.008
   Liu JP, 2010, APPL ERGON, V42, P114, DOI 10.1016/j.apergo.2010.05.008
   Liu XQ, 2022, WORLD J PSYCHIATR, V12, P860, DOI 10.5498/wjp.v12.i7.860
   Loosli SV, 2012, CHILD NEUROPSYCHOL, V18, P62, DOI 10.1080/09297049.2011.575772
   Lutz A, 2004, P NATL ACAD SCI USA, V101, P16369, DOI 10.1073/pnas.0407401101
   Lutz A, 2009, J NEUROSCI, V29, P13418, DOI 10.1523/JNEUROSCI.1614-09.2009
   Mackey AP, 2015, PSYCHOL SCI, V26, P925, DOI 10.1177/0956797615572233
   Majumder S, 2019, 2019 IEEE INTERNATIONAL CONFERENCE ON ELECTRO INFORMATION TECHNOLOGY (EIT), P483, DOI [10.1109/EIT.2019.8833866, 10.1109/eit.2019.8833866]
   Miskovic V, 2010, INT J PSYCHOPHYSIOL, V75, P332, DOI 10.1016/j.ijpsycho.2009.12.015
   Montes Iturrizaga I, 2012, Revista Lasallista de Investigacion, V9, P96
   Niedermeyer E., 2005, Electroencephalography: Basic Principles, Clinical Applications and Related Fields, DOI DOI 10.1016/B978-0-323-04233-8.50007-X
   Niso G, 2013, NEUROINFORMATICS, V11, P405, DOI 10.1007/s12021-013-9186-1
   Palva S, 2007, TRENDS NEUROSCI, V30, P150, DOI 10.1016/j.tins.2007.02.001
   Pavlov YG, 2021, CORTEX, V144, P213, DOI 10.1016/j.cortex.2021.03.013
   Peter-Derex L, 2021, J CLIN SLEEP MED, V17, P393, DOI 10.5664/jcsm.8864
   Pfurtscheller G, 2012, PLOS ONE, V7, DOI 10.1371/journal.pone.0043640
   PLANT WT, 1958, J COUNS PSYCHOL, V5, P229, DOI 10.1037/h0040731
   Poldrack RA, 2000, NEUROIMAGE, V12, P1, DOI 10.1006/nimg.2000.0596
   PST Admin, 2023, Ravens Progressive Matrices [34568]
   PST Admin, 2022, Sternberg working memory task [30120]
   Raghavachari S, 2001, J NEUROSCI, V21, P3175, DOI 10.1523/JNEUROSCI.21-09-03175.2001
   Raven J, 2000, COGNITIVE PSYCHOL, V41, P1, DOI 10.1006/cogp.1999.0735
   Rogasch NC, 2015, CORTEX, V64, P68, DOI 10.1016/j.cortex.2014.10.003
   Rose NS, 2015, FRONT HUM NEUROSCI, V9, DOI 10.3389/fnhum.2015.00592
   Schabus M, 2006, EUR J NEUROSCI, V23, P1738, DOI 10.1111/j.1460-9568.2006.04694.x
   Shadli SM, 2021, CORTEX, V140, P210, DOI 10.1016/j.cortex.2021.03.025
   Stam CJ, 2012, CLIN NEUROPHYSIOL, V123, P1067, DOI 10.1016/j.clinph.2012.01.011
   Stam CJ, 2004, HUM BRAIN MAPP, V22, P97, DOI 10.1002/hbm.20016
   Staudt B, 2006, HIGH ABIL STUD, V17, P3, DOI 10.1080/13598130600946855
   Swanson H.L., 2012, APA Educational Psychology Handbook. Vol. 1: Theories, constructs, V1, P327, DOI DOI 10.1037/13273-012
   Tanaka M, 2012, PLOS ONE, V7, DOI 10.1371/journal.pone.0034774
   Tayal F, 2015, FRONT SYST NEUROSCI, V9, DOI 10.3389/fnsys.2015.00044
   Titz C, 2014, PSYCHOL RES-PSYCH FO, V78, P852, DOI 10.1007/s00426-013-0537-1
   Tracey TJG, 2012, J VOCAT BEHAV, V80, P38, DOI 10.1016/j.jvb.2011.03.005
   Vernon D, 2003, INT J PSYCHOPHYSIOL, V47, P75, DOI 10.1016/S0167-8760(02)00091-0
   Vrapi R., 2022, Dinaric Perspectives on TIMSS 2019, P13, DOI [10.1007/978-3-030-85802-5_9, DOI 10.1007/978-3-030-85802-5_9]
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Wang TF, 2013, INTELLIGENCE, V41, P537, DOI 10.1016/j.intell.2013.07.008
   Wei H, 2020, PSYCHOPHYSIOLOGY, V57, DOI 10.1111/psyp.13643
   Weicker J, 2016, NEUROPSYCHOLOGY, V30, P190, DOI 10.1037/neu0000227
   Wu J, 2011, PSYCHOPHYSIOLOGY, V48, pS63
   Zhang ZT, 2016, SENSORS-BASEL, V16, DOI 10.3390/s16020242
NR 82
TC 0
Z9 0
U1 3
U2 10
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD SEP 27
PY 2023
VL 14
AR 1209881
DI 10.3389/fpsyg.2023.1209881
PG 17
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA T6IM9
UT WOS:001079004100001
PM 37829066
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Higginbotham, GD
AF Higginbotham, Gerald D.
TI Can I Belong in School and Sports?: The Intersectional Value of Athletic
   Identity in High School and Across the College Transition
SO CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
LA English
DT Article
DE intersectionality; race; athletics; belongingness; school transition
ID AFRICAN-AMERICAN; RACIAL IDENTITY; GENDER-DIFFERENCES; ACADEMIC
   ENGAGEMENT; PROSOCIAL BEHAVIOR; STEREOTYPE THREAT; BLACK; RACE;
   BASKETBALL; STUDENTS
AB Objective: This study investigates whether being identified with both school and sports affords benefits for Black male and female students in high school and across the transition to college. Given gendered concerns about being academically identified and cultural associations of athletics with Black masculinity, being both academically and athletically identified is expected to play a larger role in the sociocultural and academic experiences of Black male students. Method: Using the National Longitudinal Survey of Freshmen (NLSF), Study 1 (N = 1,011) employs a cross-sectional analysis of Wave 1 and Study 2 (N = 822) employs a longitudinal analysis of Waves 1-3 to test these hypotheses. Results: Identifying with athletics in high school is found to afford sociocultural benefits for academically identified Black male, but not Black female, students in the short-term and longitudinally across the college transition. In high school, Black male students identified with both academics and athletics reported greater identification with other young Black men compared to those identified with academics only (Study 1). Longitudinally, identification with athletics in high school was positively associated with sociocultural adjustment in the first year of college (e.g., interdependent studying behaviors), explained through this increased identification with young Black men (Study 2). Conclusions: Athletics is found to serve as a culturally valued identity with important benefits for Black male students' experiences in secondary and postsecondary contexts. Although centered on athletics, these findings more broadly point to the importance of academically engaged Black students, across gender identities, being able to feel secure in their intersectional identities.
C1 [Higginbotham, Gerald D.] Univ Calif Los Angeles, Dept Psychol, 1285 Franz Hall,Box 951563, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Higginbotham, GD (corresponding author), Univ Calif Los Angeles, Dept Psychol, 1285 Franz Hall,Box 951563, Los Angeles, CA 90095 USA.
EM ghigginbotham@ucla.edu
OI Higginbotham, Gerald/0000-0003-4163-2971
FU Mellon Foundation; Atlantic Philanthropies; University of California,
   Los Angeles Graduate Research Mentorship Fellowship; National Science
   Foundation Graduate Research Fellowship Program [DGE-1650604]
FX This research is based on data from the National Longitudinal Survey of
   Freshmen (NLSF), a project designed by Douglas S. Massey and Camille Z.
   Charles and funded by the Mellon Foundation and the Atlantic
   Philanthropies. Gerald D. Higginbotham was funded by a University of
   California, Los Angeles Graduate Research Mentorship Fellowship and by
   the National Science Foundation Graduate Research Fellowship Program
   under Grant No. (DGE-1650604). Any opinions, findings, and conclusions
   or recommendations expressed in this material are those of the author(s)
   and do not necessarily reflect the views of the National Science
   Foundation. Sandra Graham and Jennifer Krull are acknowledged for their
   contributions and feedback at various stages in this research project.
CR Adams T., 2004, Mass Communication and Society, V7, P237, DOI [10.1207/s15327825mcs0702_6, DOI 10.1207/S15327825MCS0702_6]
   Altschul I, 2006, CHILD DEV, V77, P1155, DOI 10.1111/j.1467-8624.2006.00926.x
   Anderson E, 2010, J HOMOSEXUAL, V57, P949, DOI 10.1080/00918369.2010.503502
   Anglin Deidre M, 2007, Cultur Divers Ethnic Minor Psychol, V13, P207, DOI 10.1037/1099-9809.13.3.207
   Ashe A. R, 1988, HARD ROAD GLORY HIST, V1
   Barber BL, 2001, J ADOLESCENT RES, V16, P429, DOI 10.1177/0743558401165002
   Bauer DJ, 2006, PSYCHOL METHODS, V11, P142, DOI 10.1037/1082-989X.11.2.142
   Baumeister RF, 1997, PSYCHOL BULL, V122, P38, DOI 10.1037/0033-2909.122.1.38
   BAUMEISTER RF, 1995, PSYCHOL BULL, V117, P497, DOI 10.1037/0033-2909.117.3.497
   Belle D, 1989, CHILDRENS SOCIAL NET, V136
   Brannon TN, 2015, J PERS SOC PSYCHOL, V108, P586, DOI 10.1037/a0038992
   Brookins CC, 1996, J APPL SOC PSYCHOL, V26, P243, DOI 10.1111/j.1559-1816.1996.tb01849.x
   Brown R, 2002, URBAN EDUC, V37, P41, DOI 10.1177/0042085902371004
   Burnett M, 2020, DEV PSYCHOL, V56, P1750, DOI 10.1037/dev0001071
   Campbell H., 2017, U S F L REV, V51, P545
   Carroll A, 1999, J CHILD PSYCHOL PSYC, V40, P593, DOI 10.1111/1469-7610.00476
   Chavous TM, 2008, DEV PSYCHOL, V44, P637, DOI 10.1037/0012-1649.44.3.637
   Cole ER, 2009, AM PSYCHOL, V64, P170, DOI 10.1037/a0014564
   Cooky C, 2015, COMMUN SPORT, V3, P261, DOI 10.1177/2167479515588761
   Crenshaw K., 1991, STANFORD LAW REV, V43, P1241, DOI 10.2307/1229039
   Crenshaw K. W., 2015, BLACK GIRLS MATTER P
   Cross SE, 2011, PERS SOC PSYCHOL REV, V15, P142, DOI 10.1177/1088868310373752
   Czopp AM, 2008, J EXP SOC PSYCHOL, V44, P413, DOI 10.1016/j.jesp.2006.12.007
   Czopp AM, 2010, SOC PSYCHOL EDUC, V13, P485, DOI 10.1007/s11218-010-9129-8
   Dee TS, 2017, AM EDUC RES J, V54, P127, DOI 10.3102/0002831216677002
   Eagly AH, 2009, AM PSYCHOL, V64, P644, DOI 10.1037/0003-066X.64.8.644
   Eccles JS, 1999, J ADOLESCENT RES, V14, P10, DOI 10.1177/0743558499141003
   Edwards E. C., 2019, SISTER SISTER MODEL
   Edwards Harry., 1971, The Black Scholar, V3, P32
   Eitle TM, 2005, SOCIOL SPECTRUM, V25, P177, DOI 10.1080/02732170590883997
   Eitle TM, 2002, SOCIOL EDUC, V75, P123, DOI 10.2307/3090288
   Ellis JM, 2018, URBAN EDUC, V53, P899, DOI 10.1177/0042085915602538
   Fordham S., 1986, The Urban Review, V18, P176, DOI [10.1007/BF01112192, DOI 10.1007/BF01112192]
   Fries-Britt S, 2007, J COLL STUDENT DEV, V48, P509, DOI 10.1353/csd.2007.0048
   Gabriel S, 1999, J PERS SOC PSYCHOL, V77, P642, DOI 10.1037/0022-3514.77.3.642
   Gest SD, 2007, NEW DIR CHILD ADOLES, V118, P43, DOI 10.1002/cd.200
   Ghavami N, 2013, PSYCHOL WOMEN QUART, V37, P113, DOI 10.1177/0361684312464203
   Gilbert R., 1998, MORTAL PRESIDENCY IL
   GOLDBERG AD, 1989, YOUTH SOC, V21, P238, DOI 10.1177/0044118X89021002006
   Graham S, 2002, J EARLY ADOLESCENCE, V22, P173, DOI 10.1177/0272431602022002003
   Hammond W.P., 2005, PSYCHOL MEN MASCULIN, V6, P114, DOI DOI 10.1037/1524-9220.6.2.114
   Harper S.R., 2004, BERKELEY J SOCIOL, P89
   Harper S. R, 2012, PM DELIVERS ADDRESS
   Harper SR, 2008, J COLL STUDENT DEV, V49, P199, DOI 10.1353/csd.0.0003
   Harper SR, 2016, TEACH COLL REC, V118
   Harper SR, 2015, HARVARD EDUC REV, V85, P646, DOI 10.17763/0017-8055.85.4.646
   Harris F., 2011, Journal of Negro Education, V80, P47
   Harrison L. Jr., 1999, Journal of Sport and Social Issues, V23, P287, DOI 10.1177/0193723599233004
   Heyder A, 2017, SEX ROLES, V77, P72, DOI 10.1007/s11199-016-0683-1
   Heyder A, 2015, SOC PSYCHOL EDUC, V18, P467, DOI 10.1007/s11218-015-9303-0
   Higginbotham G. D, 2021, YOU PLAY SPORT UNPUB
   Hoiness A.R., 2008, Athletic Insight, V10, P43
   Holland MM, 2012, SOCIOL EDUC, V85, P101, DOI 10.1177/0038040712440789
   Hooks B., 2004, WE REAL COOL BLACK M
   Howard T. C., 2017, COUNTER NARRATIVE RE
   Hudley C., 2001, SOC PSYCHOL EDUC, V5, P201, DOI DOI 10.1023/A:1014438702266
   Hussar B., 2020, CONDITION ED 2020
   Ispa-Landa S, 2013, SOCIOL EDUC, V86, P218, DOI 10.1177/0038040712472912
   Jackson C, 2009, J GENDER STUD, V18, P341, DOI 10.1080/09589230903260019
   Jones MK, 2018, SEX ROLES, V79, P1, DOI 10.1007/s11199-017-0854-8
   Jones-DeWeever A., 2014, ED BLACK WOMEN NATL
   Kelly M, 2019, MAKE CO MORAL MAKE E
   Knifsend C, 2012, SEX ROLES, V67, P236, DOI 10.1007/s11199-012-0159-x
   LaFontana KM, 2010, SOC DEV, V19, P130, DOI 10.1111/j.1467-9507.2008.00522.x
   Majors R., 1992, COOL POSE
   May RAB, 2009, SOCIOL SPORT J, V26, P443, DOI 10.1123/ssj.26.3.443
   Messineo MJ, 2008, SEX ROLES, V59, P752, DOI 10.1007/s11199-008-9470-y
   Messner M, 1989, GENDER SOC, V3, P71, DOI 10.1177/089124389003001005
   Miller KE, 2005, J YOUTH ADOLESCENCE, V34, P123, DOI 10.1007/s10964-005-3211-0
   Milner H R., 2021, Handbook of urban education
   Montgomery T., 2010, Comparing academic achievement of African American males who do and do not participate in high school athletics
   Morris EW, 2007, YOUTH SOC, V38, P490, DOI 10.1177/0044118X06296778
   Morris EW, 2017, SOCIOL EDUC, V90, P127, DOI 10.1177/0038040717694876
   Morris M. W., 2015, PUSHOUT CRIMINALIZAT
   Nasir NS, 2008, J LEARN SCI, V17, P143, DOI 10.1080/10508400801986108
   Nasir NS, 2009, AM EDUC RES J, V46, P73, DOI 10.3102/0002831208323279
   *NAT CTR ED STAT, 2019, PROF UND STUD ATT DI
   National Longitudinal Survey of Freshmen, 2016, NAT LONG SURV FRESHM
   National Museum of African American History and Culture, 2016, SPORTS LEV PLAYING F
   Noguera P. A., 2008, TROUBLE BLACK BOYS O
   Oyserman D, 2006, PSYCHOL SCI, V17, P854, DOI 10.1111/j.1467-9280.2006.01794.x
   Oyserman D, 2003, SELF IDENTITY, V2, P307, DOI 10.1080/714050250
   Quintana SM, 1998, APPL PREV PSYCHOL, V7, P27, DOI 10.1016/S0962-1849(98)80020-6
   Roberts-Douglass K, 2013, PSYCHOL MEN MASCULIN, V14, P7, DOI 10.1037/a0029662
   Robertson O, 2017, UNDEFEATED 0324
   Rogers LO, 2015, CHILD DEV, V86, P407, DOI 10.1111/cdev.12303
   Rusin D., 2015, THESIS
   Scottham KM, 2008, CULT DIVERS ETHN MIN, V14, P297, DOI 10.1037/1099-9809.14.4.297
   Sellers R.M., 1998, J BLACK PSYCHOL, V24, P8, DOI [10.1177/00957984980241002, DOI 10.1177/00957984980241002]
   Settles IH, 2002, J APPL PSYCHOL, V87, P574, DOI 10.1037//0021-9010.87.3.574
   Shakib S, 2013, INT REV SOCIOL SPORT, V48, P295, DOI 10.1177/1012690212439172
   Stevenson HC, 2009, CULT DIVERS ETHN MIN, V15, P125, DOI 10.1037/a0015500
   Stone J, 1999, J PERS SOC PSYCHOL, V77, P1213, DOI 10.1037/0022-3514.77.6.1213
   Stone J, 2012, BASIC APPL SOC PSYCH, V34, P99, DOI 10.1080/01973533.2012.655624
   Strayhorn TL, 2013, SPECTRUM-J BLACK MEN, V1, P83, DOI 10.2979/spectrum.1.2.83
   The Opportunity Agenda, 2011, SOC SCI LIT REV MED
   The Schott Foundation for Public Education, 2015, BLACK LIV MATT SCHOT
   Thomas AJ, 2011, SEX ROLES, V64, P530, DOI 10.1007/s11199-011-9939-y
   Tropp LR, 2001, PERS SOC PSYCHOL B, V27, P585, DOI 10.1177/0146167201275007
   Tucker L, 2003, AM BEHAV SCI, V47, P306, DOI 10.1177/0002764203256189
   U.S. Department of Education Office for Civil Rights, 2018, CIV RIGHTS DAT COLL
   Varner F, 2013, CHILD DEV, V84, P875, DOI 10.1111/cdev.12021
   Wade JC, 1996, SEX ROLES, V34, P17, DOI 10.1007/BF01544793
   Walzer AS, 2011, J SOC PSYCHOL, V151, P527, DOI 10.1080/00224545.2010.503250
   Wilkins AC, 2014, SOCIOL EDUC, V87, P171, DOI 10.1177/0038040714537901
   Williams MJ, 2019, J PERS SOC PSYCHOL, V116, P416, DOI 10.1037/pspi0000153
   Wood D, 2007, J YOUTH ADOLESCENCE, V36, P417, DOI 10.1007/s10964-007-9186-2
   Wood D, 2010, J EDUC PSYCHOL, V102, P521, DOI 10.1037/a0018481
   Workman J, 2020, SOC PSYCHOL EDUC, V23, P1407, DOI 10.1007/s11218-020-09588-6
   Xiao SX, 2019, J ADOLESCENCE, V77, P41, DOI 10.1016/j.adolescence.2019.09.003
   Yeung R, 2015, EDUC URBAN SOC, V47, P361, DOI 10.1177/0013124513495277
   Yukhymenko-Lescroart MA, 2014, SPORT EXERC PERFORM, V3, P89, DOI 10.1037/spy0000009
   Yun HY, 2019, J ADOLESCENCE, V75, P47, DOI 10.1016/j.adolescence.2019.07.001
NR 113
TC 3
Z9 6
U1 1
U2 7
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1099-9809
EI 1939-0106
J9 CULT DIVERS ETHN MIN
JI Cult. Divers. Ethn. Minor. Psychol.
PD OCT
PY 2021
VL 27
IS 4
BP 613
EP 629
DI 10.1037/cdp0000478
PG 17
WC Ethnic Studies; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Psychology
GA WF0WI
UT WOS:000706035300006
PM 34351179
OA hybrid
DA 2024-07-15
ER

PT J
AU Silva, T
AF Silva, Tony
TI Masculinity attitudes in the United States across intersections of
   race/ethnicity, immigration status, and education
SO JOURNAL OF GENDER STUDIES
LA English
DT Article
DE Intersectionality; masculinity; race; gender; education
ID HEGEMONIC MASCULINITY; ACADEMIC ENGAGEMENT; GENDER; MEN; ACHIEVEMENT;
   RETHINKING; CONFORMITY; SCHOOL; RACE; GAP
AB How do American men's attitudes about masculinity differ across intersections of race/ethnicity, immigration status, and education? This paper uses the NSFG 2011-2019, a large survey (n = 17,944) representative of American men aged 15-44. It analyzes white men; Black men; non-immigrant Latinos; and immigrant Latinos, with each broken down by less than a bachelor's; a bachelor's degree; or an advanced degree, for a total of 12 intersections. Most differences between men of different races/ethnicities/immigration statuses were between men with less than a bachelor's. Several groups were more conservative on some attitudes but not others. For instance, among men with less than a bachelor's, white men were more conservative than Black men regarding an attitude about going to the doctor, but less conservative than Black men on attitudes about showing pain or men's sexual needs. Additionally, the attitudinal differences that emerged were distinct for different levels of education. Among men with less than a bachelor's, most significant differences emerged regarding the attitudes about going to the doctor and men's sexual needs. In contrast, among men with a bachelor's, most differences emerged regarding the attitude about showing pain. Among men with the same racial/ethnic identity and immigration status, men with lower levels of education were more likely to endorse conservative attitudes about masculinity. All three intersections are meaningfully related to attitudes about masculinity, and future research about masculinity attitudes should not analyze social identities/statuses separately but rather as they intersect with one another.
C1 [Silva, Tony] Univ British Columbia, Dept Sociol, Vancouver, BC, Canada.
C3 University of British Columbia
RP Silva, T (corresponding author), Univ British Columbia, Vancouver, BC, Canada.
EM Tony.silva@ubc.ca
RI Silva, Tony/I-6692-2019
OI Silva, Tony/0000-0003-0701-8169
FU Sexualities Project at Northwestern (SPAN)
FX Thank you to the Sexualities Project at Northwestern (SPAN) for
   providing the postdoctoral fellowship that allowed me to begin work on
   this project.
CR Anderson E., 2000, CODE STREET DECENCY
   Baker P, 2014, B WORLD HEALTH ORGAN, V92, P618, DOI 10.2471/BLT.13.132795
   Beasley C., 2005, Gender and sexuality: critical theories, critical thinkers
   Beasley C, 2015, MEN MASC, V18, P135, DOI 10.1177/1097184X15583825
   Beasley C, 2008, MEN MASC, V11, P86, DOI 10.1177/1097184X08315102
   Bergold S, 2020, SOC PSYCHOL EDUC, V23, P315, DOI 10.1007/s11218-019-09539-w
   Bowman J.M., 2017, MASCULINITY STUDENT
   Bridges T, 2014, SOCIOL COMPASS, V8, P246, DOI 10.1111/soc4.12134
   Chávez S, 2017, AM J IND MED, V60, P537, DOI 10.1002/ajim.22721
   Choo HY, 2010, SOCIOL THEOR, V28, P129, DOI 10.1111/j.1467-9558.2010.01370.x
   Collins PH, 2015, ANNU REV SOCIOL, V41, P1, DOI 10.1146/annurev-soc-073014-112142
   Connell R. W, 1987, Gender Power: Society, the Person, and Sexual Politics
   Connell RW, 2005, GENDER SOC, V19, P829, DOI 10.1177/0891243205278639
   Crenshaw K., 1989, UNIV CHICAGO LEG FOR, V140, P139, DOI DOI 10.4324/9780429500480-5
   Duckworth KD, 2019, GENDER SOC, V33, P795, DOI 10.1177/0891243219863031
   Elliott K, 2016, MEN MASC, V19, P240, DOI 10.1177/1097184X15576203
   Ferguson Ann., 2000, Bad boys: Public schools in the making of black masculinity
   Froyum C.M., 2007, SEXUALITIES, V10, P603, DOI [10.1177/1363460707083171, DOI 10.1177/1363460707083171]
   Gonzalez-Lopez Gloria, 2005, ER JOURN MEX IMM
   Griffith DM, 2012, AM J PUBLIC HEALTH, V102, pS187, DOI 10.2105/AJPH.2012.300715
   Gruys K, 2020, SOCIOL FORUM, V35, P346, DOI 10.1111/socf.12585
   Halberstam Judith., 1998, Female Masculinity
   Hall RE, 2009, J HUM BEHAV SOC ENVI, V19, P531, DOI 10.1080/10911350902990502
   Harnois CE, 2017, SEX ROLES, V77, P141, DOI 10.1007/s11199-016-0702-2
   Jackson C, 2009, J GENDER STUD, V18, P341, DOI 10.1080/09589230903260019
   Kahn J., 2011, J MENS STUDIES, V19, P65, DOI DOI 10.3149/JMS.1901.65
   Kane EW, 2000, ANNU REV SOCIOL, V26, P419, DOI 10.1146/annurev.soc.26.1.419
   Kessels U, 2014, EDUC RES-UK, V56, P220, DOI 10.1080/00131881.2014.898916
   Kogan SM, 2017, J SEX RES, V54, P795, DOI 10.1080/00224499.2016.1223798
   Kum Dezimey, 2020, TimeDec. 28,
   Long JS, 2021, SOCIOL METHOD RES, V50, P1284, DOI 10.1177/0049124118799374
   Majors R., 1992, COOL POSE DILEMMAS B
   Marrs H, 2016, PSYCHOL MEN MASCULIN, V17, P197, DOI 10.1037/men0000015
   Maxwell A., 2018, IMPACT MODERN SEXISM
   McCall L, 2005, SIGNS, V30, P1771, DOI 10.1086/426800
   Messerschmidt JW, 2019, MEN MASC, V22, P85, DOI 10.1177/1097184X18805555
   Montes V, 2013, GENDER SOC, V27, P469, DOI 10.1177/0891243212470491
   Morris EW, 2011, SOCIOL COMPASS, V5, P92, DOI 10.1111/j.1751-9020.2010.00351.x
   Oeur F., 2016, SOCIUS SOCIOLOGICAL, DOI DOI 10.1177/2378023116633712
   Oliver W, 2006, J BLACK STUD, V36, P918, DOI 10.1177/0021934704273445
   Pascoe C.J., 2011, Dude, You're a Fag: Masculinity and Sexuality in High School
   Pascoe C.J., 2015, Exploring Masculinities: Identity, Inequality, Continuity, and Change
   Plank L., 2019, WASH POST
   Ramirez H, 2011, MEN MASC, V14, P97, DOI 10.1177/1097184X10363993
   Rios Victor, 2015, EXPLORING MASCULINIT, P166
   Saez P.A., 2009, J MENS STUDIES, V17, P116, DOI DOI 10.3149/JMS.1702.116
   Schnabel L., 2018, Socius: Sociological Research for a Dynamic World, V4, P1, DOI DOI 10.1177/2378023118769550
   Scott Carter J, 2009, SOC SCI QUART, V90, P196, DOI 10.1111/j.1540-6237.2009.00611.x
   Snider M, 2017, GENDER PLACE CULT, V24, P343, DOI 10.1080/0966369X.2017.1314942
   U.S. Department of Health and Human Services, 2020, PUBL US DAT FIL DOC
   U.S. Department of Health and Human Services, 2018, 2015 2017 NSFG US GU
   Unnever JD, 2021, SOC PROBL, V68, P490, DOI 10.1093/socpro/spaa010
   Vantieghem W, 2015, SEX ROLES, V73, P1, DOI 10.1007/s11199-015-0509-6
   Vasquez JM, 2014, IDENTITIES-GLOB STUD, V21, P532, DOI 10.1080/1070289X.2014.904231
   Wade J.C., 2001, Psychology of Men Masculinity, V2, P42
   Yang YC, 2020, SOCIOL THEOR, V38, P318, DOI 10.1177/0735275120960792
   Yavorsky JE, 2019, SOCIOL SCI, V6, P661, DOI 10.15195/v6.a25
NR 57
TC 2
Z9 2
U1 0
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0958-9236
EI 1465-3869
J9 J GENDER STUD
JI J. Gend. Stud.
PD APR 3
PY 2023
VL 32
IS 3
BP 229
EP 245
DI 10.1080/09589236.2021.1963918
EA AUG 2021
PG 17
WC Social Issues; Social Sciences, Interdisciplinary; Women's Studies
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Sciences - Other Topics; Women's Studies
GA 9T7IR
UT WOS:000686816200001
DA 2024-07-15
ER

PT J
AU Reinke, NB
AF Reinke, Nicole B.
TI Promoting student engagement and academic achievement in first-year
   anatomy and physiology courses
SO ADVANCES IN PHYSIOLOGY EDUCATION
LA English
DT Article
DE active learning; first-year; learning environment; physiology; student
   engagement
ID FACULTY INTERACTION; SELF-REGULATION; PERFORMANCE; SCIENCE; COMMUNITIES;
   DIVERSE
AB Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk). compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students' academic self-regulation and the use of remedial chemistry classes when learning physiology.
C1 [Reinke, Nicole B.] Univ Sunshine Coast, Sch Hlth & Sport Sci, 90 Sippy Downs Dr, Sippy Downs, Qld 4558, Australia.
   [Reinke, Nicole B.] James Cook Univ, Sch Vet & Biomed Sci, Townsville, Qld, Australia.
C3 University of the Sunshine Coast; James Cook University
RP Reinke, NB (corresponding author), Univ Sunshine Coast, Sch Hlth & Sport Sci, 90 Sippy Downs Dr, Sippy Downs, Qld 4558, Australia.
EM nreinke@usc.edu.au
RI Reinke, Nicole B/JAX-7269-2023
OI Reinke, Nicole B/0000-0002-0474-7887
CR Anastasi A, 1998, PRENTICE HALL
   Andrews TM, 2011, CBE-LIFE SCI EDUC, V10, P394, DOI 10.1187/cbe.11-07-0061
   [Anonymous], STATISTICAL POWER AN
   [Anonymous], 2016, HAPS ED
   Assor A., 1992, Student perceptions in the classroom, P25, DOI DOI 10.1177/0163278702250093
   Astin A., 1993, BASS
   Barker L.J., 2004, COMPUTER SCI ED, V14, P119, DOI DOI 10.1080/08993400412331363853
   Biggs J, 2011, STUDENT
   Bloom BS., 1984, BOSTON
   Brace I., 2008, LONDON
   Coaley H., 2010, LONDON
   Coates H., 2009, ENGAGING STUDENTS FO
   COURTENAY M, 1991, J ADV NURS, V16, P1110, DOI 10.1111/j.1365-2648.1991.tb03372.x
   de Kock A, 2004, REV EDUC RES, V74, P141, DOI 10.3102/00346543074002141
   Deberard M.S., 2004, COLL STUD J, V38, P66, DOI DOI 10.1002/SIM.2397
   ENDO JJ, 1982, RES HIGH EDUC, V16, P115, DOI 10.1007/BF00973505
   Ernst H, 2007, ADV PHYSIOL EDUC, V31, P41, DOI 10.1152/advan.00107.2006
   Freeman S, 2014, P NATL ACAD SCI USA, V111, P8410, DOI 10.1073/pnas.1319030111
   Green R, 2009, ANAT SCI EDUC, V2, P113, DOI 10.1002/ase.82
   HAMBRICK D, 1931, MEM COGNITION, P902
   Hattie J, 2003, AUSTRALIA
   Higgins-Opitz SB, 2014, ADV PHYSIOL EDUC, V38, P161, DOI 10.1152/advan.00067.2013
   Hopp R., 2009, HAPS EDUCATOR, V2, P56
   Hopper M., 2011, Journal of College Science Teaching, V40, P70
   Jensen JL, 2015, CBE-LIFE SCI EDUC, V14, DOI 10.1187/cbe.14-08-0129
   Jensen JL, 2011, CBE-LIFE SCI EDUC, V10, P64, DOI 10.1187/cbe.10-07-0089
   Kala S, 2010, NURS EDUC TODAY, V30, P61, DOI 10.1016/j.nedt.2009.06.002
   Kiener M., 2013, Transformative Dialogues: Teaching Learning Journal, V6, P1
   Krause K, 2005, TRAINING
   Krause K, 2003, ANNUAL MEETING OF TH
   Kuh GD, 2001, REV HIGH EDUC, V24, P309, DOI 10.1353/rhe.2001.0005
   Kuh GD, 2008, J HIGH EDUC-UK, V79, P540, DOI 10.1353/jhe.0.0019
   Lizzio A, 2002, STUD HIGH EDUC, V27, P27, DOI 10.1080/03075070120099359
   Marieb EN, 2010, PEARSON BENJAMIN CUM
   Marsh HW, 2011, BRIT J EDUC PSYCHOL, V81, P59, DOI 10.1348/000709910X503501
   Mayer RE, 2004, AM PSYCHOL, V59, P14, DOI 10.1037/0003-066X.59.1.14
   McKinney J.P., 2006, College Teaching, V53, P281, DOI [10.3200/CTCH.54.3.281-284, DOI 10.3200/CTCH.54.3.281-284]
   Michael J, 2007, ADV PHYSIOL EDUC, V31, P34, DOI 10.1152/advan.00057.2006
   MULTON K, 1938, J COUNS PSYCHOL, P30
   O'Brien R., 2001, THEORY PRACTICE ACTI
   Pascarella E, 2005, BASS
   Pollock SJ, 2008, PHYS REV SPEC TOP-PH, V4, DOI 10.1103/PhysRevSTPER.4.010110
   Queensland Curriculum and Assessment Authority, 2018, OP FAST FACTS
   Reinke N. B., 2014, INT J INNOV SCI MATH, V22, P57
   Richardson S, 2011, AUSSE RESEARCH BRIEF, V12
   Rodenbaugh DW, 2012, ADV PHYSIOL EDUC, V36, P302, DOI 10.1152/advan.00093.2012
   Ryan RM, 2000, CONTEMP EDUC PSYCHOL, V25, P54, DOI 10.1006/ceps.1999.1020
   Salonen P, 2005, EUR PSYCHOL, V10, P199, DOI 10.1027/1016-9040.10.3.199
   Schneider M, 2017, PSYCHOL BULL, V143, P565, DOI 10.1037/bul0000098
   Silverthorn DU, 2006, ADV PHYSIOL EDUC, V30, P204, DOI 10.1152/advan.00064.2006
   Silverthorn DU, 2013, PEARSON
   Sturges D, 2013, INTERNET J ALLIED HE, V11
   Thalluri R., 2006, FOCUS HLTH PROF ED, V7, P9
   Thibodeaux J, 2017, J ADV ACAD, V28, P5, DOI 10.1177/1932202X16676860
   Tinto V, 1998, REV HIGH EDUC, V21, P167
   Tinto V, 1997, J HIGH EDUC, V68, P599, DOI 10.2307/2959965
   Trusclair LR, 2017, THESIS
   VANAMBURGH JA, 1985, AM J PHARM, P71
   WOLFE RN, 1995, EDUC PSYCHOL MEAS, V55, P177, DOI 10.1177/0013164495055002002
   Zimmerman B. J., 2000, Handbook of Self-Regulation, P13, DOI DOI 10.1016/B978-012109890-2/50031-7
   Zimmerman BJ, 2008, AM EDUC RES J, V45, P166, DOI 10.3102/0002831207312909
NR 61
TC 17
Z9 18
U1 1
U2 30
PU AMER PHYSIOLOGICAL SOC
PI BETHESDA
PA 9650 ROCKVILLE PIKE, BETHESDA, MD 20814 USA
SN 1043-4046
EI 1522-1229
J9 ADV PHYSIOL EDUC
JI Adv. Physiol. Educ.
PD DEC
PY 2019
VL 43
IS 4
BP 443
EP 450
DI 10.1152/advan.00205.2018
PG 8
WC Education, Scientific Disciplines; Physiology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Physiology
GA JM1FA
UT WOS:000495966900001
PM 31460774
OA gold
DA 2024-07-15
ER

PT J
AU Yip, T
   Wang, YJ
   Mootoo, C
   Mirpuri, S
AF Yip, Tiffany
   Wang, Yijie
   Mootoo, Candace
   Mirpuri, Sheena
TI Moderating the Association Between Discrimination and Adjustment: A
   Meta-Analysis of Ethnic/Racial Identity
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE ethnic/racial identity; ethnic/racial discrimination; adjustment
   outcomes; meta-analysis; ethnicity/race
ID PERCEIVED RACIAL-DISCRIMINATION; COLLECTIVE SELF-ESTEEM;
   AFRICAN-AMERICAN ADOLESCENTS; OTHER-GROUP ORIENTATION; LATINO
   ETHNIC-IDENTITY; RACIAL/ETHNIC DISCRIMINATION; MULTIDIMENSIONAL
   INVENTORY; PSYCHOLOGICAL DISTRESS; ACADEMIC ENGAGEMENT; PROTECTIVE
   FACTORS
AB The detrimental effects of discrimination are well documented; however, the influence of ethnic/racial identity (ERI) on this association is equivocal. There is theoretical and empirical support for both protective and detrimental effects of ERI. This meta-analysis includes 53 effect sizes from 51 studies and 18,545 participants spanning early adolescence to adulthood to synthesize the interaction of ERI and discrimination for adjustment outcomes. Consistent with existing meta-analyses, discrimination was associated with compromised adjustment; further, this effect was buffered by overall ERI particularly for academic and physical health outcomes. Different ERI dimensions and adjustment outcomes revealed important patterns. ERI exploration increased vulnerabilities associated with discrimination, particularly for negative mental health and risky health behaviors. The exacerbating influence of ERI exploration was strongest at age 24, and more recent publications reported weaker exacerbating effects. In contrast, ERI commitment conferred protection. A composite score of ERI exploration and commitment also conferred protection against discrimination. Sample demographics mattered. The buffering effect of ERI commitment was stronger for Latinx (compared with Asian heritage) individuals. The buffering effect of public regard was stronger for Asian heritage (compared with African heritage) individuals. For positive mental health outcomes, a composite score of ERI exploration and commitment had a stronger buffering effect for Latinx (compared with African heritage) individuals. For risky health behaviors, Latinx individuals reported a stronger buffering effect of ERI (compared with African heritage and Asian heritage) individuals. The current meta-analysis identifies gaps in the literature and offers suggestions for future research.
C1 [Yip, Tiffany; Mootoo, Candace] Fordham Univ, Dept Psychol, 226 Dealy Hall,441 East Fordham Rd, Bronx, NY 10458 USA.
   [Wang, Yijie] Michigan State Univ, Human Dev & Family Studies, E Lansing, MI 48824 USA.
   [Mirpuri, Sheena] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
   [Mirpuri, Sheena] Mem Sloan Kettering Canc Ctr, 1275 York Ave, New York, NY 10021 USA.
C3 Fordham University; Michigan State University; University of Hong Kong;
   Memorial Sloan Kettering Cancer Center
RP Yip, T (corresponding author), Fordham Univ, Dept Psychol, 226 Dealy Hall,441 East Fordham Rd, Bronx, NY 10458 USA.
EM tyip@fordham.edu
RI Wang, Yijie/AFS-0045-2022
OI yip, tiffany/0000-0001-7488-533X
CR Adam EK, 2015, PSYCHONEUROENDOCRINO, V62, P279, DOI 10.1016/j.psyneuen.2015.08.018
   Alegria M, 2004, INT J METH PSYCH RES, V13, P208, DOI 10.1002/mpr.178
   Aloe AM, 2012, J EDUC BEHAV STAT, V37, P278, DOI 10.3102/1076998610396901
   Anglin DM, 2018, EARLY INTERV PSYCHIA, V12, P380, DOI 10.1111/eip.12314
   [Anonymous], YOUTH EXPERIEN UNPUB
   [Anonymous], 2015, CONT RACISM ASIAN AM
   [Anonymous], DRUG USE CULTU UNPUB
   [Anonymous], THESIS
   [Anonymous], 2001, NEW PERSPECTIVES RAC
   [Anonymous], ROLE RACIAL IDENTITY
   [Anonymous], NZ ATTITUDES V UNPUB
   [Anonymous], ADOLESCENT SLE UNPUB
   [Anonymous], 2011, PROF SCH COUNSEL, DOI DOI 10.1177/2156759X1101500203
   [Anonymous], FILIPINO AM COMMUNIT
   [Anonymous], 2021, INTRO META ANAL
   [Anonymous], 2016, FORUM YOUTH CULTURE
   [Anonymous], TEENAGERS FAMI UNPUB
   [Anonymous], 2008, PRACTICAL METAANALYS
   [Anonymous], 2008, COCHRANE HDB SYSTEMA, DOI DOI 10.1002/9780470712184.FMATTER
   [Anonymous], PERCEIVED RACISM SCA
   [Anonymous], RACIAL IDENTITY ASS
   [Anonymous], LONGITUDINAL A UNPUB
   [Anonymous], FOREVER FOREIGNERS H
   [Anonymous], MICROAGGRESSIONS DIR
   [Anonymous], SEXUAL ORIENTA UNPUB
   Arnett JJ, 2007, CHILD DEV PERSPECT, V1, P68, DOI 10.1111/j.1750-8606.2007.00016.x
   Arnett JJ, 2000, AM PSYCHOL, V55, P469
   Beiser MNMN, 2006, SOC SCI MED, V63, P137, DOI 10.1016/j.socscimed.2005.12.002
   Benner AD, 2018, AM PSYCHOL, V73, P855, DOI 10.1037/amp0000204
   Benner AD, 2013, DEV PSYCHOL, V49, P1602, DOI 10.1037/a0030557
   Bombay A, 2010, CULT DIVERS ETHN MIN, V16, P507, DOI 10.1037/a0021373
   Bourguignon D, 2006, EUR J SOC PSYCHOL, V36, P773, DOI 10.1002/ejsp.326
   Brody GH, 2015, J ADOLESCENT HEALTH, V56, P496, DOI 10.1016/j.jadohealth.2015.01.017
   Burrow AL, 2010, SELF IDENTITY, V9, P383, DOI 10.1080/15298860903192496
   Caldwell CH, 2004, AM J COMMUN PSYCHOL, V33, P91, DOI 10.1023/B:AJCP.0000014321.02367.dd
   Cameron JE, 2004, SELF IDENTITY, V3, P239, DOI 10.1080/13576500444000047
   CHAPLIN WF, 1991, J PERS, V59, P143, DOI 10.1111/j.1467-6494.1991.tb00772.x
   Chavous TM, 2008, DEV PSYCHOL, V44, P637, DOI 10.1037/0012-1649.44.3.637
   Chavous TM, 2004, SEX ROLES, V51, P1, DOI 10.1023/B:SERS.0000032305.48347.6d
   Cheng CY, 2009, J SOC ISSUES, V65, P51, DOI 10.1111/j.1540-4560.2008.01587.x
   Cheryan S, 2000, PSYCHOL SCI, V11, P399, DOI 10.1111/1467-9280.00277
   Clark KB, 1939, J SOC PSYCHOL, V10, P591, DOI 10.1080/00224545.1939.9713394
   COHEN J, 1992, PSYCHOL BULL, V112, P155, DOI 10.1037/0033-2909.112.1.155
   Cole ER, 2009, AM PSYCHOL, V64, P170, DOI 10.1037/a0014564
   Coll CG, 1996, CHILD DEV, V67, P1891, DOI 10.2307/1131600
   Cooper H. M., 2015, RES SYNTHESIS METAAN, V2
   CROCKER J, 1990, J PERS SOC PSYCHOL, V58, P60, DOI 10.1037/0022-3514.58.1.60
   CROCKER J, 1994, PERS SOC PSYCHOL B, V20, P503, DOI 10.1177/0146167294205007
   Dotterer AM, 2009, APPL DEV SCI, V13, P61, DOI 10.1080/10888690902801442
   Douglass S, 2015, IDENTITY, V15, P48, DOI 10.1080/15283488.2014.989442
   Dulin-Keita A, 2011, ETHNIC RACIAL STUD, V34, P662, DOI 10.1080/01419870.2011.535906
   Erikson E. H., 1968, IDENTITY YOUTH CRISI
   Fisher CB, 2000, J YOUTH ADOLESCENCE, V29, P679, DOI 10.1023/A:1026455906512
   Fordham S., 1986, The Urban Review, V18, P176, DOI [10.1007/BF01112192, DOI 10.1007/BF01112192]
   French SE, 2010, HISPANIC J BEHAV SCI, V32, P410, DOI 10.1177/0739986310374716
   Fuller RD, 2017, J SPORT SOC ISSUES, V41, P402, DOI 10.1177/0193723517719664
   Galliher RV, 2017, DEV PSYCHOL, V53, P2009, DOI 10.1037/dev0000452
   Gee GC, 2006, AM J PUBLIC HEALTH, V96, P1821, DOI 10.2105/AJPH.2005.080085
   Giamo LS, 2012, CULT DIVERS ETHN MIN, V18, P319, DOI 10.1037/a0029729
   Gibbons FX, 2010, J PERS SOC PSYCHOL, V99, P785, DOI 10.1037/a0019880
   Gibbons FX, 2004, J PERS SOC PSYCHOL, V86, P517, DOI 10.1037/0022-3514.86.4.517
   Gonzales-Backen MA, 2018, DEV PSYCHOL, V54, P929, DOI 10.1037/dev0000465
   Hall GCN, 2016, AM PSYCHOL, V71, P40, DOI 10.1037/a0039734
   Harrell SP, 2000, AM J ORTHOPSYCHIAT, V70, P42, DOI 10.1037/h0087722
   Helms J.E., 1996, HDB TESTS MEASURES B, P167
   Higgins JPT, 2003, BMJ-BRIT MED J, V327, P557, DOI 10.1136/bmj.327.7414.557
   Hughes D, 2016, CHILD DEV, V87, P1337, DOI 10.1111/cdev.12591
   Hunte HER, 2009, AM J PUBLIC HEALTH, V99, P1285, DOI 10.2105/AJPH.2007.128090
   Huynh VW, 2010, J RES ADOLESCENCE, V20, P916, DOI 10.1111/j.1532-7795.2010.00670.x
   Jackson JS, 2004, INT J METH PSYCH RES, V13, P196, DOI 10.1002/mpr.177
   Jackson KF, 2012, J COUNS PSYCHOL, V59, P240, DOI 10.1037/a0027639
   Jaramillo J, 2016, J RES ADOLESCENCE, V26, P769, DOI 10.1111/jora.12228
   Jones M.D., 2008, Longitudinal and reciprocal effects of ethnic identity and experiences of discrimination on psychosocial adjustment of Navajo (Dine) adolescents
   Khaylis Anna, 2007, J Trauma Dissociation, V8, P91, DOI 10.1300/J229v08n04_06
   Kiang L, 2016, CHILD DEV, V87, P995, DOI 10.1111/cdev.12578
   Kim CJ, 1999, POLIT SOC, V27, P105, DOI 10.1177/0032329299027001005
   Krieger N, 1999, INT J HEALTH SERV, V29, P295, DOI 10.2190/M11W-VWXE-KQM9-G97Q
   Krieger N, 2012, AM J PUBLIC HEALTH, V102, P936, DOI 10.2105/AJPH.2011.300544
   Landrine H., 1996, Journal of Black Psychology, V22, P144, DOI [10.1177/00957984960222002, DOI 10.1177/00957984960222002]
   Lauderdale DS, 2006, MED CARE, V44, P914, DOI 10.1097/01.mlr.0000220829.87073.f7
   Lauderdale DS, 2006, DEMOGRAPHY, V43, P185, DOI 10.1353/dem.2006.0008
   Lee JP, 2015, ASIAN AM J PSYCHOL, V6, P154, DOI 10.1037/a0038360
   Lee RM, 2005, J COUNS PSYCHOL, V52, P36, DOI 10.1037/0022-0167.52.1.36
   Lee RM, 2003, J COUNS PSYCHOL, V50, P133, DOI 10.1037/0022-0167.50.2.133
   LEE SJ, 1994, ANTHROPOL EDUC QUART, V25, P413, DOI 10.1525/aeq.1994.25.4.04x0530j
   Lewin A, 2011, J BLACK PSYCHOL, V37, P286, DOI 10.1177/0095798410381242
   Liang CTH, 2008, CULT DIVERS ETHN MIN, V14, P19, DOI 10.1037/1099-9809.14.1.19
   LUHTANEN R, 1992, PERS SOC PSYCHOL B, V18, P302, DOI 10.1177/0146167292183006
   Matthews C.J., 2012, Generational status, racial, and ethnic identity, and psychological well-being among Afro-Caribbean college students
   Mayeri S, 2001, YALE LAW J, V110, P1045, DOI 10.2307/797563
   Mossakowski KN, 2003, J HEALTH SOC BEHAV, V44, P318, DOI 10.2307/1519782
   Myrick SE, 2011, PERS RELATIONSHIP, V18, P487, DOI 10.1111/j.1475-6811.2010.01320.x
   Ong AD, 2010, IDENTITY, V10, P39, DOI 10.1080/15283481003676226
   Paradies Y, 2015, PLOS ONE, V10, DOI 10.1371/journal.pone.0138511
   Pascoe EA, 2009, PSYCHOL BULL, V135, P531, DOI 10.1037/a0016059
   Pedhazur E.J., 1973, Multiple regression in behavioral research, V2nd
   Phinney J.S., 1992, Journal of Adolescent Research, V7, P156, DOI DOI 10.1177/074355489272003
   Phinney JS, 2007, INT J BEHAV DEV, V31, P478, DOI 10.1177/0165025407081466
   Phinney JS, 2007, J COUNS PSYCHOL, V54, P271, DOI 10.1037/0022-0167.54.3.271
   Pieterse AL, 2010, J APPL SOC PSYCHOL, V40, P1028, DOI 10.1111/j.1559-1816.2010.00609.x
   Priest N, 2013, SOC SCI MED, V95, P115, DOI 10.1016/j.socscimed.2012.11.031
   Reicher S.D., 1987, REDISCOVERING SOCIAL
   Rivas-Drake D, 2008, J YOUTH ADOLESCENCE, V37, P12, DOI 10.1007/s10964-007-9227-x
   Rivas-Drake D, 2014, CHILD DEV, V85, P77, DOI 10.1111/cdev.12175
   Roberts RE, 1999, J EARLY ADOLESCENCE, V19, P301, DOI 10.1177/0272431699019003001
   Romero AJ, 2003, J APPL SOC PSYCHOL, V33, P2288, DOI 10.1111/j.1559-1816.2003.tb01885.x
   Romero AJ, 2014, J APPL SOC PSYCHOL, V44, P1, DOI 10.1111/jasp.12192
   Schaafsma J, 2011, EUR J SOC PSYCHOL, V41, P786, DOI 10.1002/ejsp.825
   Schmitt MT, 2014, PSYCHOL BULL, V140, P921, DOI 10.1037/a0035754
   Schwartz SJ, 2014, CHILD DEV, V85, P58, DOI 10.1111/cdev.12201
   Scottham KM, 2008, CULT DIVERS ETHN MIN, V14, P297, DOI 10.1037/1099-9809.14.4.297
   Seaton EK, 2006, CHILD DEV, V77, P1416, DOI 10.1111/j.1467-8624.2006.00944.x
   Seaton EK, 2019, CHILD DEV, V90, P62, DOI 10.1111/cdev.13093
   Seaton EK, 2017, CHILD DEV, V88, P683, DOI 10.1111/cdev.12787
   Seaton EK, 2009, CULT DIVERS ETHN MIN, V15, P137, DOI 10.1037/a0015506
   Seaton EK, 2009, J YOUTH ADOLESCENCE, V38, P153, DOI 10.1007/s10964-008-9356-x
   Sellers R M, 1998, Pers Soc Psychol Rev, V2, P18, DOI 10.1207/s15327957pspr0201_2
   Sellers RM, 2006, J RES ADOLESCENCE, V16, P187, DOI 10.1111/j.1532-7795.2006.00128.x
   Sellers RM, 2003, J PERS SOC PSYCHOL, V84, P1079, DOI 10.1037/0022-3514.84.5.1079
   Sellers RM, 1997, J PERS SOC PSYCHOL, V73, P805, DOI 10.1037/0022-3514.73.4.805
   Sellers RobertM., 1998, Multidimensional Model of Racial Identity: A Reconceptualization of African American Racial Identity
   Slopen N, 2016, SLEEP MED, V18, P88, DOI 10.1016/j.sleep.2015.01.012
   Smalls C, 2007, J BLACK PSYCHOL, V33, P299, DOI 10.1177/0095798407302541
   Soto JA, 2012, CULT DIVERS ETHN MIN, V18, P384, DOI 10.1037/a0029781
   StataCorp, 2013, STAT REL 13 STAT SOF
   Stein GL, 2014, ASIAN AM J PSYCHOL, V5, P206, DOI 10.1037/a0034811
   Sterne JA., 2001, SYSTEMATIC REV HLTH, P347, DOI DOI 10.1002/9780470693926.CH18
   Sterne JAC, 2001, BMJ-BRIT MED J, V323, P101, DOI 10.1136/bmj.323.7304.101
   Syed M, 2013, CULT DIVERS ETHN MIN, V19, P143, DOI 10.1037/a0030564
   Tajfel Henri., 1979, Organizational Identity: A Reader, P56
   Taylor R.D., 1994, J RES ADOLESCENCE, V4, P21, DOI [10.1207/s15327795jra04013, DOI 10.1207/S15327795JRA04013, 10.1207/s15327795jra0401_3, DOI 10.1207/S15327795JRA0401_3]
   Thomas ON, 2009, J EDUC PSYCHOL, V101, P420, DOI 10.1037/a0014578
   Torres L, 2011, AM J ORTHOPSYCHIAT, V81, P526, DOI 10.1111/j.1939-0025.2011.01117.x
   Torres L, 2010, CULT DIVERS ETHN MIN, V16, P561, DOI 10.1037/a0020652
   Tovar-Murray D, 2012, CAREER DEV Q, V60, P254, DOI 10.1002/j.2161-0045.2012.00021.x
   Tropp LR, 1999, EDUC PSYCHOL MEAS, V59, P351, DOI 10.1177/00131649921969794
   Tseng V, 2016, CHILD DEV, V87, P989, DOI 10.1111/cdev.12574
   Tynes BM, 2012, DEV PSYCHOL, V48, P343, DOI 10.1037/a0027032
   Umana-Taylor A.J., 2004, IDENTITY, V4, P9, DOI 10.1207/S1532706XID0401_2
   Umaña-Taylor A, 2012, J ADOLESCENCE, V35, P773, DOI 10.1016/j.adolescence.2011.11.003
   Umaña-Taylor AJ, 2014, CHILD DEV, V85, P21, DOI 10.1111/cdev.12196
   Umaña-Taylor AJ, 2004, J ADOLESCENCE, V27, P139, DOI 10.1016/j.adolescence.2003.11.006
   Vandiver BJ, 2002, J COUNS PSYCHOL, V49, P71, DOI 10.1037//0022-0167.49.1.71
   Vélez-Agosto NM, 2017, PERSPECT PSYCHOL SCI, V12, P900, DOI 10.1177/1745691617704397
   Viechtbauer W, 2010, RES SYNTH METHODS, V1, P112, DOI 10.1002/jrsm.11
   Viechtbauer W, 2010, J STAT SOFTW, V36, P1, DOI 10.18637/jss.v036.i03
   Webster GD, 2014, EVOL PSYCHOL-US, V12, P273, DOI 10.1177/147470491401200202
   Wei MF, 2012, J COUNS PSYCHOL, V59, P486, DOI 10.1037/a0028000
   Williams D R, 1997, J Health Psychol, V2, P335, DOI 10.1177/135910539700200305
   Williams DR, 2008, AM J PUBLIC HEALTH, V98, pS29, DOI 10.2105/AJPH.98.Supplement_1.S29
   Williams DR, 2000, ETHNIC HEALTH, V5, P243, DOI 10.1080/713667453
   Williams JL, 2014, J YOUTH ADOLESCENCE, V43, P1728, DOI 10.1007/s10964-013-0071-x
   Witherspoon DP, 2016, CHILD DEV, V87, P1367, DOI 10.1111/cdev.12595
   Woods T.A., 2006, Racial socialization, racial identity, and achievement in the context of perceived discrimination: Understanding the development of African American middle school youth
   Worrell FC, 2006, COUNS PSYCHOL, V34, P519, DOI 10.1177/0011000005278281
   Yip T, 2008, DEV PSYCHOL, V44, P787, DOI 10.1037/0012-1649.44.3.787
   Yip T, 2006, CHILD DEV, V77, P1504, DOI 10.1111/j.1467-8624.2006.00950.x
   Yip T, 2018, CURR DIR PSYCHOL SCI, V27, P170, DOI 10.1177/0963721417739348
   Yip T, 2014, CHILD DEV, V85, P205, DOI 10.1111/cdev.12107
   Yip T, 2013, CHILD DEV, V84, P1425, DOI 10.1111/cdev.12038
   Yoo HC, 2005, J COUNS PSYCHOL, V52, P497, DOI 10.1037/0022-0167.52.4.497
   Yoo HC, 2008, J COUNS PSYCHOL, V55, P63, DOI 10.1037/0022-0167.55.1.63
   Yoo HC, 2009, SOC SCI MED, V68, P726, DOI 10.1016/j.socscimed.2008.11.013
   Yzerbyt VY, 2004, J EXP SOC PSYCHOL, V40, P424, DOI 10.1016/j.jesp.2003.10.001
   ZUCKERMAN M, 1988, J PERS SOC PSYCHOL, V54, P1006, DOI 10.1037/0022-3514.54.6.1006
NR 165
TC 147
Z9 190
U1 5
U2 69
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD JUN
PY 2019
VL 55
IS 6
BP 1274
EP 1298
DI 10.1037/dev0000708
PG 25
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HZ3MY
UT WOS:000468754100012
PM 30907605
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Vitiello, VE
   Williford, AP
AF Vitiello, Virginia E.
   Williford, Amanda P.
TI Context influences on task orientation among preschoolers who display
   disruptive behavior problems
SO EARLY CHILDHOOD RESEARCH QUARTERLY
LA English
DT Article
DE Early childhood; Preschool; Disruptive behavior problems; Task
   orientation; Classroom quality; Effortful control
ID STUDENT-TEACHER RELATIONSHIP; EFFORTFUL CONTROL; EXTERNALIZING BEHAVIOR;
   CLASSROOM ENGAGEMENT; CHILDRENS ENGAGEMENT; ACADEMIC ENGAGEMENT;
   LANGUAGE ABILITY; SELF-REGULATION; TEMPERAMENT; ATTENTION
AB Variable elements of the classroom context affect children's behavior and may enhance or inhibit task orientation among children who display disruptive behaviors. The current study examined within- and across-child variation in children's task orientation, as well as classroom and child predictors of that variation. The sample included 453 preschool children, ages 30-66 months (mean= 48.8, SD = 6.8), identified by teachers as displaying elevated disruptive behavior problems. Children's task orientation was observed during multiple, 15-min cycles four times throughout the school year using the inCLASS observation system (Downer, Booren, Hamre, Pianta, & Williford, 2010). Results indicated that task orientation varied substantially from cycle to cycle within a school day. The level of teacher involvement as well as the activity setting (e.g., whole group, free play) significantly predicted child task orientation, with greater teacher involvement and teacher-managed activity settings associated with lower task orientation. Children with higher receptive vocabulary and effortful control showed higher average task orientation. The effects of the situational context factors on task orientation varied from child to child, but there was only limited evidence that child characteristics (disruptiveness, receptive vocabulary, and effortful control) or classroom organization moderated the effects of these situational context variables on child behavior: one interaction indicated that children with higher effortful control showed greater task orientation during whole group, but no other interactions were significant. Results are discussed in relation to supporting greater classroom-based task engagement among young children who display elevated disruptive behaviors. (C) 2019 Published by Elsevier Inc.
C1 [Vitiello, Virginia E.; Williford, Amanda P.] Univ Virginia, Ctr Adv Study Teaching & Learning, POB 800784, Charlottesville, VA 22904 USA.
C3 University of Virginia
RP Vitiello, VE (corresponding author), Univ Virginia, Ctr Adv Study Teaching & Learning, POB 800784, Charlottesville, VA 22904 USA.
EM vev9m@virginia.edu; williford@virginia.edu
OI Vitiello, Virginia/0000-0003-4632-3879
FU Institute of Education Sciences, U.S. Department of Education
   [R324A100215]; University of Virginia
FX We extend our gratitude to the teachers, parents, and children who
   invited us into their classrooms. The opinions expressed are those of
   the authors and do not represent views of the funders. This research was
   supported by the Institute of Education Sciences, U.S. Department of
   Education, through Grant R324A100215 awarded to the second author and
   the University of Virginia.
CR Aguiar C, 2013, EARLY CHILD RES Q, V28, P102, DOI 10.1016/j.ecresq.2012.04.003
   Anastopoulos A. D., 1999, ODD RATING SCA UNPUB
   [Anonymous], TASK FOCUSED BEHAV M
   [Anonymous], J CONSULTING CLIN PS
   [Anonymous], 2007, PPVT 4 PEABODY PICTU
   [Anonymous], LEARNING INSTRUCTION
   [Anonymous], LONGITUDINAL RELATIO
   [Anonymous], TOPICS EARLY CHILDHO
   [Anonymous], EARLY CHILDHOOD RES
   Baker JA, 2008, TEACH TEACH EDUC, V24, P1876, DOI 10.1016/j.tate.2008.02.019
   Baker JA, 2008, SCHOOL PSYCHOL QUART, V23, P3, DOI 10.1037/1045-3830.23.1.3
   Barkley RA, 2000, J CHILD PSYCHOL PSYC, V41, P319, DOI 10.1111/1469-7610.00616
   Baroody AE, 2013, EARLY CHILD RES Q, V28, P291, DOI 10.1016/j.ecresq.2012.07.002
   Bohlmann NL, 2016, EARLY EDUC DEV, V27, P18, DOI 10.1080/10409289.2015.1046784
   Booren LM, 2012, EARLY EDUC DEV, V23, P517, DOI 10.1080/10409289.2010.548767
   Bronson MB, 1997, J APPL DEV PSYCHOL, V18, P331, DOI 10.1016/S0193-3973(97)80004-4
   Bulotsky-Shearer RJ, 2011, SCHOOL PSYCHOL REV, V40, P39
   Cadima J, 2015, EARLY CHILD RES Q, V32, P1, DOI 10.1016/j.ecresq.2015.01.008
   Chang F, 2005, CHILD DEV, V76, P247, DOI 10.1111/j.1467-8624.2005.00842.x
   Diaz A, 2017, J RES PERS, V67, P3, DOI 10.1016/j.jrp.2015.11.002
   Dobbs-Oates J, 2011, EARLY CHILD RES Q, V26, P420, DOI 10.1016/j.ecresq.2011.02.003
   Downer J., 2010, INDIVIDUALIZED CLASS
   Downer JT, 2007, SCHOOL PSYCHOL REV, V36, P413
   DuPaul GJ, 2001, J AM ACAD CHILD PSY, V40, P508, DOI 10.1097/00004583-200105000-00009
   DuPaul GJ PT, 1998, ADHD RATING SCALE 4
   Escalon X.D., 2009, NHSA DIALOG, V12, P1, DOI DOI 10.1080/15240750802590768
   Fantuzzo J, 2004, SCHOOL PSYCHOL QUART, V19, P212, DOI 10.1521/scpq.19.3.212.40276
   Friedman-Krauss AH, 2014, EARLY EDUC DEV, V25, P530, DOI 10.1080/10409289.2013.817030
   Gilliam W.S., 2005, Prekindergarteners left behind: Expulsion rates in state prekindergarten systems
   Harris RC, 2007, J APPL DEV PSYCHOL, V28, P25, DOI 10.1016/j.appdev.2006.10.006
   Hill AL, 2006, DEV PSYCHOL, V42, P913, DOI 10.1037/0012-1649.42.5.913
   Hommersen P, 2006, J EMOT BEHAV DISORD, V14, P118, DOI 10.1177/10634266060140020201
   Horner RH, 2010, FOCUS EXCEPT CHILD, V42, P1
   Juvonen J., 2012, Handbook of Research on Student Engagement
   Keys TD, 2013, CHILD DEV, V84, P1171, DOI 10.1111/cdev.12048
   Kline R., 2015, Principles and Practice of Structural EquationModeling, DOI DOI 10.1126/SCITRANSLMED.3002085
   Kontos S, 2002, EARLY CHILD RES Q, V17, P239, DOI 10.1016/S0885-2006(02)00147-3
   Krapp A, 2002, LEARN INSTR, V12, P383, DOI 10.1016/S0959-4752(01)00011-1
   Kuhn LJ, 2014, CHILD DEV, V85, P1898, DOI 10.1111/cdev.12249
   La Guardia JG, 2007, J PERS, V75, P1205, DOI 10.1111/j.1467-6494.2007.00473.x
   McDermott PA, 2012, SCHOOL PSYCHOL REV, V41, P66
   Metsäpelto RL, 2015, J EDUC PSYCHOL, V107, P246, DOI 10.1037/a0037389
   Petersen IT, 2015, DEV PSYCHOPATHOL, V27, P221, DOI 10.1017/S0954579414000698
   Petersen IT, 2013, J ABNORM PSYCHOL, V122, P542, DOI 10.1037/a0031963
   Pianta R., 2012, CLASSROOM ASSESSMENT
   Ponitz CC, 2009, SCHOOL PSYCHOL REV, V38, P102
   Powell DR, 2008, EARLY CHILD RES Q, V23, P108, DOI 10.1016/j.ecresq.2007.04.001
   Putnam SP, 2006, INFANT BEHAV DEV, V29, P386, DOI 10.1016/j.infbeh.2006.01.004
   Qi CHQ, 2006, J EARLY INTERVENTION, V28, P97, DOI 10.1177/105381510602800202
   Ryan J.J., 2009, INDIVIDUAL DIFFERENC, V7, P70
   Sabol TJ, 2018, CHILD DEV, V89, P556, DOI 10.1111/cdev.12832
   Sameroff A, 2010, CHILD DEV, V81, P6, DOI 10.1111/j.1467-8624.2009.01378.x
   Silver RB, 2005, J SCHOOL PSYCHOL, V43, P39, DOI 10.1016/j.jsp.2004.11.003
   Smith LB, 2003, TRENDS COGN SCI, V7, P343, DOI 10.1016/S1364-6613(03)00156-6
   Snyder JM, 2001, JUVENILE FAM COURT J, V52, P39
   Steyer R, 1999, EUR J PERSONALITY, V13, P389, DOI 10.1002/(SICI)1099-0984(199909/10)13:5<389::AID-PER361>3.3.CO;2-1
   Tremblay R.E., 1996, BANF INT BEHAV SER, P268
   Tsai YM, 2008, J EDUC PSYCHOL, V100, P460, DOI 10.1037/0022-0663.100.2.460
   Valiente C, 2008, J EDUC PSYCHOL, V100, P67, DOI 10.1037/0022-0663.100.1.67
   Valiente C, 2012, SOC DEV, V21, P558, DOI 10.1111/j.1467-9507.2011.00640.x
   Vitiello V, 2016, EARLY CHILD RES Q, V36, P136, DOI 10.1016/j.ecresq.2015.12.011
   Vitiello VE, 2017, J APPL DEV PSYCHOL, V53, P1, DOI 10.1016/j.appdev.2017.08.004
   Vitiello VE, 2012, EARLY EDUC DEV, V23, P302, DOI 10.1080/10409289.2011.526415
   Vitiello VE, 2012, EARLY CHILD RES Q, V27, P210, DOI 10.1016/j.ecresq.2011.08.005
   Wachs TD, 2004, J APPL DEV PSYCHOL, V25, P439, DOI 10.1016/j.appdev.2004.06.003
   Williford AP, 2017, CHILD DEV, V88, P1544, DOI 10.1111/cdev.12703
   Williford AP, 2013, J APPL DEV PSYCHOL, V34, P299, DOI 10.1016/j.appdev.2013.05.002
   Williford AP, 2013, EARLY EDUC DEV, V24, P162, DOI 10.1080/10409289.2011.628270
   Yen CJ, 2004, J SCHOOL PSYCHOL, V42, P157, DOI 10.1016/j.jsp.2003.12.001
NR 69
TC 8
Z9 9
U1 4
U2 21
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0885-2006
EI 1873-7706
J9 EARLY CHILD RES Q
JI Early Childhood Res. Q.
PY 2020
VL 51
BP 256
EP 266
DI 10.1016/j.ecresq.2019.09.004
PG 11
WC Education & Educational Research; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA LG2FH
UT WOS:000527922800022
DA 2024-07-15
ER

PT J
AU Benner, AD
   Boyle, AE
   Bakhtiari, F
AF Benner, Aprile D.
   Boyle, Alaina E.
   Bakhtiari, Farin
TI Understanding Students' Transition to High School: Demographic Variation
   and the Role of Supportive Relationships
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Social support; School transitions; Socioemotional well-being; Academic
   performance; School belonging
ID SOCIAL SUPPORT; GENDER DIFFERENCES; IMMIGRANT PARADOX; ACADEMIC SUPPORT;
   MIDDLE SCHOOL; FAMILY INCOME; LIFE-COURSE; ADOLESCENT; ACHIEVEMENT;
   ENGAGEMENT
AB The transition to high school is disruptive for many adolescents, yet little is known about the supportive relational processes that might attenuate the challenges students face as they move from middle to high school, particularly for students from more diverse backgrounds. Identifying potential buffers that protect youth across this critical educational transition is important for informing more effective support services for youth. In this study, we investigated how personal characteristics (gender, nativity, parent education level) and changes in support from family, friends, and school influenced changes in socioemotional adjustment and academic outcomes across the transition from middle to high school. The data were drawn from 252 students (50% females, 85% Latina/o). The results revealed declines in students' grades and increases in depressive symptoms and feelings of loneliness across the high school transition, with key variation by student nativity and gender. Additionally, stable/increasing friend support and school belonging were both linked to less socioemotional disruptions as students moved from middle to high school. Increasing/stable school belonging was also linked to increases in school engagement across the high school transition. These findings suggest that when high school transitions disrupt supportive relationships with important others in adolescents' lives, adolescents' socioemotional well-being and, to a lesser extent, their academic engagement are also compromised. Thus, in designing transition support activities, particularly for schools serving more low-income and race/ethnic minority youth, such efforts should strive to acclimate new high school students by providing inclusive, caring environments and positive connections with educators and peers.
C1 [Benner, Aprile D.; Boyle, Alaina E.; Bakhtiari, Farin] Univ Texas Austin, Dept Human Dev & Family Sci, 1 Univ Stn Stop A2702, Austin, TX 78712 USA.
C3 University of Texas System; University of Texas Austin
RP Benner, AD (corresponding author), Univ Texas Austin, Dept Human Dev & Family Sci, 1 Univ Stn Stop A2702, Austin, TX 78712 USA.
EM abenner@prc.utexas.edu
RI Bakhtiari, Farin/AAI-2103-2019
OI Bakhtiari, Farin/0000-0003-0550-7532; Boyle, Alaina/0000-0003-3071-3506
FU William T. Grant Foundation; National Institute of Child Health and
   Human Development [R24 HD42849]
FX This study was made possible by the generous support of the William T.
   Grant Foundation to Aprile Benner and from the National Institute of
   Child Health and Human Development to the Population Research Center,
   University of Texas at Austin (R24 HD42849).
CR Alegría M, 2008, AM J PSYCHIAT, V165, P359, DOI 10.1176/appi.ajp.2007.07040704
   Alfaro EC, 2006, FAM RELAT, V55, P279, DOI 10.1111/j.1741-3729.2006.00402.x
   Anderman EM, 2002, J EDUC PSYCHOL, V94, P795, DOI 10.1037//0022-0663.94.4.795
   ARMSDEN GC, 1987, J YOUTH ADOLESCENCE, V16, P427, DOI 10.1007/BF02202939
   ASHER SR, 1985, J CONSULT CLIN PSYCH, V53, P500, DOI 10.1037/0022-006X.53.4.500
   Barber BK, 2004, J ADOLESCENT RES, V19, P3, DOI 10.1177/0743558403258113
   Benner AD, 2007, J EDUC PSYCHOL, V99, P140, DOI 10.1037/0022-0663.99.1.140
   Benner AD, 2017, CHILD DEV, V88, P493, DOI 10.1111/cdev.12606
   Benner AD, 2011, EDUC PSYCHOL REV, V23, P299, DOI 10.1007/s10648-011-9152-0
   Benner AD, 2009, CHILD DEV, V80, P356, DOI 10.1111/j.1467-8624.2009.01265.x
   Brown B. B., 2009, HDB ADOLESCENT PSYCH, P74, DOI [DOI 10.1002/9780470479193.ADLPSY002004, 10.1002/9780470479193.adlpsy002004]
   Chen E, 2011, MOL PSYCHIATR, V16, P729, DOI 10.1038/mp.2010.53
   Coll C.G., 2012, IMMIGRANT PARADOX CH, DOI [10.1037/13094-000, DOI 10.1037/13094-000]
   Crosnoe R., 2015, Handbook of child psychology and developmental sciences, VVol.4, P268, DOI DOI 10.1002/9781118963418.CHILDPSY407
   Crosnoe R, 2011, FUTURE CHILD, V21, P129
   Davis-Kean PE, 2005, J FAM PSYCHOL, V19, P294, DOI 10.1037/0893-3200.19.2.294
   Demanet J, 2012, J YOUTH ADOLESCENCE, V41, P499, DOI 10.1007/s10964-011-9674-2
   Duckworth AL, 2006, J EDUC PSYCHOL, V98, P198, DOI 10.1037/0022-0663.98.1.198
   Duncan GJ, 2011, DEV PSYCHOL, V47, P1263, DOI 10.1037/a0023875
   ELDER GH, 1994, SOC PSYCHOL QUART, V57, P4
   Elder GH, 1998, CHILD DEV, V69, P1, DOI 10.1111/j.1467-8624.1998.tb06128.x
   Enders C.K., 2010, APPL MISSING DATA AN, DOI DOI 10.1037/040-3590.18.4.373
   Estell DB, 2007, J YOUTH ADOLESCENCE, V36, P477, DOI 10.1007/s10964-007-9167-5
   Ge XJ, 2001, DEV PSYCHOL, V37, P404, DOI 10.1037//0012-1649.37.3.404
   Gillen-O'Neel C, 2013, CHILD DEV, V84, P678, DOI 10.1111/j.1467-8624.2012.01862.x
   Gottfredson G.D., 1984, EFFECTIVE SCH BATTER
   Grant KE, 2003, PSYCHOL BULL, V129, P447, DOI 10.1037/0033-2909.129.3.447
   Green CL, 2007, J EDUC PSYCHOL, V99, P532, DOI 10.1037/0022-0663.99.3.532
   Hill NE, 2009, DEV PSYCHOL, V45, P740, DOI 10.1037/a0015362
   IBM Corp, 2016, IBM SPSS statistics for windows, version 22.0
   Kena G., 2016, The Condition of Education 2016 (NCES 2016-144)
   Kovacs M., 1992, Children's Depressive Inventory
   Langenkamp AG, 2010, SOCIOL EDUC, V83, P1, DOI 10.1177/0038040709356563
   Lindsey MA, 2006, SOC WORK, V51, P49, DOI 10.1093/sw/51.1.49
   Little SA, 2004, J ADOLESCENT RES, V19, P63, DOI 10.1177/0743558403258121
   Marks AK, 2014, CHILD DEV PERSPECT, V8, P59, DOI 10.1111/cdep.12071
   Martin AJ, 2009, REV EDUC RES, V79, P327, DOI 10.3102/0034654308325583
   Merikangas KR, 2010, J AM ACAD CHILD PSY, V49, P980, DOI 10.1016/j.jaac.2010.05.017
   Muthen L. K., 1998, Mplus User's Guide, V8th
   Najman JM, 2010, AM J PUBLIC HEALTH, V100, P1719, DOI 10.2105/AJPH.2009.180943
   Neild RC, 2008, EDUC URBAN SOC, V40, P543, DOI 10.1177/0013124508316438
   Newman BM, 2007, ADOLESCENCE, V42, P441
   Newman BM, 2000, ADOLESCENCE, V35, P45
   Piccinelli M, 2000, BRIT J PSYCHIAT, V177, P486, DOI 10.1192/bjp.177.6.486
   Plunkett SW, 2008, J EARLY ADOLESCENCE, V28, P333, DOI 10.1177/0272431608314660
   Roderick M, 2003, URBAN EDUC, V38, P538, DOI 10.1177/0042085903256221
   Rudasill KM, 2010, J SCHOOL PSYCHOL, V48, P389, DOI 10.1016/j.jsp.2010.05.001
   Rueger SY, 2010, J YOUTH ADOLESCENCE, V39, P47, DOI 10.1007/s10964-008-9368-6
   Ryan AM, 2001, CHILD DEV, V72, P1135, DOI 10.1111/1467-8624.00338
   Steinberg L, 2001, ANNU REV PSYCHOL, V52, P83, DOI 10.1146/annurev.psych.52.1.83
   Stewart T, 2011, PSYCHOL SCHOOLS, V48, P1016, DOI 10.1002/pits.20607
   Storch E.A., 2003, Child Study Journal, V33, P1, DOI DOI 10.1016/J.ADOLESCENCE.2004.03.003
   Suárez-Orozco C, 2009, YOUTH SOC, V41, P151, DOI 10.1177/0044118X09333647
   Telzer EH, 2015, SOC COGN AFFECT NEUR, V10, P389, DOI 10.1093/scan/nsu064
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   Witkow M. R., 2006, Perceived social norms for schoolwork and achievement during adolescence
NR 56
TC 87
Z9 109
U1 0
U2 43
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD OCT
PY 2017
VL 46
IS 10
SI SI
BP 2129
EP 2142
DI 10.1007/s10964-017-0716-2
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA FI3MO
UT WOS:000411866700004
PM 28776119
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Ashton, WS
   Hurtado-Martin, M
   Anid, NM
   Khalili, NR
   Panero, MA
   McPherson, S
AF Ashton, Weslynne S.
   Hurtado-Martin, Marta
   Anid, Nada M.
   Khalili, Nasrin R.
   Panero, Marta A.
   McPherson, Sarah
TI Pathways to cleaner production in the Americas I: bridging
   industry-academia gaps in the transition to sustainability
SO JOURNAL OF CLEANER PRODUCTION
LA English
DT Article
DE Cleaner production; Multidisciplinary education; Experiential learning;
   Higher education; Sustainable development; Micro, small and medium
   enterprises (MSMEs)
ID EDUCATION; SMES
AB The transition to sustainability in Latin America and the Caribbean (LAC) is hindered by low demand for environmentally-benign industrial development strategies, and a limited supply of professionals to enact such strategies. The "Pathways to Cleaner Production in the Americas" project was a multinational effort aimed at facilitating the transition to sustainability in the region by addressing both of these concerns. The project incorporated multidisciplinary education in business, engineering, and the environment that enhanced sustainability awareness, technical competence and innovative skills of industry professionals, while exposing micro, small and medium enterprises (MSMEs) to cleaner production (CP) opportunities. In an alliance of nine universities in eight countries, project partners trained 648 university students to assess CP opportunities, while directly benefiting 136 MSMEs. The project developed a unique industry academic partnership model for experiential learning. Faculty members collaborated with CP industry experts in their respective countries to prepare their students to conduct energy, process and material audits, and develop recommendations for improving financial and environmental performance. The project's CP experts supervised student interns and provided follow-up assistance to the MSMEs to implement the prioritized recommendations. The universities also hosted workshops for industry participants to learn best practices developed through the project and strategies to implement those in their enterprises. In this paper, we share the most valuable lessons from this model, which can be more widely adopted to facilitate industry-academic engagement in the transition to sustainability in LAC and other parts of the world. (C) 2016 Elsevier Ltd. All rights reserved.
C1 [Ashton, Weslynne S.; Hurtado-Martin, Marta; Khalili, Nasrin R.] IIT, Stuart Sch Business, 10 W 35th St, Chicago, IL 60616 USA.
   [Anid, Nada M.; Panero, Marta A.] New York Inst Technol, Sch Engn & Comp Sci, 16 West 61st St, New York, NY 10023 USA.
   [McPherson, Sarah] New York Inst Technol, Sch Educ, 26 West 61st St, New York, NY 10023 USA.
C3 Illinois Institute of Technology; New York Institute Technology; New
   York Institute Technology
RP Ashton, WS (corresponding author), IIT, Stuart Sch Business, 10 W 35th St, Chicago, IL 60616 USA.
EM washton@iit.edu
OI Hurtado Martin, Marta/0000-0002-4025-4350
FU U.S. Department of State through the Pathways to Prosperity in the
   Americas initiative; Central American Dominican Republic Free Trade
   Agreement (CAFTA-DR), through Higher Education for Development (HED)
   [HED084-975D-LAC-12-01]
FX The "Pathways to Cleaner Production in the Americas" project was funded
   by the U.S. Department of State through the Pathways to Prosperity in
   the Americas initiative and Central American Dominican Republic Free
   Trade Agreement (CAFTA-DR), through Higher Education for Development
   (HED), Award HED084-975D-LAC-12-01. The authors are solely responsible
   for the contents of the article.
CR Baumann-Pauly D, 2013, J BUS ETHICS, V115, P693, DOI 10.1007/s10551-013-1827-7
   Disterheft A, 2015, J CLEAN PROD, V106, P11, DOI 10.1016/j.jclepro.2014.01.030
   Dlouhá J, 2015, J CLEAN PROD, V106, P247, DOI 10.1016/j.jclepro.2014.09.096
   Figueiró PS, 2015, J CLEAN PROD, V106, P22, DOI 10.1016/j.jclepro.2015.04.118
   Fowler K., 2004, Greener Management International, P83
   Guasch J.L., 2012, COMPETITIVENESS CENT
   Halbe J, 2015, J CLEAN PROD, V106, P272, DOI 10.1016/j.jclepro.2015.01.093
   HED, 2011, PATHW CLEAN PROD W H
   Hillary R., 1999, Evaluation of Study Reports on the Barriers, Opportunities and Drivers for Small and Medium Sized Enterprises in the Adoption of EMSs
   Hollender R., 2015, SOCIALISM DEMOCRACY, V29, P73, DOI DOI 10.1080/08854300.2014.998472
   IOEW UNIDO, 2009, FUND OPT SMALL MED S
   Khalili NR, 2015, J CLEAN PROD, V96, P30, DOI 10.1016/j.jclepro.2014.01.099
   Kjaerheim G, 2005, J CLEAN PROD, V13, P329, DOI 10.1016/S0959-6526(03)00119-7
   Lambrechts W, 2013, J CLEAN PROD, V48, P65, DOI 10.1016/j.jclepro.2011.12.034
   Lans T, 2014, J CLEAN PROD, V62, P37, DOI 10.1016/j.jclepro.2013.03.036
   Lawrence S.R., 2006, BUSINESS STRATEGY EN, V15, P242, DOI DOI 10.1002/BSE.533
   Masurel Enno., 2007, Business strategy and the environment, V16, P190
   Paus E, 2009, DEV POLICY REV, V27, P419, DOI 10.1111/j.1467-7679.2009.00454.x
   Perrini F, 2007, J BUS ETHICS, V74, P285, DOI 10.1007/s10551-006-9235-x
   Rival L, 2015, DEV CHANGE, V46, P961, DOI 10.1111/dech.12174
   UNEP, 2015, RES EFF CLEAN PROD
   UNESCO, 2015, ED SUST DEV UN ED SC
   UNESCO, 1998, C MUND ED SUP ED SUP
   UNIDO, 2015, INCL SUST DEV LAT AM
   USAID, 2012, BUR POL P A LEARN TE
   Wells G, 2013, SUSTAINABLE BUSINESS: THEORY AND PRACTICE OF BUSINESS UNDER SUSTAINABILITY PRINCIPLES, P1
   Wells P, 2009, J CLEAN PROD, V17, P1116, DOI 10.1016/j.jclepro.2008.11.008
   Williamson D, 2006, J BUS ETHICS, V67, P317, DOI 10.1007/s10551-006-9187-1
   Zilahy G, 2009, J CLEAN PROD, V17, P1053, DOI 10.1016/j.jclepro.2009.03.006
NR 29
TC 16
Z9 16
U1 1
U2 39
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0959-6526
EI 1879-1786
J9 J CLEAN PROD
JI J. Clean Prod.
PD JAN 20
PY 2017
VL 142
SI SI
BP 432
EP 444
DI 10.1016/j.jclepro.2016.03.116
PN 1
PG 13
WC Green & Sustainable Science & Technology; Engineering, Environmental;
   Environmental Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Engineering; Environmental Sciences
   & Ecology
GA EH6PV
UT WOS:000391897300041
DA 2024-07-15
ER

PT J
AU Kuipers-Dirven, R
   Janssen, M
   Hoekman, J
AF Kuipers-Dirven, Rosa
   Janssen, Matthijs
   Hoekman, Jarno
TI Assessing university policies for enhancing societal impact of academic
   research: A multicriteria mapping approach
SO RESEARCH EVALUATION
LA English
DT Article
DE third mission; societal impact; academic engagement; policy appraisal;
   university policy; valorization
ID PRODUCTIVE INTERACTIONS; 3RD MISSION; SCIENCE; APPRAISAL
AB While there is a prolific debate on evaluating the societal impact of academic research, so far little attention has been paid to assessing the design and implementation of suitable organizational strategies. This article argues that evaluation methods are needed which are both formative and sensitive to diverging views on what defines and constitutes societal impact. We use a participatory deliberation method, the Multicriteria Mapping (MCM) approach, to examine how stakeholders appraise the use of university policy options for enhancing societal impact, and understand on what basis they judge the performance of these options. Focusing on a large Dutch research-based university, we conduct 22 interviews with academics, management, and support staff as well as strategic policy officers to examine how they rank and discuss the expected performance of university policy options identified in previous literature. Our results show that interviewees base their scores on criteria related to policy options' expected organizational output and external outcomes, as well as their practical and, to a lesser degree, cultural, and financial feasibility. The resulting rankings also point at contrasts in the perceived potential of policy options, with interviewees assigning priority to providing researchers with recognition and rewards for impact-based activities. We conclude by discussing how MCM can be used as a formative evaluation method to assess and select policies and inform decision-making that fit a university's particular situation. Besides drawing lessons for the context of our illustrative case, we also reflect on the relevance of the evaluation method and our findings for other universities.
C1 [Kuipers-Dirven, Rosa; Janssen, Matthijs] Dial Innovatie Interactie, Hooghiemstraplein 33-36, Utrecht, Netherlands.
   [Kuipers-Dirven, Rosa] Innovat & Impact Ctr TU Delft, Bldg 26C, Burghweg 1, Delft, Netherlands.
   [Janssen, Matthijs; Hoekman, Jarno] Univ Utrecht, Copernicus Inst Sustainable Dev, Princetonlaan 8a, Utrecht, Netherlands.
C3 Utrecht University
RP Janssen, M (corresponding author), Dial Innovatie Interactie, Hooghiemstraplein 33-36, Utrecht, Netherlands.; Janssen, M (corresponding author), Univ Utrecht, Copernicus Inst Sustainable Dev, Princetonlaan 8a, Utrecht, Netherlands.
EM m.j.janssen@uu.nl
OI Janssen, Matthijs J./0000-0002-6788-511X
CR [Anonymous], 2016, NEW ATLANTIS J TECHN
   [Anonymous], 2015, Eur. J. High. Educ, DOI DOI 10.1080/21568235.2015.1044552
   Becher T., 1989, ACAD TRIBES TERRITOR
   Belcher B, 2021, HUM SOC SCI COMMUN, V8, DOI 10.1057/s41599-021-00854-2
   Coburn J., 2016, SPRU WORKING PAPER S, DOI [10.13140/RG.2.2.36039.50082, DOI 10.13140/RG.2.2.36039.50082]
   Coburn J, 2021, RES POLICY, V50, DOI 10.1016/j.respol.2020.104140
   Cornell S, 2013, ENVIRON SCI POLICY, V28, P60, DOI 10.1016/j.envsci.2012.11.008
   D'Este P, 2018, SCI PUBL POLICY, V45, P752, DOI 10.1093/scipol/scy023
   De Jong, 2015, ENGAGING SCI ORGANIS
   de Jong SPL, 2022, SCI PUBL POLICY, V49, P609, DOI 10.1093/scipol/scac012
   de Jong SPL, 2022, SCI PUBL POLICY, V49, P643, DOI 10.1093/scipol/scac015
   de Jong SPL, 2016, SCI PUBL POLICY, V43, P102, DOI 10.1093/scipol/scv023
   de la Torre EM, 2018, RES EVALUAT, V27, P388, DOI 10.1093/reseval/rvy024
   Dijstelbloem H, 2013, WHY SCI DOES NOT WOR
   Etzkowitz H, 1998, RES POLICY, V27, P823, DOI 10.1016/S0048-7333(98)00093-6
   Falk-Krzesinski HJ, 2010, CTS-CLIN TRANSL SCI, V3, P263, DOI 10.1111/j.1752-8062.2010.00223.x
   Ferguson MWJ, 2016, NATURE, V538, P453, DOI 10.1038/538453a
   Flanagan K, 2011, RES POLICY, V40, P702, DOI 10.1016/j.respol.2011.02.005
   Gulbrandsen M., 2007, Universities and strategic knowledge creation, P112, DOI DOI 10.4337/9781847206848.00011
   Hansen SF, 2010, J NANOPART RES, V12, P1959, DOI 10.1007/s11051-010-0006-3
   Hessels LK, 2009, SCI PUBL POLICY, V36, P387, DOI 10.3152/030234209X442034
   Hicks Diana, 2015, Nature, V520, P429, DOI 10.1038/520429a
   Higher Education Funding Council for England, 2011, REF2014 ASS FRAM GUI
   Janssen M.J., 2018, EINDEVALUATIE VALORI
   Kitagawa F, 2016, SCI PUBL POLICY, V43, P736, DOI 10.1093/scipol/scw015
   KNAW/Royal Netherlands Academy of Arts and Sciences, 2018, MAATSCH IMP KAART
   Lahsen M, 2021, ENVIRON RES LETT, V16, DOI 10.1088/1748-9326/abdcf0
   Llopis O, 2022, TECHNOVATION, V110, DOI 10.1016/j.technovation.2021.102367
   Lobstein T., 2006, Policy Options for Responding to Obesity: UK National Report of the PorGrow Project
   McDowall W, 2007, INT J HYDROGEN ENERG, V32, P4611, DOI 10.1016/j.ijhydene.2007.06.020
   Molas-Gallart J, 2021, RES EVALUAT, V30, P431, DOI 10.1093/reseval/rvab016
   Molas-Gallart J, 2015, ARTS HUM HIGH EDUC, V14, P111, DOI 10.1177/1474022214534381
   Molas-Gallart J, 2011, RES EVALUAT, V20, P219, DOI 10.3152/095820211X12941371876706
   OCW/Ministry of Education Culture and Science, 2014, VIS SCI 2025 CHOIC F
   Parker R, 2022, SCI PUBL POLICY, V49, P159, DOI 10.1093/scipol/scab070
   Perkmann M, 2021, RES POLICY, V50, DOI 10.1016/j.respol.2020.104114
   Perkmann M, 2013, RES POLICY, V42, P423, DOI 10.1016/j.respol.2012.09.007
   Rogge KS, 2016, RES POLICY, V45, P132, DOI 10.1016/j.respol.2016.04.004
   Saarela SR, 2019, SCI PUBL POLICY, V46, P81, DOI 10.1093/scipol/scy039
   Seeber M, 2015, PUBLIC MANAG REV, V17, P1444, DOI 10.1080/14719037.2014.943268
   Smit JP, 2021, RES EVALUAT, V30, P323, DOI 10.1093/reseval/rvab002
   Sorensen OH, 2022, RES EVALUAT, V31, P118, DOI 10.1093/reseval/rvab036
   Spaapen J, 2011, RES EVALUAT, V20, P211, DOI 10.3152/095820211X12941371876742
   Stirling A, 2003, NEGOTIATING ENVIRONMENTAL CHANGE, P33
   Stirling A, 2008, SCI TECHNOL HUM VAL, V33, P262, DOI 10.1177/0162243907311265
   Trencher G, 2014, SCI PUBL POLICY, V41, P151, DOI 10.1093/scipol/sct044
   Van de Burgwal L., 2018, LEVERAGING ACAD KNOW
   Van den Akker W., 2017, Productive Interactions: Societal Impact of Academic Research in the Knowledge Society
   VSNU NFU KNAW NWO and ZonMw, 2019, ROOM EV TAL NEW BAL
   Whitmer A, 2010, FRONT ECOL ENVIRON, V8, P314, DOI 10.1890/090241
   Woolston C, 2021, NATURE, V595, P462, DOI 10.1038/d41586-021-01759-5
   Wowk K, 2017, PALGR COMMUN, V3, DOI 10.1057/s41599-017-0040-1
   Wuchty S, 2007, SCIENCE, V316, P1036, DOI 10.1126/science.1136099
   Zhou RY, 2020, TECHNOVATION, V90-91, DOI 10.1016/j.technovation.2019.102100
NR 54
TC 1
Z9 1
U1 7
U2 18
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0958-2029
EI 1471-5449
J9 RES EVALUAT
JI Res. Evaluat.
PD OCT 4
PY 2023
VL 32
IS 2
BP 371
EP 383
DI 10.1093/reseval/rvac045
EA DEC 2022
PG 13
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA T6LN3
UT WOS:000896751300001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Willoughby, T
   Heffer, T
   Dykstra, VW
   Shahid, H
   Braccio, J
AF Willoughby, Teena
   Heffer, Taylor
   Dykstra, Victoria W.
   Shahid, Hamnah
   Braccio, Joelle
TI A Latent Class Analysis of Adolescents in First-Year University:
   Associations with Psychosocial Adjustment Throughout the Emerging Adult
   Period and Post-University Outcomes
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Late adolescents; Emerging adults; Psychosocial adjustment trajectories;
   University; Post-university outcomes
ID BEHAVIORAL-INHIBITION; ACADEMIC-ACHIEVEMENT; COLLEGE; PERFORMANCE;
   STUDENTS; INTERVENTION; SATISFACTION; MOTIVATION; ANXIETY; SLEEP
AB The long-term outcomes for adolescents who struggle in first-year university remain unexplored. This 7-year longitudinal study aimed to identify distinct groups of adolescents based on their characteristics/behaviors in first-year university, and then assess whether these groups differ in psychosocial adjustment trajectories (i.e., mental health, positive relationships) throughout the emerging adult period, as well as in graduation rates, employment characteristics, and reflections on time spent at university. Participants (N = 1017; 71% female; Year 1M(age) = 19 years) enrolled in a Canadian university completed a survey annually for 7 years. Four groups in Year 1 were identified:Good Studentswho exhibited no difficulties;Sensation-Seekingwho prioritized social engagement and substance use over academic engagement but reported no psychological adjustment difficulties;Struggling Studentswho had the most difficulties; andClub Involvedwho exhibited high club involvement. The Struggling Students Group continued to have more psychosocial adjustment difficulties than the other groups during and after university, were more likely to drop out of university, and to later have less job satisfaction. This group requires the most support. Consideration also should be given to the Sensation-Seeking Group, as they reported a lack of academic motivation (and regret about that later) and also were more likely to drop out of university. At the same time, they may be more difficult to target given that they did not report psychosocial difficulties. Overall, the findings highlight the need for early support and discourage a 'one-size fits all' method for promoting psychosocial adjustment.
C1 [Willoughby, Teena] Brock Univ, Psychol, St Catharines, ON, Canada.
   [Heffer, Taylor; Dykstra, Victoria W.; Shahid, Hamnah; Braccio, Joelle] Brock Univ, St Catharines, ON, Canada.
C3 Brock University; Brock University
RP Willoughby, T (corresponding author), Brock Univ, Psychol, St Catharines, ON, Canada.
EM twilloughby@brocku.ca
FU Social Sciences and Humanities Research Council of Canada
FX This study was supported by grants from the Social Sciences and
   Humanities Research Council of Canada to Teena Willoughby.
CR Ando M, 2011, J ADOLESCENCE, V34, P929, DOI 10.1016/j.adolescence.2010.12.003
   ARMSDEN GC, 1987, J YOUTH ADOLESCENCE, V16, P427, DOI 10.1007/BF02202939
   Arnett JJ, 2000, AM PSYCHOL, V55, P469
   Bachman J.G., 2008, The education-drug use connection: How successes and failures in school relate to adolescent smoking, drinking, drug use and delinquency
   Baker R.W., 1986, Student adaptation to college questionnaire SACQ
   Baltes P. B., 1998, Handbook of Child Psychology: Theoretical Models of Human Development, V1, P1029, DOI 10.1002/9780470147658.chpsy0111
   Bastien CH, 2001, SLEEP MED, V2, P297, DOI 10.1016/S1389-9457(00)00065-4
   Birch ER, 2007, ECON REC, V83, P329, DOI 10.1111/j.1475-4932.2007.00418.x
   Boehm MA, 2016, J AM COLL HEALTH, V64, P565, DOI 10.1080/07448481.2016.1205073
   Bowling NA, 2010, J OCCUP ORGAN PSYCH, V83, P915, DOI 10.1348/096317909X478557
   Buote VM, 2007, J ADOLESCENT RES, V22, P665, DOI 10.1177/0743558407306344
   CARVER CS, 1994, J PERS SOC PSYCHOL, V67, P319, DOI 10.1037/0022-3514.67.2.319
   Cawthon SW, 2010, J POSTSECOND EDUC DI, V23, P112
   Chronis-Tuscano A, 2009, J AM ACAD CHILD PSY, V48, P928, DOI 10.1097/CHI.0b013e3181ae09df
   Cohen J., 1988, STAT POWER ANAL BEHA
   DAHMUS S, 1992, MEAS EVAL COUNS DEV, V25, P139
   Deci EL, 2001, PERS SOC PSYCHOL B, V27, P930, DOI 10.1177/0146167201278002
   Erikson E. H., 1968, IDENTITY YOUTH CRISI
   Felice D, 2019, ENTROPY-SWITZ, V21, DOI 10.3390/e21040435
   Galambos NL, 2008, J MARRIAGE FAM, V70, P15, DOI 10.1111/j.1741-3737.2007.00458.x
   Galambos NL, 2013, BEHAV SLEEP MED, V11, P8, DOI 10.1080/15402002.2011.596234
   Guilmette M, 2019, LEARN INDIVID DIFFER, V73, P8, DOI 10.1016/j.lindif.2019.04.006
   Hamza CA, 2014, J YOUTH ADOLESCENCE, V43, P671, DOI 10.1007/s10964-013-9991-8
   Hu L.T., 1995, STRUCTURAL EQUATION, P76, DOI DOI 10.1080/10705519909540118
   JOHNSTON LD, 2007, NIH PUBLICATION, V2
   Jung T, 2008, SOC PERSONAL PSYCHOL, V2, P302, DOI 10.1111/j.1751-9004.2007.00054.x
   Lanza ST, 2010, DEV PSYCHOPATHOL, V22, P313, DOI 10.1017/S0954579410000088
   Lascano DIV, 2014, INT J BEHAV DEV, V38, P11, DOI 10.1177/0165025413491372
   Martin AJ, 2013, J HIGH EDUC-UK, V84, P640, DOI 10.1080/00221546.2013.11777304
   Martin AJ, 2010, J EDUC PSYCHOL, V102, P561, DOI 10.1037/a0019321
   Miller K, 2008, J AM COLL HEALTH, V56, P675, DOI 10.3200/JACH.56.6.675-679
   Morin CM, 1993, Insomnia: Psychological Assessment and Management
   Muthen L. K., 1998, Mplus User's Guide, V8th
   Nylund KL, 2007, STRUCT EQU MODELING, V14, P535, DOI 10.1080/10705510701575396
   Pascarella E. T., 2005, COLL AFFECTS STUDENT, V2
   Perkins HW, 2002, J STUD ALCOHOL, P91, DOI 10.15288/jsas.2002.s14.91
   Pournelle G. H., 1953, Journal of Mammalogy, V34, P133, DOI 10.1890/0012-9658(2002)083[1421:SDEOLC]2.0.CO;2
   Preacher K.J., 2008, Latent Growth Curve Modeling
   RADLOFF L S, 1977, Applied Psychological Measurement, V1, P385, DOI 10.1177/014662167700100306
   Robbins SB, 2004, PSYCHOL BULL, V130, P261, DOI 10.1037/0033-2909.130.2.261
   Schafer JL, 2002, PSYCHOL METHODS, V7, P147, DOI 10.1037//1082-989X.7.2.147
   Schulenberg J.E., 2006, EMERGING ADULTHOOD A, P135, DOI DOI 10.1037/11381-006
   Schulenberg JE, 2004, DEV PSYCHOPATHOL, V16, P799, DOI 10.1017/S0954579404040015
   Sivertsen B, 2019, BJPSYCH OPEN, V5, DOI 10.1192/bjo.2019.4
   Spera C., 2013, Volunteering as a Pathway to Employment: Does Volunteering Increase Odds of Finding a Job for the Out of Work?" Retrieved March 15, 2015, from
   Stephens NM, 2014, PSYCHOL SCI, V25, P943, DOI 10.1177/0956797613518349
   VANOVERWALLE F, 1990, BRIT J EDUC PSYCHOL, V60, P299
   Vaughan EL, 2009, PSYCHOL ADDICT BEHAV, V23, P564, DOI 10.1037/a0017331
   Weaver B., 2005, NEW DIRECTIONS TEACH, V101, P3, DOI 10.1002/tl.181
   Willoughby T, 2008, DEV PSYCHOL, V44, P195, DOI 10.1037/0012-1649.44.1.195
   Wood E, 2012, COMPUT EDUC, V58, P365, DOI 10.1016/j.compedu.2011.08.029
NR 51
TC 6
Z9 7
U1 2
U2 15
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD DEC
PY 2020
VL 49
IS 12
BP 2459
EP 2475
DI 10.1007/s10964-020-01318-7
EA SEP 2020
PG 17
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA OH1KS
UT WOS:000571729300002
PM 32955701
DA 2024-07-15
ER

PT J
AU Oi, K
AF Oi, Katsuya
TI Does degree completion improve non-cognitive skills during early
   adulthood and adulthood?
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE Education; Personality; Adolescence; Life course; Longitudinal analysis
ID SENSATION SEEKING; INTERGENERATIONAL TRANSMISSION;
   PERSONALITY-DEVELOPMENT; ACADEMIC-PERFORMANCE; SCHOOL ENGAGEMENT;
   IMPULSIVITY; CHILDHOOD; GENDER; ADOLESCENCE; GRADES
AB Introduction: Non-cognitive skills, particularly in terms of risk-aversion, future-orientation, and conscientiousness, grow with age, and this phenomenon is known as personality maturation. However, significant variability in maturation among individuals exists. The technology of cognitive/non-cognitive skill formation suggests that the growth of non-cognitive skills is contingent on cognitive skills or human capital in general. The completion of formal education is a quintessential form of human capital. The aim of this study is to test whether formal education indeed facilitates the improvement of non-cognitive skills during early adulthood and adult-hood.]
   Methods: I used data from the National Longitudinal Study of Adolescent to Adult Health. The study sample consists of 9291 individuals, representative of U.S. adolescents in grades 7 through 12 in 1994. The longitudinal design of the data allowed the repeated measurement of their non-cognitive skills in adolescence (age < 18), early adulthood (between 18 and 25) and then in adulthood (> 25). I used Latent Score Difference modeling to examine whether advancement in formal education through degree completion predicts within-individual change in non-cognitive skills in early adulthood and adulthood.
   Results: A steady increase in non-cognitive skills beyond adolescence was found. Independently of academic engagement during high school, parental socio-economic status, and adolescent non-cognitive skills, degree completion reported in early adulthood coincides with gains in non-cognitive skills since adolescence, and this positive feedback repeats itself in adulthood.
   Conclusions: Continued schooling facilitates personality maturation beyond adolescence. Given the profound effects of non-cognitive skills on various life outcomes, educational opportunities could alleviate social stratification.
C1 [Oi, Katsuya] No Arizona Univ, Dept Sociol, Flagstaff, AZ 86011 USA.
C3 Northern Arizona University
RP Oi, K (corresponding author), SBS Castro 308,S San Francisco St, Flagstaff, AZ 86011 USA.
EM katsuya.oi@nau.edu
CR [Anonymous], 2002, DEVELOPING ADOLESCEN
   Baggio S, 2017, EVAL HEALTH PROF, V40, P383, DOI 10.1177/0163278716663602
   Black SE, 2005, AM ECON REV, V95, P437, DOI 10.1257/0002828053828635
   Bleidorn W, 2015, CURR DIR PSYCHOL SCI, V24, P245, DOI 10.1177/0963721414568662
   Bleidorn W, 2013, PSYCHOL SCI, V24, P2530, DOI 10.1177/0956797613498396
   Bleidorn W, 2012, PERS SOC PSYCHOL B, V38, P1594, DOI 10.1177/0146167212456707
   Breslau J, 2011, J PSYCHIATR RES, V45, P295, DOI 10.1016/j.jpsychires.2010.06.014
   Brunello G., 2011, NONCOGNITIVE SKILLS
   Chamorro-Premuzic T, 2003, EUR J PERSONALITY, V17, P237, DOI 10.1002/per.473
   Chen P.Chantala., 2014, GUIDELINES ANAL ADD
   Colom R, 2007, PERS INDIV DIFFER, V42, P1503, DOI 10.1016/j.paid.2006.10.023
   Cunha F, 2008, J HUM RESOUR, V43, P738
   Currie J, 2003, Q J ECON, V118, P1495, DOI 10.1162/003355303322552856
   Demaray MK, 2011, PSYCHOL SCHOOLS, V48, P573, DOI 10.1002/pits.20578
   Duckworth AL, 2006, J EDUC PSYCHOL, V98, P198, DOI 10.1037/0022-0663.98.1.198
   Dussault F, 2011, J CHILD PSYCHOL PSYC, V52, P130, DOI 10.1111/j.1469-7610.2010.02313.x
   Eccles JS, 2004, J EARLY ADOLESCENCE, V24, P63, DOI 10.1177/0272431603260919
   Grimm K. J., 2013, STRUCTURAL EQUATION, V19, P268
   Griskevicius V, 2013, PSYCHOL SCI, V24, P197, DOI 10.1177/0956797612451471
   Haas SA, 2018, SOC SCI MED, V213, P123, DOI 10.1016/j.socscimed.2018.07.047
   Harden KP, 2011, DEV PSYCHOL, V47, P739, DOI 10.1037/a0023279
   HAU KT, 1995, J PERS ASSESS, V65, P117, DOI 10.1207/s15327752jpa6501_9
   Hirschfield PJ, 2011, J YOUTH ADOLESCENCE, V40, P3, DOI 10.1007/s10964-010-9579-5
   Jacob BA, 2002, ECON EDUC REV, V21, P589, DOI 10.1016/S0272-7757(01)00051-6
   Johnson MK, 2009, SOC PSYCHOL QUART, V72, P39, DOI 10.1177/019027250907200105
   Joreskog K.G., 1974, Analyzing psychological data by structural analysis of covariance matrices
   Kirby KN, 2005, LEARN INDIVID DIFFER, V15, P213, DOI 10.1016/j.lindif.2005.01.003
   Littlefield AK, 2010, ALCOHOL CLIN EXP RES, V34, P1409, DOI 10.1111/j.1530-0277.2010.01224.x
   Lodi-Smith J., 2008, PERSONALITY SOCIAL P, V11, P68
   McArdle JJ, 2009, ANNU REV PSYCHOL, V60, P577, DOI 10.1146/annurev.psych.60.110707.163612
   McArdle John J., 2012, FACTOR ANAL 100, P113
   Mittal C, 2014, J PERS SOC PSYCHOL, V107, P621, DOI 10.1037/a0037398
   Newmann F.M., 1992, The significance and sources of student engagement: Student engagement and achievement in secondary schools, P11, DOI DOI 10.4236/OJAPPS.2014.45022
   Oi K., 2017, J HLTH SOCIAL BEHAV, V58, P80
   Prevoo T., 2012, The importance of early conscientiousness for socioeconomic outcomes
   Quinn PD, 2013, DEV PSYCHOPATHOL, V25, P223, DOI 10.1017/S0954579412000284
   REALI N, 1970, DEV PSYCHOL, V3, P392, DOI 10.1037/h0030041
   Roberts BW, 2005, J RES PERS, V39, P166, DOI 10.1016/j.jrp.2004.08.002
   Rodríguez-Fornells A, 2000, PERS INDIV DIFFER, V28, P639, DOI 10.1016/S0191-8869(99)00127-0
   Rogers RD, 2010, ALCOHOL CLIN EXP RES, V34, P1319, DOI 10.1111/j.1530-0277.2010.01216.x
   Romer D, 2010, DEV PSYCHOBIOL, V52, P263, DOI 10.1002/dev.20442
   Russo PM, 2008, INT J PSYCHOPHYSIOL, V69, P112, DOI 10.1016/j.ijpsycho.2008.03.008
   Ryan C.L., 2016, CURRENT POPULATION R
   Sagiv L, 2014, J PERS, V82, P402, DOI 10.1111/jopy.12071
   Skinner CH, 2005, PSYCHOL SCHOOLS, V42, P389, DOI 10.1002/pits.20065
   Smith AR, 2013, HORM BEHAV, V64, P323, DOI 10.1016/j.yhbeh.2013.03.006
   Specht J, 2014, EUR J PERSONALITY, V28, P216, DOI 10.1002/per.1966
   Steinberg L, 2008, DEV PSYCHOL, V44, P1764, DOI 10.1037/a0012955
   Steinberg L, 2009, AM PSYCHOL, V64, P583, DOI 10.1037/a0014763
   Stoltenberg SF, 2008, ADDICT BEHAV, V33, P252, DOI 10.1016/j.addbeh.2007.09.004
   Swann AC, 2004, BIPOLAR DISORD, V6, P204, DOI 10.1111/j.1399-5618.2004.00110.x
   Swann AC, 2009, BIPOLAR DISORD, V11, P280, DOI 10.1111/j.1399-5618.2009.00678.x
   Tangney JP, 2004, J PERS, V72, P271, DOI 10.1111/j.0022-3506.2004.00263.x
   Trusty J, 2000, J COUNS DEV, V78, P463, DOI 10.1002/j.1556-6676.2000.tb01930.x
   Vogel M., 2017, J YOUTH ADOLESCENCE, P1
   Wang MT, 2014, CHILD DEV, V85, P722, DOI 10.1111/cdev.12138
   Whiteside SP, 2001, PERS INDIV DIFFER, V30, P669, DOI 10.1016/S0191-8869(00)00064-7
NR 57
TC 7
Z9 7
U1 0
U2 15
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0140-1971
EI 1095-9254
J9 J ADOLESCENCE
JI J. Adolesc.
PD FEB
PY 2019
VL 71
BP 50
EP 62
DI 10.1016/j.adolescence.2018.12.001
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HN3KI
UT WOS:000460081800006
PM 30616223
DA 2024-07-15
ER

PT J
AU Brain, T
   Mirenda, P
AF Brain, Thea
   Mirenda, Pat
TI Effectiveness of a low-intensity peer-mediated intervention for middle
   school students with autism spectrum disorder
SO RESEARCH IN AUTISM SPECTRUM DISORDERS
LA English
DT Article
DE Peer-mediated intervention; Autism spectrum disorder; Engagement;
   Communication; Middle school
ID SOCIAL-INTERACTION; CHILDREN; ARRANGEMENTS; INTELLIGENCE; FRIENDSHIP;
   SUPPORT; SCALES; SKILLS
AB Background: Peer-mediated interventions (PMI) are used to promote social interactions and academic engagement between individuals with autism spectrum disorder (ASD) and their peers. Most PMI research has been conducted with preschoolers and students in the early elementary grades. There is a need for additional research examining the effectiveness of low-intensity PMI for older students.
   Method: This study used a non-concurrent multiple-baseline, multiple-probe across participants design to investigate the effectiveness of a low-intensity PMI on engagement and communicative acts for middle-school aged students with ASD during lunch breaks at school. Nine typically developing peers received 40-50 minutes of peer coach training. Peer coaches were encouraged to interact with their classmate with ASD during lunch breaks at school, using the strategies they learned. They were provided with brief feedback and/or praise after each probe observation during intervention and follow-up.
   Results: Results showed a functional relation between the intervention and both engagement and communicative acts, with three demonstrations of effect across participants. Indicators of mutual enjoyment were observed for the majority of probe observation sessions across groups. There was some maintenance of effect at 1-4 weeks follow-up. Social validity was high for both peer coaches and classroom teachers.
   Conclusions: This study contributes to and extends the existing PMI research by including middle school students with varying intellectual and social-communication abilities. Schools may be more likely to adopt evidence-based interventions such as the one used in this study if they are also efficient.
C1 [Brain, Thea; Mirenda, Pat] Univ British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
C3 University of British Columbia
RP Mirenda, P (corresponding author), Univ British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
EM pat.mirenda@ubc.ca
OI Mirenda, Pat/0000-0002-1016-3589
FU Frederick Banting and Charles Best Canada Graduate Scholarship-Masters
   (CGS M); Canadian Institutes of Health Research (CIHR)
FX This study was completed by the first author in partial fulfillment of
   the requirements for a Master of Arts (M.A.) degree in Special Education
   at the University of British Columbia, under the supervision of the
   second author. The research was supported by the Frederick Banting and
   Charles Best Canada Graduate Scholarship-Masters (CGS M), awarded to Ms.
   Brain by the Canadian Institutes of Health Research (CIHR). The authors
   are grateful to Melanie Lytle, Yvonne Su, and Jodi Samartgis for
   assistance with data collection. We thank the administrative team and
   classroom teachers of the participating school, and especially the
   participants with ASD and their peer coaches.
CR [Anonymous], 2001, B WORLD HEALTH ORGAN, V79, P373, DOI 10.1001/jama.2013.281053
   Bambara LM, 2016, RES AUTISM SPECT DIS, V27, P29, DOI 10.1016/j.rasd.2016.03.003
   Barlow DH., 2009, SINGLE CASE EXPT DES
   Bene K, 2014, REV J AUTISM DEV DIS, V1, P135, DOI 10.1007/s40489-014-0014-9
   Carter EW, 2017, REM SPEC EDUC, V38, P207, DOI 10.1177/0741932516672067
   Carter EW, 2016, EXCEPT CHILDREN, V82, P209, DOI 10.1177/0014402915598780
   Carter EW, 2005, RES PRACT PERS SEV D, V30, P15, DOI 10.2511/rpsd.30.1.15
   Chan JM, 2009, RES AUTISM SPECT DIS, V3, P876, DOI 10.1016/j.rasd.2009.04.003
   Chang YC, 2016, RES AUTISM SPECT DIS, V27, P1, DOI 10.1016/j.rasd.2016.03.010
   Cooper J. O., 2019, Applied Behavior Analysis, V3rd
   Dawson M, 2007, PSYCHOL SCI, V18, P657, DOI 10.1111/j.1467-9280.2007.01954.x
   Grondhuis SN, 2013, AJIDD-AM J INTELLECT, V118, P44, DOI 10.1352/1944-7558-118.1.44
   HARING TG, 1992, J APPL BEHAV ANAL, V25, P319, DOI 10.1901/jaba.1992.25-319
   Hochman JM, 2015, EXCEPT CHILDREN, V82, P96, DOI 10.1177/0014402915585482
   HORNER RD, 1978, J APPL BEHAV ANAL, V11, P189, DOI 10.1901/jaba.1978.11-189
   Hughes C, 2013, RES PRACT PERS SEV D, V38, P1, DOI 10.2511/027494813807046999
   Hughes C, 2011, RES PRACT PERS SEV D, V36, P46, DOI 10.2511/rpsd.36.1-2.46
   Loftin RL, 2008, J AUTISM DEV DISORD, V38, P1124, DOI 10.1007/s10803-007-0499-5
   McCambridge J, 2012, PLOS ONE, V7, DOI 10.1371/journal.pone.0039116
   Miltenberger R.G., 2004, Behavior modification principles and procedures, V3rd
   NEWCOMB AF, 1995, PSYCHOL BULL, V117, P306, DOI 10.1037/0033-2909.117.2.306
   Parker RI, 2011, BEHAV MODIF, V35, P303, DOI 10.1177/0145445511399147
   Parker RI, 2009, EXCEPT CHILDREN, V75, P135, DOI 10.1177/001440290907500201
   Petrina N, 2014, RES AUTISM SPECT DIS, V8, P111, DOI 10.1016/j.rasd.2013.10.016
   Reynolds-Keefer L., 2011, Practical Assessment, Research Evaluation, V16
   Roid G., 2013, Leiter International Performance Scales, VThird
   Scattone D, 2012, J AUTISM DEV DISORD, V42, P2486, DOI 10.1007/s10803-012-1495-y
   Schmidt C, 2012, EXCEPTIONALITY, V20, P94, DOI 10.1080/09362835.2012.669303
   Watkins L, 2015, J AUTISM DEV DISORD, V45, P1070, DOI 10.1007/s10803-014-2264-x
   WATSON PJ, 1981, J BEHAV THER EXP PSY, V12, P257, DOI 10.1016/0005-7916(81)90055-0
   2011, PSYCHOL REP, V109, P626, DOI DOI 10.2466/03.10.PR0.109.5.626-634
NR 31
TC 8
Z9 10
U1 1
U2 33
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1750-9467
EI 1878-0237
J9 RES AUTISM SPECT DIS
JI Res. Autism Spectr. Disord.
PD JUN
PY 2019
VL 62
BP 26
EP 38
DI 10.1016/j.rasd.2019.02.003
PG 13
WC Education, Special; Psychology, Developmental; Psychiatry;
   Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology; Psychiatry; Rehabilitation
GA HX8QN
UT WOS:000467670500004
DA 2024-07-15
ER

PT J
AU Sanchez, G
AF Sanchez, Gabriella
TI Beyond the matrix of oppression: Reframing human smuggling through
   instersectionality- informed approaches
SO THEORETICAL CRIMINOLOGY
LA English
DT Article
DE Human smuggling; intersectionality; irregular migration; smugglers
ID MIGRANTS
AB What are the challenges and the advantages of using an intersectionality-informed approach in criminological research? In this essay I raise that question via an analysis of human smuggling discourses. Tragic events involving the deaths of irregular migrants and asylum seekers in transit are most often attributed to the actions of the human smuggler constructed as the violent, greed-driven, predator racialized, and gendered as a male from the global South. Most academic engagements with smuggling often failing to notice the discursive fields they enter, have focused on documenting in detail the victimization and violence processes faced by those in transit, in the process reinscribing often problematic narratives of irregular migration, like those reducing migrants to naive and powerless creatures and smugglers as inherently male, foreign and criminal bodies. I argue that essentialized notions of identity prevalent in neoliberal discourses have permeated engagements with migration, allowing for human smuggling's framing solely as an inherently exploitative and violent practice performed by explicitly racialized, gendered Others. In what follows I start to articulate the possibility of reframing human smuggling, shifting the focus from the mythified smugglers to the series of social interactions and sensorial experiences that often facilitated as demonstrations of care and solidarity ultimately lead to the mobility, albeit precarious, of irregular migrants. Through a critical engagement with the concept of intersectionality I explore how smugglingas one of multiple irregular migration strategiescan be unpacked as constituting much more than the quintessential predatory practice of late modernity performed by criminal smugglers preying on powerless victims, to be instead acknowledged as an alternative, contradictory, highly complex if often precarious path to mobility and safety in and from the margins.
C1 [Sanchez, Gabriella] Univ Texas El Paso, Secur Studies, El Paso, TX 79968 USA.
C3 University of Texas System; University of Texas El Paso
RP Sanchez, G (corresponding author), Univ Texas El Paso, Natl Secur Studies Inst, Secur Studies, 500 W Univ,Kelly Hall 409, El Paso, TX 79968 USA.; Sanchez, G (corresponding author), Univ Texas El Paso, Natl Secur Studies Inst, Res, 500 W Univ,Kelly Hall 409, El Paso, TX 79968 USA.
EM gesanchez4@utep.edu
CR Aas KatjaFranko., 2013, BORDERS PUNISHMENT M
   Achilli Luigi, 2015, The smuggler: Hero or felon?
   Ahmad AN, 2011, ST MIGR DIASP, P1
   Alpes MJ, 2012, AFR DIASPORA, V5, P90, DOI 10.1163/187254612X646189
   [Anonymous], 2004, INTIMATE EC BANGKOK
   [Anonymous], 2014, MIGRATION STUDIES
   Brown A, 2015, JUST WAIT ISLAMIC ST
   Chu JulieY., 2010, Cosmologies of Credit: Transnational Mobility and the Politics of Destination in China
   CRENSHAW KIMBERLY, 1989, UNIV CHICAGO LEG FOR, V8, P139, DOI DOI 10.4324/9780429500480-5
   Currie E, 2014, THEOR CRIMINOL, V18, P413, DOI 10.1177/1362480614557199
   Davidson J O'Connell, 2014, SLAVERIES OLD NEW ME
   De Haas H., 2015, Don't blame the smugglers: the real migration industry
   Galemba RB, 2012, AM ETHNOL, V39, P716, DOI 10.1111/j.1548-1425.2012.01391.x
   Gibson D, 2014, UNIVERSAL FREE  1110
   Hagan J, 2003, INT MIGR REV, V37, P1145, DOI 10.1111/j.1747-7379.2003.tb00173.x
   Hagan JacquelineMaria., 2008, Migration Miracle: Faith, Hope and Meaning on the Undocumented Journey
   Henne K, 2013, THEOR CRIMINOL, V17, P455, DOI 10.1177/1362480613494990
   Hill Collins P., 1990, Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment
   Palacios SPI, 2015, B LAT AM RES, V34, P324, DOI 10.1111/blar.12296
   Kiefer M, 2014, ARIZONA REPUBLIC
   Kim-Puri HJ, 2005, GENDER SOC, V19, P137, DOI 10.1177/0891243204273021
   Linnemann T, 2014, THEOR CRIMINOL, V18, P506, DOI 10.1177/1362480614529455
   Martinez D, 2015, RACIAL DEMOCRACY CRI
   Mbembe A, 2003, PUBLIC CULTURE, V15, P11, DOI 10.1215/08992363-15-1-11
   Millar KM, 2014, CULT ANTHROPOL, V29, P32, DOI 10.14506/ca29.1.04
   Nash JC, 2008, FEMINIST REV, P1, DOI 10.1057/fr.2008.4
   Puar JK, 2005, SOC TEXT, V23, P121, DOI 10.1215/01642472-23-3-4_84-85-121
   Purkayastha B, 2010, J INTERCULT STUD, V31, P29, DOI 10.1080/07256860903477696
   Sanchez G., 2014, HUMAN SMUGGLING BORD
   Sanchez G, 2018, ANN AM ACAD POLI JAN
   Slack J, 2016, AREA, V48, P271, DOI 10.1111/area.12151
   Spener David., 2009, Clandestine Crossings: Migrants and Coyotes on the Texas-Mexico Border
   Sunderland J, 2014, HEINOUS ACT MORE DEA
   UNODC, 2015, MIGR SMUGGL
   van Liempt I, 2006, INT MIGR, V44, P165, DOI 10.1111/j.1468-2435.2006.00383.x
   van Liempt I, 2013, ANTIPODE, V45, P1029, DOI 10.1111/j.1467-8330.2012.01027.x
   van Liempt Ilse., 2007, Navigating Borders: Inside Perspectives on the Process of Human Smuggling into the Netherlands Amsterdam
   Weber L., 2011, GLOBALIZATION BORDER, DOI DOI 10.1057/9780230361638
   Zaitseva L, 2014, NONPROLIFERATION PAP, V39
   Zhang Sheldon., 2002, CHARACTERISTICS CHIN
   Zhang Sheldon., 2007, SMUGGLING TRAFFICKIN
   Zhang SX, 2007, CRIMINOLOGY, V45, P699, DOI 10.1111/j.1745-9125.2007.00085.x
NR 42
TC 16
Z9 18
U1 0
U2 12
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1362-4806
EI 1461-7439
J9 THEOR CRIMINOL
JI Theor. Criminol.
PD FEB
PY 2017
VL 21
IS 1
BP 46
EP 56
DI 10.1177/1362480616677497
PG 11
WC Criminology & Penology
WE Social Science Citation Index (SSCI)
SC Criminology & Penology
GA EO8EC
UT WOS:000396920800006
OA Bronze
DA 2024-07-15
ER

PT J
AU Rimm-Kaufman, SE
   Baroody, AE
   Larsen, RAA
   Curby, TW
   Abry, T
AF Rimm-Kaufman, Sara E.
   Baroody, Alison E.
   Larsen, Ross A. A.
   Curby, Timothy W.
   Abry, Tashia
TI To What Extent Do Teacher-Student Interaction Quality and Student Gender
   Contribute to Fifth Graders' Engagement in Mathematics Learning?
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE engagement; teacher-student interactions; mathematics; classrooms; fifth
   grade
ID CLASSROOM EMOTIONAL CLIMATE; ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT;
   BEHAVIORAL ENGAGEMENT; ELEMENTARY-SCHOOL; SELF-REGULATION; ACHIEVEMENT;
   KINDERGARTEN; RATINGS; MIDDLE
AB This study examines concurrent teacher-student interaction quality and 5th graders' (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher-student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on students' engagement, and students completed questionnaires. Engagement data were conducted 3 times per year concurrent with measures of teacher-student interaction quality. Results showed small but statistically significant associations among the 3 methods. Results of multilevel models showed only 1 significant finding linking quality of teacher-student interactions to observed or teacher-reported behavioral engagement; higher classroom organization related to higher levels of observed behavioral engagement. However, the multilevel models produced a rich set of findings for student-reported engagement. Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement. Students in classrooms higher in classroom organization reported more cognitive, emotional, and social engagement. Interaction effects (Gender X Teacher-student interaction quality) were present for student-reported engagement outcomes but not in observed or teacher-reported engagement. Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement. In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement. The discussion explores implications of varied approaches to measuring engagement, interprets teacher-student interaction quality and gender findings, and considers the usefulness of student report in understanding students' math experiences.
C1 [Rimm-Kaufman, Sara E.] Univ Virginia, Curry Sch Educ, Charlottesville, VA 22904 USA.
   [Rimm-Kaufman, Sara E.] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA 22904 USA.
   [Baroody, Alison E.] San Francisco State Univ, Dept Child & Adolescent Dev, San Francisco, CA USA.
   [Larsen, Ross A. A.] Virginia Commonwealth Univ, Dept Fdn Educ, Richmond, VA 23284 USA.
   [Curby, Timothy W.] George Mason Univ, Dept Appl Dev Psychol, Fairfax, VA 22030 USA.
   [Abry, Tashia] Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, Tempe, AZ 85287 USA.
C3 University of Virginia; University of Virginia; California State
   University System; San Francisco State University; Virginia Commonwealth
   University; George Mason University; Arizona State University; Arizona
   State University-Tempe
RP Rimm-Kaufman, SE (corresponding author), Univ Virginia, Curry Sch Educ, Ruffner Hall,Emmet St South, Charlottesville, VA 22904 USA.
EM serk@virginia.edu
OI Rimm-Kaufman, Sara/0000-0002-1354-8249; Curby,
   Timothy/0000-0001-8289-1748
CR [Anonymous], 2001, ADDING IT HELPING CH
   [Anonymous], 2005, How students learn: history, mathematics, and science in the classroom
   [Anonymous], 2000, CURR EV STAND SCH MA
   Avant TS, 2011, DEV PSYCHOL, V47, P1711, DOI 10.1037/a0024021
   Belsky J, 2005, ELEM SCHOOL J, V105, P305
   Bodovski K, 2007, ELEM SCHOOL J, V108, P115, DOI 10.1086/525550
   Bohn CM, 2004, ELEM SCHOOL J, V104, P269, DOI 10.1086/499753
   Borman GD, 2004, ELEM SCHOOL J, V104, P177, DOI 10.1086/499748
   Bronson MB, 2000, SELF-REGULATION IN EARLY CHILDHOOD, P1
   Brophy J., 1986, HDB RES TEACHING, V3rd
   Brophy J.E., 1983, The Elementary School Journal, V83, P264, DOI DOI 10.1086/461318
   Cameron CE, 2005, J SCHOOL PSYCHOL, V43, P61, DOI 10.1016/j.jsp.2004.12.002
   Christenson SL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P813, DOI 10.1007/978-1-4614-2018-7
   Common Core State Standards Initiative, 2014, MATH STAND
   Connell J. P., 1991, MINN SYM CHILD PSYCH, P43
   Crosnoe R, 2010, J EDUC PSYCHOL, V102, P407, DOI 10.1037/a0017762
   Curby TW, 2013, J SCHOOL PSYCHOL, V51, P557, DOI 10.1016/j.jsp.2013.06.001
   Decker DM, 2007, J SCHOOL PSYCHOL, V45, P83, DOI 10.1016/j.jsp.2006.09.004
   Dotterer AM, 2011, J YOUTH ADOLESCENCE, V40, P1649, DOI 10.1007/s10964-011-9647-5
   Downer JT, 2007, SCHOOL PSYCHOL REV, V36, P413
   Eccles J., 2004, Handbook of adolescent psychology, DOI [DOI 10.1002/9780470479193.ADLPSY001013, 10.1002/9780470479193.adlpsy001013]
   Evans GW, 2008, EARLY CHILD RES Q, V23, P504, DOI 10.1016/j.ecresq.2008.07.002
   Evans GW, 2002, CHILD DEV, V73, P1238, DOI 10.1111/1467-8624.00469
   FINN JD, 1995, ELEM SCHOOL J, V95, P421, DOI 10.1086/461853
   Finn JD, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P97, DOI 10.1007/978-1-4614-2018-7_5
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Fuson K.C., 2005, STUDENTS LEARN HIST, P217
   Gest SD, 2005, J EDUC PSYCHOL, V97, P337, DOI 10.1037/0022-0663.97.3.337
   Greenwood CR, 2002, SCHOOL PSYCHOL REV, V31, P328
   Gresham FM, 2010, PSYCHOL ASSESSMENT, V22, P157, DOI 10.1037/a0018124
   Heibert J., 2007, Second Handbook of Research on Mathematics Teaching and Learning, P371
   Henningsen M, 1997, J RES MATH EDUC, V28, P524, DOI 10.2307/749690
   Hughes J, 2007, J EDUC PSYCHOL, V99, P39, DOI 10.1037/0022-0663.99.1.39
   Hughes JN, 2011, J APPL DEV PSYCHOL, V32, P278, DOI 10.1016/j.appdev.2010.03.005
   Kindermann TA, 2007, CHILD DEV, V78, P1186, DOI 10.1111/j.1467-8624.2007.01060.x
   Kline R., 2015, Principles and Practice of Structural EquationModeling, DOI DOI 10.1126/SCITRANSLMED.3002085
   Kong Q., 2003, Mathematics Education Research Journal, V15, P4, DOI [DOI 10.1007/BF03217366, 10.1007/BF03217366]
   Konold TR, 2007, J PSYCHOEDUC ASSESS, V25, P222, DOI 10.1177/0734282906297784
   Ladd GW, 1999, CHILD DEV, V70, P1373, DOI 10.1111/1467-8624.00101
   Linnenbrink E.A., 2003, READING WRITING Q, V19, P119, DOI [DOI 10.1080/10573560308223, https://doi.org/10.1080/10573560308223]
   Little R., 1987, STAT ANAL MISSING DA
   Luckner AE, 2011, J APPL DEV PSYCHOL, V32, P257, DOI 10.1016/j.appdev.2011.02.010
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   Martin AJ, 2012, J EDUC PSYCHOL, V104, P1, DOI 10.1037/a0025988
   Mashburn AJ, 2006, J PSYCHOEDUC ASSESS, V24, P367, DOI 10.1177/0734282906290594
   Matsumura LC, 2008, ELEM SCHOOL J, V108, P293, DOI 10.1086/528973
   McLEOD D.B., 1992, HDB RES MATH TEACHIN, DOI [10.1177/002205741619600202, DOI 10.1177/002205741619600202]
   Meece J, 2009, MEASURE STUDEN UNPUB
   Midgley C., 2000, MANUAL PATTERNS ADAP
   Muthen L., 2015, MPLUS USERS GUIDE
   Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
   Pianta R., 2012, CLASSROOM ASSESSMENT
   Pianta RC, 2009, EDUC RESEARCHER, V38, P109, DOI 10.3102/0013189X09332374
   Ponitz CC, 2009, ELEM SCHOOL J, V110, P142, DOI 10.1086/605470
   Ponitz CC, 2009, SCHOOL PSYCHOL REV, V38, P102
   Raphael LM, 2008, ELEM SCHOOL J, V109, P61, DOI 10.1086/592367
   Renk K, 2004, CLIN PSYCHOL REV, V24, P239, DOI 10.1016/j.cpr.2004.01.004
   Reschly AL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P3, DOI 10.1007/978-1-4614-2018-7_1
   Reyes MR, 2012, J EDUC PSYCHOL, V104, P700, DOI 10.1037/a0027268
   Rimm-Kaufman SE, 2010, TEACH COLL REC, V112, P2988
   Rimm-Kaufman SE, 2009, DEV PSYCHOL, V45, P958, DOI 10.1037/a0015861
   Rimm-Kaufman SE, 2002, J APPL DEV PSYCHOL, V23, P451, DOI 10.1016/S0193-3973(02)00128-4
   Robinson JP, 2011, AM EDUC RES J, V48, P268, DOI 10.3102/0002831210372249
   Roorda DL, 2011, REV EDUC RES, V81, P493, DOI 10.3102/0034654311421793
   Rowley S. J., 2009, ENGAGEMENT SEL UNPUB
   Rudasill KM, 2010, J SCHOOL PSYCHOL, V48, P113, DOI 10.1016/j.jsp.2009.11.002
   Schunk D.H., 2005, Handbook of competence and motivation, P85
   Skinner E.A., 2009, Handbook of motivation at school, P223, DOI DOI 10.1037/0003-066X.55.1.68
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Stronge JH, 2011, J TEACH EDUC, V62, P339, DOI 10.1177/0022487111404241
   Tucker CM, 2002, PSYCHOL SCHOOLS, V39, P477, DOI 10.1002/pits.10038
   Valiente C, 2008, J EDUC PSYCHOL, V100, P67, DOI 10.1037/0022-0663.100.1.67
   Virginia Department of Education, 2010, VIRG STAND LEARN ASS
   Virginia Department of Education, 2008, VIRG STAND LEARN TEC
   VOELKL KE, 1995, J EXP EDUC, V63, P127, DOI 10.1080/00220973.1995.9943817
   Wang MT, 2011, J SCHOOL PSYCHOL, V49, P465, DOI 10.1016/j.jsp.2011.04.001
   Woodward J., 2012, Improving mathematical problem solving in grades 4 through 8: A practice guide (NCEE 2012-4055)
   Wu JY, 2010, J SCHOOL PSYCHOL, V48, P357, DOI 10.1016/j.jsp.2010.06.004
NR 80
TC 109
Z9 201
U1 16
U2 148
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD FEB
PY 2015
VL 107
IS 1
BP 170
EP 185
DI 10.1037/a0037252
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA CB4YD
UT WOS:000349633500013
DA 2024-07-15
ER

PT J
AU Duong, MT
   Gaias, LM
   Brown, E
   Kiche, S
   Nguyen, L
   Corbin, CM
   Chandler, CJ
   Buntain-Ricklefs, JJ
   Cook, CR
AF Duong, Mylien T.
   Gaias, Larissa M.
   Brown, Eric
   Kiche, Sharon
   Nguyen, Lillian
   Corbin, Catherine M.
   Chandler, Cassandra J.
   Buntain-Ricklefs, Joanne J.
   Cook, Clayton R.
TI A Cluster Randomized Pilot Trial of the Equity-Explicit
   Establish-Maintain-Restore Program among High School Teachers and
   Students
SO SCHOOL MENTAL HEALTH
LA English
DT Article
DE Student-teacher relationships; Professional development; High school;
   Equity; Race; ethnicity
ID ACADEMIC MOTIVATION SCALE; PSYCHOLOGICAL SENSE; ASIAN-AMERICAN; MODEL
   MINORITY; 3 DIMENSIONS; ENGAGEMENT; BEHAVIOR; MIDDLE; ADOLESCENTS;
   ACHIEVEMENT
AB Student-teacher relationships are important to student outcomes and may be especially pivotal at the high school transition and for minoritized racial/ethnic groups. Although interventions exist to improve student-teacher relationships, none have been shown to be effective among high school students or in narrowing racial/ethnic disparities in student outcomes. This study was conducted to examine the effects of an equity-explicit student-teacher relationship intervention (Equity-Explicit Establish Maintain Restore, or E-EMR) for high school teachers and students. A cluster-randomized pilot trial was conducted with 94 ninth grade teachers and 417 ninth grade students in six high schools. Teachers in three schools were randomized to receive E-EMR training and follow-up supports for one year. Teachers in three control schools conducted business as usual. Student-teacher relationships, sense of school belonging, academic motivation, and academic engagement were collected via student self-report in September and January of their ninth-grade year. Longitudinal models revealed non-significant main effects of E-EMR. However, there were targeted benefits for students who started with low scores at baseline, for Asian, Latinx, multicultural, and (to a lesser extent) Black students. We also found some unexpected effects, where high-performing and/or advantaged groups in the E-EMR condition had less favorable outcomes at post, compared to those in the control group, which may be a result of the equity-explicit focus of E-EMR. Implications and directions for future research are discussed.
C1 [Duong, Mylien T.; Kiche, Sharon; Nguyen, Lillian; Corbin, Catherine M.; Chandler, Cassandra J.; Buntain-Ricklefs, Joanne J.] Univ Washington, Dept Psychiat & Behav Med, Seattle, WA 98195 USA.
   [Gaias, Larissa M.] Univ Massachusetts, Dept Psychol, Lowell, MA USA.
   [Brown, Eric] Univ Miami, Dept Publ Hlth Sci, Miami, FL USA.
   [Cook, Clayton R.] Univ Minnesota, Dept Educ Psychol, Minneapolis, MN 55455 USA.
C3 University of Washington; University of Washington Seattle; University
   of Massachusetts System; University of Massachusetts Lowell; University
   of Miami; University of Minnesota System; University of Minnesota Twin
   Cities
RP Duong, MT (corresponding author), Univ Washington, Dept Psychiat & Behav Med, Seattle, WA 98195 USA.
EM myliend@uw.edu
RI Corbin, Catherine/GNH-6376-2022
OI Nguyen, Lillian/0009-0003-2313-1302; Corbin,
   Catherine/0000-0002-2674-4425
FU Institute of Education Sciences [R305A170458]
FX This research was supported by a grant from the Institute of Education
   Sciences (R305A170458).
CR Achenbach TM., 2001, MANUAL ASEBA SCH AGE, DOI DOI 10.1371/JOURNAL.PONE.0116407
   Ahnallen Julie M, 2006, Cultur Divers Ethnic Minor Psychol, V12, P673, DOI 10.1037/1099-9809.12.4.673
   Appleton JJ, 2006, J SCHOOL PSYCHOL, V44, P427, DOI 10.1016/j.jsp.2006.04.002
   Archambault I, 2009, J ADOLESCENCE, V32, P651, DOI 10.1016/j.adolescence.2008.06.007
   Barber BK, 2004, J ADOLESCENT RES, V19, P3, DOI 10.1177/0743558403258113
   Binning KR, 2009, J SOC ISSUES, V65, P35, DOI 10.1111/j.1540-4560.2008.01586.x
   Bradshaw CP, 2018, SCHOOL PSYCHOL REV, V47, P118, DOI 10.17105/SPR-2017-0119.V47-2
   Brinkworth ME, 2018, J APPL DEV PSYCHOL, V55, P24, DOI 10.1016/j.appdev.2017.09.002
   Byrd CM, 2016, J SCHOOL PSYCHOL, V57, P1, DOI 10.1016/j.jsp.2016.05.001
   Charmaraman L, 2014, CULT DIVERS ETHN MIN, V20, P336, DOI 10.1037/a0035437
   Cohen J., 1988, STAT POWER ANAL BEHA
   Cokley KO, 2001, MEAS EVAL COUNS DEV, V34, P109, DOI 10.1080/07481756.2001.12069027
   Cook CR, 2018, SCHOOL PSYCHOL REV, V47, P226, DOI 10.17105/SPR-2017-0025.V47-3
   Cook CR, 2018, SCHOOL PSYCHOL REV, V47, P135, DOI 10.17105/SPR-2017-0026.V47-2
   Deschenes SN., 2010, ENGAGING OLDER YOUTH
   Diazgranados S, 2016, SOC DEV, V25, P572, DOI 10.1111/sode.12157
   Duong MT, 2019, SCHOOL PSYCHOL, V34, P212, DOI 10.1037/spq0000296
   Durlak JA, 2011, CHILD DEV, V82, P405, DOI 10.1111/j.1467-8624.2010.01564.x
   Eldridge SM, 2016, PLOS ONE, V11, DOI 10.1371/journal.pone.0150205
   EPE Research Center, 2006, 25 EPE RES CTR, P4
   Fairchild AJ, 2005, CONTEMP EDUC PSYCHOL, V30, P331, DOI 10.1016/j.cedpsych.2004.11.001
   Feingold A, 2009, PSYCHOL METHODS, V14, P43, DOI 10.1037/a0014699
   Gaias LM, 2020, J SCHOOL HEALTH, V90, P1004, DOI 10.1111/josh.12968
   Gay G, 2010, J TEACH EDUC, V61, P143, DOI 10.1177/0022487109347320
   GOODENOW C, 1993, PSYCHOL SCHOOLS, V30, P79, DOI 10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X
   Goodman R, 2001, J AM ACAD CHILD PSY, V40, P1337, DOI 10.1097/00004583-200111000-00015
   Goodman R, 1999, J ABNORM CHILD PSYCH, V27, P17, DOI 10.1023/A:1022658222914
   Greenberg MT, 2017, J RES EDUC EFF, V10, P40, DOI 10.1080/19345747.2016.1246632
   Gregory A, 2016, SCHOOL PSYCHOL REV, V45, P171, DOI 10.17105/SPR45-2.171-191
   Gruman DH, 2008, CHILD DEV, V79, P1833, DOI 10.1111/j.1467-8624.2008.01229.x
   HAGBORG WJ, 1994, J PSYCHOEDUC ASSESS, V12, P312, DOI 10.1177/073428299401200401
   Hertzog C.J., 1999, HIGH SCH MAGAZINE, V6, P26
   Howard G.R., 2016, We can't teach what we don't know: White teachers, multiracial schools
   Hsin A, 2014, P NATL ACAD SCI USA, V111, P8416, DOI 10.1073/pnas.1406402111
   Huang FL, 2018, SCHOOL PSYCHOL QUART, V33, P492, DOI 10.1037/spq0000272
   Hughes JN, 2005, J SCHOOL PSYCHOL, V43, P303, DOI 10.1016/j.jsp.2005.07.001
   Kellow JT, 2008, J BLACK PSYCHOL, V34, P94, DOI 10.1177/0095798407310537
   Kennelly L., 2007, American Institutes for Research, P33
   Kincade L, 2020, REV EDUC RES, V90, P710, DOI 10.3102/0034654320946836
   Koomen HMY, 2015, BRIT J EDUC PSYCHOL, V85, P479, DOI 10.1111/bjep.12094
   Kurki K, 2016, INT J EDUC RES, V76, P76, DOI 10.1016/j.ijer.2016.02.002
   Kyles CR, 2008, URBAN EDUC, V43, P500, DOI 10.1177/0042085907304963
   Lee V.E., 2001, RESTRUCTURING HIGH S
   Liu PP, 2018, CONTEMP EDUC PSYCHOL, V54, P281, DOI 10.1016/j.cedpsych.2018.07.005
   McHugh RM, 2013, URBAN EDUC, V48, P9, DOI 10.1177/0042085912451585
   Milner HR, 2005, TEACH TEACH EDUC, V21, P767, DOI 10.1016/j.tate.2005.05.010
   Montoro JP, 2021, J YOUTH ADOLESCENCE, V50, P126, DOI 10.1007/s10964-020-01360-5
   Mordechay K, 2017, EDUC FORUM, V81, P193, DOI 10.1080/00131725.2017.1280758
   Musca SC, 2011, FRONT PSYCHOL, V2, DOI 10.3389/fpsyg.2011.00074
   Muthen L. K., 2017, Mplus user's guide., V8th
   O'Connor EE, 2011, AM EDUC RES J, V48, P120, DOI 10.3102/0002831210365008
   Pianta R.C., 1991, Journal of Applied Developmental Psychology, V12, P379, DOI [10.1016/0193-3973(91)90007-Q, DOI 10.1016/0193-3973(91)90007-Q]
   Pianta RC, 2002, ELEM SCHOOL J, V102, P225, DOI 10.1086/499701
   Quin D, 2017, REV EDUC RES, V87, P345, DOI 10.3102/0034654316669434
   Raffaelli M, 2005, J GENET PSYCHOL, V166, P54, DOI 10.3200/GNTP.166.1.54-76
   Roeser RW, 2002, ANXIETY STRESS COPIN, V15, P345, DOI 10.1080/1061580021000056519
   Roorda DL, 2011, REV EDUC RES, V81, P493, DOI 10.3102/0034654311421793
   Shih M, 2005, PSYCHOL BULL, V131, P569, DOI 10.1037/0033-2909.131.4.569
   Steinberg L, 2001, J RES ADOLESCENCE, V11, P1, DOI 10.1111/1532-7795.00001
   Tanner-Smith EE, 2018, PREV SCI, V19, P1091, DOI 10.1007/s11121-018-0942-1
   Tenenbaum HR, 2007, J EDUC PSYCHOL, V99, P253, DOI 10.1037/0022-0663.99.2.253
   Thijs J, 2012, J SCHOOL PSYCHOL, V50, P257, DOI 10.1016/j.jsp.2011.09.004
   Udry JR, 2003, AM J PUBLIC HEALTH, V93, P1865, DOI 10.2105/AJPH.93.11.1865
   Valiente C, 2019, EARLY CHILD RES Q, V49, P109, DOI 10.1016/j.ecresq.2019.05.001
   VALLERAND RJ, 1992, EDUC PSYCHOL MEAS, V52, P1003, DOI 10.1177/0013164492052004025
   VALLERAND RJ, 1993, EDUC PSYCHOL MEAS, V53, P159, DOI 10.1177/0013164493053001018
   van den Bergh L, 2010, AM EDUC RES J, V47, P497, DOI 10.3102/0002831209353594
   Vera EM, 2018, J LAT O PSYCHOL, V6, P34, DOI 10.1037/lat0000082
   Viswesvaran C, 2003, PERS PSYCHOL, V56, P1085
   Wagle R, 2018, SCHOOL PSYCHOL INT, V39, P568, DOI 10.1177/0143034318803670
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   Whaley AL, 2013, SOC PSYCHOL EDUC, V16, P23, DOI 10.1007/s11218-012-9206-2
   Wheelock A., 2005, The School Administrator, V62, P36
   Williamson AA., 2015, SEL PROGRAMS HIGH SC
   Wing J.Y., 2007, URBAN REV, V39, P455, DOI DOI 10.1007/S11256-007-0058-6
   Wun C, 2016, CRIT SOCIOL, V42, P737, DOI 10.1177/0896920514560444
   Yeager DS, 2011, REV EDUC RES, V81, P267, DOI 10.3102/0034654311405999
   Yoo HC, 2015, CULT DIVERS ETHN MIN, V21, P237, DOI 10.1037/a0037648
NR 78
TC 3
Z9 5
U1 1
U2 3
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1866-2625
EI 1866-2633
J9 SCH MENT HEALTH
JI School Ment. Health
PD DEC
PY 2022
VL 14
IS 4
BP 951
EP 966
DI 10.1007/s12310-022-09516-3
EA APR 2022
PG 16
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 6J7KT
UT WOS:000782709900001
PM 35464191
OA Bronze, Green Published
DA 2024-07-15
ER

PT J
AU Wang, MT
   Henry, DA
   Wu, W
   Del Toro, J
   Huguley, JP
AF Wang, Ming-Te
   Henry, Daphne A.
   Wu, Wei
   Del Toro, Juan
   Huguley, James P.
TI Racial Stereotype Endorsement, Academic Engagement, Mindset, and
   Performance among Black and White American Adolescents
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Racial stereotype; Student engagement; Growth mindset; Math learning;
   Academic achievement
ID GENDER STEREOTYPES; MINORITY-STUDENTS; SELF-CONCEPT; ACHIEVEMENT;
   THREAT; RACE; MATHEMATICS; MODEL; ATTITUDES; SCIENCE
AB The role of racial stereotypes in youth's academic achievement becomes salient during adolescence. Yet, very few studies have investigated whether associations between Black and White American adolescents' stereotype endorsement and their cognitive engagement, mindset beliefs, and performance in math differed by stereotype valence (i.e., positive versus negative) and youth gender. To address these gaps, this 3-year longitudinal study (n = 2546; age range = 11-16; 50% males, 60% White, 40% Black; 57% qualified for free lunch) investigated (a) whether Black and White American adolescents' endorsement of positive and negative racial stereotypes differentially related to their cognitive engagement, ability mindset, and math performance and (b) whether gender moderated these relations. The results revealed that endorsing either negative or positive racial stereotypes (as opposed to those with unbiased beliefs) was linked to lower cognitive engagement and stronger fixed mindsets in math 1 year after, while endorsing negative racial stereotypes was linked to lower math scores. In addition, the intersection of adolescents' race and gender moderated some of the observed effects. The inverse link between negative stereotype endorsement and math cognitive engagement was significant for Black girls but not for Black boys. The positive link between negative stereotype endorsement and fixed math ability mindset was stronger for Black girls than Black boys, whereas the link was stronger for White boys than White girls. These findings shed light on the direction and strength of the links between racial stereotype valence and math outcomes among Black and White youth.
C1 [Wang, Ming-Te; Del Toro, Juan; Huguley, James P.] Univ Pittsburgh, 230 South Bouquet St, Pittsburgh, PA 15213 USA.
   [Henry, Daphne A.] Boston Coll, Chestnut Hill, Boston, MA USA.
   [Wu, Wei] Indiana Univ Purdue Univ, Indianapolis, IN 46202 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; Boston College; Indiana University System; Indiana
   University Indianapolis
RP Wang, MT (corresponding author), Univ Pittsburgh, 230 South Bouquet St, Pittsburgh, PA 15213 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
CR [Anonymous], 2012, STEREOTYPE THREAT TH
   Augoustinos M, 2001, BRIT J DEV PSYCHOL, V19, P143, DOI 10.1348/026151001165912
   Autor D., 2016, Family disadvantage and the gender gap in behavioral and educational outcomes
   Beyer S, 1999, SEX ROLES, V40, P787, DOI 10.1023/A:1018864803330
   Bian L, 2017, SCIENCE, V355, P389, DOI 10.1126/science.aah6524
   Bieg M, 2015, FRONT PSYCHOL, V6, DOI [10.3389/fpsyg.2075.01404, 10.3389/fpsyg.2015.01404]
   Blackwell LS, 2007, CHILD DEV, V78, P246, DOI 10.1111/j.1467-8624.2007.00995.x
   Boaler J., 2016, MATH MINDSETS, V1st
   Brody GH, 2016, DEV PSYCHOPATHOL, V28, P1347, DOI 10.1017/S0954579416000894
   Burnett M, 2020, DEV PSYCHOL, V56, P1750, DOI 10.1037/dev0001071
   Cheryan S, 2000, PSYCHOL SCI, V11, P399, DOI 10.1111/1467-9280.00277
   Chestnut EK, 2018, EDUC SCI, V8, DOI 10.3390/educsci8020065
   Cokley Kevin O, 2002, Cultur Divers Ethnic Minor Psychol, V8, P378, DOI 10.1037/1099-9809.8.4.379
   Copping KE, 2013, J APPL SOC PSYCHOL, V43, P971, DOI 10.1111/jasp.12061
   Copur-Gencturk Y, 2020, EDUC RESEARCHER, V49, P30, DOI 10.3102/0013189X19890577
   Cunningham M, 2013, AM J ORTHOPSYCHIAT, V83, P244, DOI 10.1111/ajop.12029
   Cvencek D, 2015, J RES ADOLESCENCE, V25, P630, DOI 10.1111/jora.12151
   Dasgupta N, 2004, J EXP SOC PSYCHOL, V40, P642, DOI 10.1016/j.jesp.2004.02.003
   Degol JL, 2018, J YOUTH ADOLESCENCE, V47, P976, DOI 10.1007/s10964-017-0739-8
   Del Toro J., 2020, CHILD DEV, V1, P19
   DEVINE PG, 1989, J PERS SOC PSYCHOL, V56, P5, DOI 10.1037/0022-3514.56.1.5
   Dweck C. S., 2006, Mindset: The new psychology of success, DOI DOI 10.5860/CHOICE.44-2397
   Eccles J, 2009, EDUC PSYCHOL-US, V44, P78, DOI 10.1080/00461520902832368
   Evans AB, 2011, SELF IDENTITY, V10, P263, DOI 10.1080/15298868.2010.485358
   Ferguson RF, 2003, URBAN EDUC, V38, P460, DOI 10.1177/0042085903038004006
   Fischer MJ, 2010, SOC PSYCHOL EDUC, V13, P19, DOI 10.1007/s11218-009-9105-3
   Francis DV, 2019, BE J ECON ANAL POLI, V19, DOI 10.1515/bejeap-2018-0189
   Glock S, 2017, STUD EDUC EVAL, V53, P77, DOI 10.1016/j.stueduc.2017.04.002
   Goclowska MA, 2013, GROUP PROCESS INTERG, V16, P217, DOI 10.1177/1368430212445076
   Haimovitz K, 2017, CHILD DEV, V88, P1849, DOI 10.1111/cdev.12955
   Hamaker EL, 2015, PSYCHOL METHODS, V20, P102, DOI 10.1037/a0038889
   Hanson SL, 2007, J FAM ISSUES, V28, P3, DOI 10.1177/0192513X06292694
   Hartley BL, 2013, CHILD DEV, V84, P1716, DOI 10.1111/cdev.12079
   Henry DA, 2020, J EDUC PSYCHOL, V112, P1471, DOI 10.1037/edu0000439
   Holland MM, 2012, SOCIOL EDUC, V85, P101, DOI 10.1177/0038040712440789
   Huguley JP, 2019, PSYCHOL BULL, V145, P437, DOI 10.1037/bul0000187
   Hwang N, 2019, YOUTH SOC, V51, P247, DOI 10.1177/0044118X16670058
   KING DK, 1992, BLACK SCHOLAR, V22, P36, DOI 10.1080/00064246.1992.11413043
   Leslie SJ, 2015, SCIENCE, V347, P262, DOI 10.1126/science.1261375
   Lorenz G, 2021, SOC PSYCHOL EDUC, V24, P537, DOI 10.1007/s11218-021-09615-0
   Lyons EM, 2018, COGNITIVE SCI, V42, P678, DOI 10.1111/cogs.12558
   Macnamara BN, 2017, INTELLIGENCE, V64, P52, DOI 10.1016/j.intell.2017.07.003
   McClendon C., 1998, Journal of Black Psychology, V24, P28, DOI DOI 10.1177/00957984980241003
   McKown C, 2009, CHILD DEV, V80, P1643, DOI 10.1111/j.1467-8624.2009.01359.x
   McNeish D, 2017, PSYCHOL METHODS, V22, P114, DOI 10.1037/met0000078
   Miller RS, 2019, J YOUTH ADOLESCENCE, V48, P2038, DOI 10.1007/s10964-019-01115-x
   Munter C, 2019, MATH THINK LEARN, V21, P155, DOI 10.1080/10986065.2019.1576002
   Nasir NS, 2017, URBAN EDUC, V52, P491, DOI 10.1177/0042085916672290
   National Science Foundation, 2018, WOM MON PERS DIS SCI
   Noguera P.A., 2008, TROUBLE BLACK BOYS O
   Okeke NA, 2009, J BLACK PSYCHOL, V35, P366, DOI 10.1177/0095798409333615
   Osborne JW, 1997, J EDUC PSYCHOL, V89, P728, DOI 10.1037/0022-0663.89.4.728
   Oswald FL, 2015, J PERS SOC PSYCHOL, V108, P562, DOI 10.1037/pspa0000023
   Oyserman D, 2010, COUNS PSYCHOL, V38, P1001, DOI 10.1177/0011000010374775
   Park JZ, 2015, SOC PSYCHOL QUART, V78, P399, DOI 10.1177/0190272515606433
   Paunesku D, 2015, PSYCHOL SCI, V26, P784, DOI 10.1177/0956797615571017
   Pennington CR, 2016, PLOS ONE, V11, DOI 10.1371/journal.pone.0146487
   Plante I, 2019, SOC PSYCHOL EDUC, V22, P227, DOI 10.1007/s11218-018-9472-8
   Plante I, 2013, CONTEMP EDUC PSYCHOL, V38, P225, DOI 10.1016/j.cedpsych.2013.03.004
   Priest N, 2014, INT J INTERCULT REL, V43, P139, DOI 10.1016/j.ijintrel.2014.08.003
   Reardon SF, 2019, AM EDUC RES J, V56, P2474, DOI 10.3102/0002831219843824
   Reyna C, 2000, EDUC PSYCHOL REV, V12, P85, DOI 10.1023/A:1009037101170
   Riegle-Crumb C, 2019, AERA OPEN, V5, DOI 10.1177/2332858419867653
   Riegle-Crumb C, 2011, SCI EDUC, V95, P458, DOI 10.1002/sce.20431
   Rouland KK, 2013, SELF IDENTITY, V12, P382, DOI 10.1080/15298868.2012.682360
   Rowley SJ, 2007, SOC DEV, V16, P150, DOI 10.1111/j.1467-9507.2007.00376.x
   Schmader T, 2004, SEX ROLES, V50, P835, DOI 10.1023/B:SERS.0000029101.74557.a0
   Schmader T, 2008, PSYCHOL REV, V115, P336, DOI 10.1037/0033-295X.115.2.336
   Sun KL, 2018, J RES MATH EDUC, V49, P330
   Swanson DP, 2003, URBAN EDUC, V38, P608, DOI 10.1177/0042085903256218
   Varelas M, 2012, HUM DEV, V55, P319, DOI 10.1159/000345324
   Vining-Brown S., 1994, Minority women in science and engineering education. Final Report
   Walton GM, 2003, J EXP SOC PSYCHOL, V39, P456, DOI 10.1016/S0022-1031(03)00019-2
   Wang M-T., 2020, CHILD DEV, V1, P1
   Wang MT, 2021, CHILD DEV, V92, pE957, DOI 10.1111/cdev.13560
   Wang MT, 2020, J YOUTH ADOLESCENCE, V49, P1987, DOI 10.1007/s10964-020-01195-0
   Wang MT, 2019, AM PSYCHOL, V74, P1086, DOI 10.1037/amp0000522
   Wang MT, 2020, ADOLESC RES REV, V5, P419, DOI 10.1007/s40894-019-00115-z
   Wang MT, 2020, CHILD DEV, V91, pE528, DOI 10.1111/cdev.13254
   Wang MT, 2020, AM PSYCHOL, V75, P1, DOI 10.1037/amp0000464
   Wang MT, 2017, J YOUTH ADOLESCENCE, V46, P1805, DOI 10.1007/s10964-016-0618-8
   Wang MT, 2016, LEARN INSTR, V43, P16, DOI 10.1016/j.learninstruc.2016.01.008
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Woodcock A, 2012, J PERS SOC PSYCHOL, V103, P635, DOI 10.1037/a0029120
   Wu W., 2012, OXFORD HDB QUANTITAT, V2, P387
   Yeager DS, 2012, EDUC PSYCHOL-US, V47, P302, DOI 10.1080/00461520.2012.722805
NR 86
TC 7
Z9 14
U1 9
U2 42
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD MAY
PY 2022
VL 51
IS 5
BP 984
EP 1001
DI 10.1007/s10964-022-01587-4
EA APR 2022
PG 18
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 0J7SL
UT WOS:000778063900001
PM 35377098
DA 2024-07-15
ER

PT J
AU Griffith, AN
   Leggett, C
   Billingsley, JT
   Wittrup, AR
   Lee, SJ
   Hurd, NM
AF Griffith, Aisha N.
   Leggett, Caniece
   Billingsley, Janelle T.
   Wittrup, Audrey R.
   Lee, So Jung
   Hurd, Noelle M.
TI A Mixed Methods Study Exploring the Nature of Black Adolescents' Unfair
   Treatment by School Staff: Implications for Adolescents' Trust in Adults
SO CHILD & YOUTH CARE FORUM
LA English
DT Article
DE Black adolescents; Middle schools; High schools; Unfair treatment;
   Youth-adult relationships; Trust
ID AFRICAN-AMERICAN; RACIAL-DISCRIMINATION; ACADEMIC ENGAGEMENT; LATINO
   ADOLESCENTS; ASIAN-AMERICAN; MINORITY; IDENTITY; MENTORS; YOUTH;
   ASSOCIATIONS
AB Background Black adolescents commonly experience unfair treatment from teachers and other school staff that can undermine Black adolescents' engagement in school and their perceptions of adults as trustworthy. Objective This study aimed to address the overarching research question: "How do unfair experiences with school staff manifest and impact Black adolescents?". Method This study used a mixed methods approach guided by two sub-questions. Our qualitative strand of inquiry used interview data from 25 Black adolescents, their parents, and another familial adult (75 total interviews) to explore the sub-question: "How do unfair experiences with school staff unfold?" Our quantitative strand analyzed survey data from 216 Black adolescents to address the sub-question: "Is a specific type of unfair experience, teacher racial discrimination, associated with Black adolescents having fewer natural mentors (supportive non-parental adults from adolescents' everyday lives) via lower trust toward adults?". Results Analyses of interview data suggested experiencing specific types of unfair treatment- (a) being singled out, (b) observing favoritism, (c) feeling belittled, and (d) unwarranted or overly harsh punishment-was followed by students disengaging from class, schoolwork, or teachers. Analyses of survey data indicated unfair treatment in the form of teacher racial discrimination was negatively associated with the quantity of natural mentors via lower perceptions of adults as trustworthy. Conclusions Collectively, our findings suggest unfair treatment by school staff may set in motion a domino effect that negatively influences Black students' engagement with school and undermines their connection with supportive adults.
C1 [Griffith, Aisha N.; Lee, So Jung] Univ Illinois, Coll Educ, Dept Educ Psychol, 1040 W Harrison St, Chicago, IL 60607 USA.
   [Leggett, Caniece] Franciscan Hlth Olympia Fields, Olympia, IL USA.
   [Billingsley, Janelle T.; Wittrup, Audrey R.; Hurd, Noelle M.] Univ Virginia, Dept Psychol, Gilmer Hall, Charlottesville, VA 22903 USA.
C3 University of Illinois System; University of Illinois Chicago;
   University of Illinois Chicago Hospital; University of Virginia
RP Griffith, AN (corresponding author), Univ Illinois, Coll Educ, Dept Educ Psychol, 1040 W Harrison St, Chicago, IL 60607 USA.
EM griffit3@uic.edu
OI Griffith, Aisha/0000-0002-6421-4310
FU William T. Grant Foundation
FX This work was supported by the William T. Grant Foundation (Noelle M.
   Hurd, P.I.).
CR Benson P.L., 2007, APPROACHES POSITIVE, P33, DOI [10.4135/9781446213803, DOI 10.4135/9781446213803]
   Bowlby J., 1988, SECURE BASE PARENT C, DOI DOI 10.1097/00005053-199001000-00017
   Braun V., 2006, Qualitative Research in Psychology, V3, P77, DOI [DOI 10.1191/1478088706QP063OA, 10.1191/1478088706qp063oa]
   Bronfenbrenner U., 2006, Handbook of child psychology, P793, DOI [10.1002/9780470147658.chpsy0114, DOI 10.1002/9780470147658.CHPSY0114]
   Bronfenbrenner Urie, 1979, The ecology of human development
   Bryan J, 2022, URBAN EDUC, V57, P1487, DOI 10.1177/0042085918806959
   Butler-Barnes ST, 2013, J YOUTH ADOLESCENCE, V42, P1443, DOI 10.1007/s10964-013-9962-0
   Charmaz K., 2006, Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis, DOI DOI 10.7748/NR.13.4.84.S4
   Chavous TM, 2008, DEV PSYCHOL, V44, P637, DOI 10.1037/0012-1649.44.3.637
   Coll CG, 1996, CHILD DEV, V67, P1891, DOI 10.2307/1131600
   Cooper SM, 2013, J CHILD FAM STUD, V22, P15, DOI 10.1007/s10826-012-9608-y
   D'hondt F, 2016, J YOUTH ADOLESCENCE, V45, P1075, DOI 10.1007/s10964-016-0428-z
   DeCuir-Gunby J.T., 2017, Developing a mixed methods proposal: A practical guide for beginning researchers
   Dinesen PeterThisted., 2017, Trust in Social Dilemmas, P77
   DuBois, 2006, INTERPERSONAL TRUST
   DuBois DL, 2011, PSYCHOL SCI PUBL INT, V12, P57, DOI 10.1177/1529100611414806
   Erikson Erik, 1950, Childhood and Society
   Fan XG, 2019, SOC SCI RES, V77, P115, DOI 10.1016/j.ssresearch.2018.10.009
   Fisher CB, 2000, J YOUTH ADOLESCENCE, V29, P679, DOI 10.1023/A:1026455906512
   Gibson P, 2019, CHILD YOUTH SERV REV, V102, P169, DOI 10.1016/j.childyouth.2019.05.011
   Glanville JL, 2007, SOC PSYCHOL QUART, V70, P230, DOI 10.1177/019027250707000303
   Greene J. C., 1989, Educ Eval Policy Anal, V11, P255, DOI [10.3102/01623737011003255, DOI 10.3102/01623737011003255]
   Greene ML, 2006, DEV PSYCHOL, V42, P218, DOI 10.1037/0012-1649.42.2.218
   Griffith A.N., 2016, Qualitative Psychology, V3, P98
   Griffith AN, 2016, J RES ADOLESCENCE, V26, P790, DOI 10.1111/jora.12230
   Hayes AF, 2014, BRIT J MATH STAT PSY, V67, P451, DOI 10.1111/bmsp.12028
   Hope EC, 2015, J ADOLESCENT RES, V30, P83, DOI 10.1177/0743558414550688
   Hurd NM, 2018, YOUTH SOC, V50, P328, DOI 10.1177/0044118X15598029
   Hurd NM, 2014, AM J COMMUN PSYCHOL, V53, P25, DOI 10.1007/s10464-013-9598-y
   Hurd NM, 2013, CULT DIVERS ETHN MIN, V19, P76, DOI 10.1037/a0031095
   Hurd NM, 2012, CHILD DEV, V83, P1196, DOI 10.1111/j.1467-8624.2012.01769.x
   Jiao Q. G., 2006, EVALUATION RES ED, V19.2, P83, DOI [DOI 10.2167/ERI421.0, 10.2167/eri421.0]
   Kendellen K, 2015, SAGE OPEN, V5, DOI 10.1177/2158244015614379
   Kramer CS, 2020, PREV SCH FAIL, V64, P301, DOI 10.1080/1045988X.2020.1769011
   MAYER RC, 1995, ACAD MANAGE REV, V20, P709, DOI 10.2307/258792
   McGrath KF, 2015, EDUC RES REV-NETH, V14, P1, DOI 10.1016/j.edurev.2014.12.001
   Mcknight DH, 1998, ACAD MANAGE REV, V23, P473, DOI 10.5465/AMR.1998.926622
   Onwuegbuzie A.J., 2009, International Journal of Multiple Research Approaches, V3, P13, DOI DOI 10.5172/MRA.455.3.1.13
   Reddick RJ, 2011, J ADV ACAD, V22, P594, DOI 10.1177/1932202X11414133
   Rhodes J.E., 2005, HDB YOUTH MENTORING, P30, DOI [https://doi.org/10.4135/9781412976664.n3, DOI 10.4135/9781412976664.N3]
   Rosenbloom SR, 2004, YOUTH SOC, V35, P420, DOI 10.1177/0044118X03261479
   Rotenberg K.J., 2010, Interpersonal trust during childhood and adolescence, DOI DOI 10.1017/CBO9780511750946
   ROTTER JB, 1980, AM PSYCHOL, V35, P1, DOI 10.1037/0003-066X.35.1.1
   Sánchez B, 2008, J COMMUNITY PSYCHOL, V36, P468, DOI 10.1002/jcop.20250
   Schwartz SEO, 2013, RES HUM DEV, V10, P141, DOI 10.1080/15427609.2013.786553
   Skiba RJ., 2002, URBAN REV, V34, P317, DOI 10.1023/A:1021320817372
   Teddlie C., 2009, FDN MIXED METHODS RE
   Tenenbaum HR, 2007, J EDUC PSYCHOL, V99, P253, DOI 10.1037/0022-0663.99.2.253
   Thomas ON, 2009, J EDUC PSYCHOL, V101, P420, DOI 10.1037/a0014578
   Van Maele D., 2014, TRUST SCH LIFE ROLE, P1, DOI [DOI 10.1007/978-94-017-8014-8, 10.1007/978-94-017-8014-8_1, DOI 10.1007/978-94-017-8014-8_1]
   Varga SM, 2018, ADOLESC RES REV, V3, P1, DOI 10.1007/s40894-017-0076-x
   Wegmann KM, 2019, CHILD YOUTH SERV REV, V103, P18, DOI 10.1016/j.childyouth.2019.05.027
   Welsh RO, 2018, REV EDUC RES, V88, P752, DOI 10.3102/0034654318791582
   Witt P.A., 2018, Youth development: Principles and Practices in Out-of-School Time Settings p, P1
   Wittrup AR, 2019, YOUTH SOC, V51, P463, DOI [10.1177/0044118x16680546, 10.1177/0044118X16680546]
   Wong CA, 2003, J PERS, V71, P1197, DOI 10.1111/1467-6494.7106012
   Zimmerman M.A., 2005, Handbook of youth mentoring, P143, DOI DOI 10.4135/9781412976664.N10
   Zimmerman MA, 2002, AM J COMMUN PSYCHOL, V30, P221, DOI 10.1023/A:1014632911622
NR 58
TC 1
Z9 3
U1 0
U2 5
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-1890
EI 1573-3319
J9 CHILD YOUTH CARE FOR
JI Child Youth Care Forum
PD DEC
PY 2022
VL 51
IS 6
BP 1063
EP 1089
DI 10.1007/s10566-021-09669-3
EA JAN 2022
PG 27
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 5Q1YB
UT WOS:000737709800001
DA 2024-07-15
ER

PT J
AU Gillen-O'Neel, C
AF Gillen-O'Neel, Cari
TI Sense of Belonging and Student Engagement: A Daily Study of First- and
   Continuing-Generation College Students
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE Sense of belonging; Emotional engagement; Behavioral engagement;
   First-generation college students; Daily diary
ID SCHOOL ENGAGEMENT; 1ST-GENERATION STUDENTS; AFRICAN-AMERICAN;
   SOCIAL-CLASS; ACADEMIC ENGAGEMENT; IDENTITY; ADOLESCENTS; MOTIVATION;
   SUCCESS; NEED
AB To date, most research on sense of belonging in higher education has relied upon between-person correlations (e.g., Murphy and Zirkel in Teach Coll Rec 117(12):1-40, 2015; Ostrove and Long in Rev High Educ 30(4):363-389, 2007). In the current study, first- and continuing-generation college students (N = 280) reported their sense of belonging and their emotional and behavioral engagement in college every evening for a week. These data were used to examine both person-level and daily dynamics of sense of belonging and student engagement. With few exceptions, sense of belonging was associated with all types of student engagement at both the person and the daily levels. At the person level: replicating previous research, students with a higher sense of belonging than their peers tended to also have higher emotional and behavioral engagement. At the daily level: regardless of students' typical sense of belonging, if they experienced especially high sense of belonging on a particular day, their emotional and behavioral engagement on that same day tended to be higher than usual. For two measures of student engagement-feelings toward school and in-class engagement-first-generation college students were especially sensitive to day-to-day fluctuations in sense of belonging. There were, however, few other effects of student generation. Overall, results suggest that sense of belonging is an important resource for maintaining student engagement among all students, but especially among first-generation students. In addition, because sense of belonging operates at both person and daily levels, schools can work at both levels to improve students' belonging.
C1 [Gillen-O'Neel, Cari] Macalester Coll, 1600 Grand Ave, St Paul, MN 55105 USA.
C3 Macalester College
RP Gillen-O'Neel, C (corresponding author), Macalester Coll, 1600 Grand Ave, St Paul, MN 55105 USA.
EM cgilleno@macalester.edu
CR Alkan N, 2014, PROCD SOC BEHV, V152, P1079, DOI 10.1016/j.sbspro.2014.09.278
   Anderman EM, 2002, J EDUC PSYCHOL, V94, P795, DOI 10.1037//0022-0663.94.4.795
   Appleton JJ, 2008, PSYCHOL SCHOOLS, V45, P369, DOI 10.1002/pits.20303
   Arnett JJ, 2000, AM PSYCHOL, V55, P469
   BAUMEISTER RF, 1995, PSYCHOL BULL, V117, P497, DOI 10.1037/0033-2909.117.3.497
   Bolger N, 2003, ANNU REV PSYCHOL, V54, P579, DOI 10.1146/annurev.psych.54.101601.145030
   BRITTON BK, 1991, J EDUC PSYCHOL, V83, P405, DOI 10.1037/0022-0663.83.3.405
   Carini RM, 2006, RES HIGH EDUC, V47, P1, DOI 10.1007/s11162-005-8150-9
   Cohen GL, 2008, CURR DIR PSYCHOL SCI, V17, P365, DOI 10.1111/j.1467-8721.2008.00607.x
   Credé M, 2010, REV EDUC RES, V80, P272, DOI 10.3102/0034654310362998
   Croizet JC, 1998, PERS SOC PSYCHOL B, V24, P588, DOI 10.1177/0146167298246003
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Faircloth BS, 2005, J YOUTH ADOLESCENCE, V34, P293, DOI 10.1007/s10964-005-5752-7
   Finn JD, 1997, J APPL PSYCHOL, V82, P221, DOI 10.1037/0021-9010.82.2.221
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Fischer MJ, 2007, J HIGH EDUC, V78, P125, DOI 10.1353/jhe.2007.0009
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Fredricks JA, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P763, DOI 10.1007/978-1-4614-2018-7_37
   Freeman TM, 2007, J EXP EDUC, V75, P203, DOI 10.3200/JEXE.75.3.203-220
   Gillen-O'Neel C, 2013, CHILD DEV, V84, P678, DOI 10.1111/j.1467-8624.2012.01862.x
   GOODENOW C, 1993, PSYCHOL SCHOOLS, V30, P79, DOI 10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X
   Hausmann LRM, 2007, RES HIGH EDUC, V48, P803, DOI 10.1007/s11162-007-9052-9
   Hausmann LRM, 2009, RES HIGH EDUC, V50, P649, DOI 10.1007/s11162-009-9137-8
   Hurtado S, 1997, SOCIOL EDUC, V70, P324, DOI 10.2307/2673270
   Ishitani TT, 2006, J HIGH EDUC-UK, V77, P861, DOI 10.1353/jhe.2006.0042
   Ishitani TT, 2003, RES HIGH EDUC, V44, P433, DOI 10.1023/A:1024284932709
   Jehangir R, 2010, URBAN EDUC, V45, P533, DOI 10.1177/0042085910372352
   Jimerson S.R., 2003, CALIFORNIA SCH PSYCH, V8, P7, DOI [DOI 10.1007/BF03340893, 10.1007/BF03340893, 10.1007/bf03340893]
   Jury M, 2017, J SOC ISSUES, V73, P23, DOI 10.1111/josi.12202
   Kennedy GJ, 2013, SOC PSYCHOL EDUC, V16, P435, DOI 10.1007/s11218-013-9220-z
   Kiang L, 2006, CHILD DEV, V77, P1338, DOI 10.1111/j.1467-8624.2006.00938.x
   Kim E., 2009, Journal of the First-Year Experience Students in Transition, V21, P9
   Krause K, 2016, MOTIV EMOTION, V40, P422, DOI 10.1007/s11031-016-9541-2
   Kuh GD, 2009, J COLL STUDENT DEV, V50, P683, DOI 10.1353/csd.0.0099
   Lee VE, 1999, AM EDUC RES J, V36, P907, DOI 10.3102/00028312036004907
   Li YB, 2013, J YOUTH ADOLESCENCE, V42, P20, DOI 10.1007/s10964-012-9857-5
   Li YB, 2011, ADV CHILD DEV BEHAV, V41, P131
   Li YB, 2010, J YOUTH ADOLESCENCE, V39, P801, DOI 10.1007/s10964-010-9535-4
   Lohfink MM, 2005, J COLL STUDENT DEV, V46, P409
   London B, 2011, BASIC APPL SOC PSYCH, V33, P304, DOI 10.1080/01973533.2011.614166
   Martin AJ, 2015, LEARN INDIVID DIFFER, V38, P26, DOI 10.1016/j.lindif.2015.01.014
   Maslow AH, 1943, PSYCHOL REV, V50, P370, DOI 10.1037/h0054346
   McNeely C., 2013, International guide to student achievement, P149
   Mendoza-Denton R, 2002, J PERS SOC PSYCHOL, V83, P896, DOI 10.1037//0022-3514.83.4.896
   Murphy MC, 2015, TEACH COLL REC, V117
   National Center for Education Statistics, 2016, PERC 18 TO 24 YEAR O
   Newheiser AK, 2014, J EXP SOC PSYCHOL, V52, P58, DOI 10.1016/j.jesp.2014.01.002
   Niehaus K, 2016, CONTEMP EDUC PSYCHOL, V44-45, P54, DOI 10.1016/j.cedpsych.2016.02.003
   NORA A, 1993, RES HIGH EDUC, V34, P243, DOI 10.1007/BF00992164
   Orbe M.P., 2004, COMMUN EDUC, V53, P131, DOI DOI 10.1080/03634520410001682401
   Osterman KF, 2000, REV EDUC RES, V70, P323, DOI 10.2307/1170786
   Ostrove JM, 2007, REV HIGH EDUC, V30, P363
   Park S, 2012, J YOUTH ADOLESCENCE, V41, P390, DOI 10.1007/s10964-011-9738-3
   Pascarella ET, 2004, J HIGH EDUC-UK, V75, P249, DOI 10.1353/jhe.2004.0016
   Pittman LD, 2007, J EXP EDUC, V75, P270, DOI 10.3200/JEXE.75.4.270-292
   Raudenbush S. W., 2002, Hierarchical Linear Models. Applications and Data Analysis Methods, V2nd
   Raufelder D, 2015, EDUC PSYCHOL-UK, V35, P137, DOI 10.1080/01443410.2013.849327
   Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037/0003-066X.55.1.68
   Seider SC., 2015, J COLL CHARACTER, V16, P253, DOI DOI 10.1080/2194587X.2015.1091362
   Shernoff DJ, 2017, SCHOOL PSYCHOL INT, V38, P201, DOI 10.1177/0143034316666413
   Shernoff DJ, 2016, LEARN INSTR, V43, P52, DOI 10.1016/j.learninstruc.2015.12.003
   Shernoff DJ, 2003, SCHOOL PSYCHOL QUART, V18, P158, DOI 10.1521/scpq.18.2.158.21860
   Sidelinger RJ, 2016, LEARN INDIVID DIFFER, V47, P167, DOI 10.1016/j.lindif.2016.02.011
   Sinclair M.F., 2003, J CALIFORNIA ASS SCH, V8, P29, DOI [10.1007/bf03340894, DOI 10.1007/BF03340894, 10.1007/BF03340894]
   Slaten CD, 2016, EDUC DEV PSYCHOL, V33, P1, DOI 10.1017/edp.2016.6
   Soria KM, 2013, J COLL STUD RETENT-R, V15, P215, DOI 10.2190/CS.15.2.e
   Soria KM, 2012, TEACH HIGH EDUC, V17, P673, DOI 10.1080/13562517.2012.666735
   Spiegler T, 2013, INT STUD SOCIOL EDUC, V23, P318, DOI 10.1080/09620214.2013.815441
   Stebleton M., 2012, The Learning Assistance Review, V17, P7
   Steele CM, 2002, ADV EXP SOC PSYCHOL, V34, P379, DOI 10.1016/S0065-2601(02)80009-0
   Stefansson KK, 2016, INT J BEHAV DEV, V40, P471, DOI 10.1177/0165025415604056
   Stephens NM, 2015, PSYCHOL SCI, V26, P1556, DOI 10.1177/0956797615593501
   Strayhorn TL, 2012, COLLEGE STUDENTS' SENSE OF BELONGING: A KEY TO EDUCATIONAL SUCCESS FOR ALL STUDENTS, P1
   Taylor L., 2011, CURRENT ISSUES ED, V14
   Terenzini PT, 1996, RES HIGH EDUC, V37, P1, DOI 10.1007/BF01680039
   Thomas EH, 2004, RES HIGH EDUC, V45, P251, DOI 10.1023/B:RIHE.0000019589.79439.6e
   Tinto V., 2012, COMPLETING COLL RETH, DOI [DOI 10.7208/CHICAGO/9780226804545.001.0001, 10.7208/chicago/9780226804545.001.0001]
   Uekawa K., 2007, URBAN REV, V39, P1, DOI [DOI 10.1007/S11256-006-0039-1, 10.1007/s11256-006-0039-1]
   Voelkl KE, 1997, AM J EDUC, V105, P294, DOI 10.1086/444158
   Vuong M, 2010, J COLL STUDENT DEV, V51, P50, DOI 10.1353/csd.0.0109
   Walton GM, 2007, J PERS SOC PSYCHOL, V92, P82, DOI 10.1037/0022-3514.92.1.82
   Walton GM, 2011, SCIENCE, V331, P1447, DOI 10.1126/science.1198364
   Wang MT, 2014, CHILD DEV, V85, P722, DOI 10.1111/cdev.12138
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   Wang MT, 2012, J RES ADOLESCENCE, V22, P31, DOI 10.1111/j.1532-7795.2011.00753.x
   Witkow MR, 2012, J APPL DEV PSYCHOL, V33, P243, DOI 10.1016/j.appdev.2012.06.003
NR 87
TC 65
Z9 121
U1 8
U2 49
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD FEB
PY 2021
VL 62
IS 1
BP 45
EP 71
DI 10.1007/s11162-019-09570-y
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA PU7GU
UT WOS:000609469600003
DA 2024-07-15
ER

PT J
AU Dumitru, OD
   Thorson, KR
   West, T
AF Dumitru, Oana D.
   Thorson, Katherine R.
   West, Tessa, V
TI Investigating gender differences among tutors and students during STEM
   peer tutoring: Women are as behaviorally engaged as men but experience
   more negative affect
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Peer tutoring; Gender; STEM; Negative affect; Engagement; Social
   interaction
ID COGNITIVE TEST ANXIETY; STEREOTYPE THREAT; SCHOOL ENGAGEMENT;
   QUESTION-ASKING; CLASSROOM PARTICIPATION; ACADEMIC ENGAGEMENT;
   TEACHER-BEHAVIOR; WORKING-MEMORY; MATH; PERFORMANCE
AB Peer tutoring in STEM has risen in popularity in the past several years and has been proposed as one method of reducing gender disparities in STEM outcomes. Yet, the ways in which students and peer tutors engage with each other remain largely unexplored. In this study, we employed a multi-method approach to investigate whether students' and tutors' engagement behaviors and affective experiences during peer tutoring interactions in STEM fields differed by gender. Sixty unacquainted undergraduate college students formed student-tutor pairs and participated in videotaped thirty-minute tutoring sessions in the lab, all of which covered STEM topics (Biology, Chemistry, Computer Science, Economics, Mathematics, and Physics). We found no consistent gender differences across three measures of behavioral engagement: men and women talked for a similar amount of time, they did not differ in four of five types of questions asked (i.e., "clarification" and "knowledge" questions for tutors, and "feedback" and "more information" questions for students), and they were perceived as equally engaged by outside coders. One behavioral difference emerged: men students asked more "repeat" questions than women students. In contrast, consistent gender differences across four measures of affective experiences were found: women reported more anxiety and less confidence relative to men, they were perceived as less confident by outside coders relative to men, and women tutors evaluated their own performance less positively than men tutors. These findings suggest that despite being similarly engaged as men in peer tutoring interactions, women face psychological barriers in this context that may inhibit them from pursuing advanced degrees or careers in STEM.
C1 [Dumitru, Oana D.; West, Tessa, V] NYU, Dept Psychol, 6 Washington Pl, New York, NY 10003 USA.
   [Thorson, Katherine R.] Barnard Coll Columbia, Dept Psychol, 3009 Broadway, New York, NY 10027 USA.
C3 New York University
RP Dumitru, OD (corresponding author), NYU, Dept Psychol, 6 Washington Pl, New York, NY 10003 USA.
EM oana.dumitru@nyu.edu
OI Thorson, Katherine/0000-0003-1528-1071
FU National Science Foundation, United States [DRL1535414]
FX This work was supported by National Science Foundation, United States
   (grant number DRL1535414, awarded to Chad E. Forbes and Tessa V. West) .
CR Academic Advising and Support at Caltech, PEER TUT INF
   Academic Resource Center at Harvard University, PEER TUT
   Aguillon SM, 2020, CBE-LIFE SCI EDUC, V19, DOI 10.1187/cbe.19-03-0048
   Alegre F, 2020, SAGE OPEN, V10, DOI 10.1177/2158244020929295
   Anderson C, 2009, J PERS SOC PSYCHOL, V96, P491, DOI 10.1037/a0014201
   [Anonymous], 2011, New Directions for Teaching and Learning, DOI [DOI 10.1002/TL.442, 10.1002/tl.442]
   [Anonymous], 2019, STATUS TRENDS ED RAC
   Appel M, 2012, EDUC PSYCHOL REV, V24, P609, DOI 10.1007/s10648-012-9200-4
   Archambault I, 2017, J EDUC RES, V110, P188, DOI 10.1080/00220671.2015.1060931
   Ashcraft MH, 2001, J EXP PSYCHOL GEN, V130, P224, DOI 10.1037/0096-3445.130.2.224
   Ballen CJ, 2019, BIOSCIENCE, V69, P669, DOI 10.1093/biosci/biz069
   Banchefsky S, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.02386
   Batz Z, 2015, CBE-LIFE SCI EDUC, V14, DOI 10.1187/cbe.14-08-0120
   BAUMEISTER RF, 1995, PSYCHOL BULL, V117, P497, DOI 10.1037/0033-2909.117.3.497
   Beasley MA, 2012, SOC PSYCHOL EDUC, V15, P427, DOI 10.1007/s11218-012-9185-3
   Bedynska S, 2015, INT J OCCUP SAF ERGO, V21, P1, DOI 10.1080/10803548.2015.1017939
   Bench SW, 2015, SEX ROLES, V72, P536, DOI 10.1007/s11199-015-0486-9
   BERGER J, 1972, AM SOCIOL REV, V37, P241, DOI 10.2307/2093465
   Bloodhart B, 2020, PLOS ONE, V15, DOI 10.1371/journal.pone.0234685
   Blumenfeld P, 2005, DEVELOPMENTAL PATHWAYS THROUGH MIDDLE CHILDHOOD: RETHINKING CONTEXTS AND DIVERSITY AS RESOURCES, P145
   Bolger N., 2013, Methodology in the Social Sciences
   Bosson JK, 2004, J EXP SOC PSYCHOL, V40, P247, DOI 10.1016/S0022-1031(03)00099-4
   Bumbacco C, 2023, J COLL STUD RETENT-R, V24, P988, DOI 10.1177/1521025120961012
   Cadinu M, 2005, PSYCHOL SCI, V16, P572, DOI 10.1111/j.0956-7976.2005.01577.x
   Cano F, 2014, INT J SCI EDUC, V36, P1710, DOI 10.1080/09500693.2013.876678
   Carney DR, 2007, J RES PERS, V41, P1054, DOI 10.1016/j.jrp.2007.01.004
   Carter AJ, 2018, PLOS ONE, V13, DOI 10.1371/journal.pone.0202743
   Casad BJ, 2019, SEX ROLES, V80, P469, DOI 10.1007/s11199-018-0942-4
   Cassady JC, 2002, CONTEMP EDUC PSYCHOL, V27, P270, DOI 10.1006/ceps.2001.1094
   Cassady JC, 2004, LEARN INSTR, V14, P569, DOI 10.1016/j.learninstruc.2004.09.002
   Cech E, 2011, AM SOCIOL REV, V76, P641, DOI 10.1177/0003122411420815
   Cheryan S, 2011, SOC PSYCHOL PERS SCI, V2, P656, DOI 10.1177/1948550611405218
   Cheryan S, 2009, J PERS SOC PSYCHOL, V97, P1045, DOI 10.1037/a0016239
   Chi MTH, 2001, COGNITIVE SCI, V25, P471, DOI 10.1016/S0364-0213(01)00044-1
   CHIPMAN SF, 1992, PSYCHOL SCI, V3, P292, DOI 10.1111/j.1467-9280.1992.tb00675.x
   Cicchetti DV., 1994, PSYCHOL ASSESSMENTS, V6, P284, DOI [10.1037/1040-3590.6.4.284, DOI 10.1037/1040-3590.6.4.284]
   COHEN PA, 1982, AM EDUC RES J, V19, P237, DOI 10.3102/00028312019002237
   Colvin JW, 2007, MENTOR TUTOR, V15, P165, DOI 10.1080/13611260601086345
   Connolly R, 2020, COMMUN ACM, V63, P54, DOI 10.1145/3383444
   Cook WL, 2005, INT J BEHAV DEV, V29, P101, DOI 10.1080/01650250444000405
   Crisp G, 2009, AM EDUC RES J, V46, P924, DOI 10.3102/0002831209349460
   Crocker J, 2003, J PERS SOC PSYCHOL, V85, P894, DOI 10.1037/0022-3514.85.5.894
   Crombie G, 2003, J HIGH EDUC, V74, P51, DOI 10.1353/jhe.2003.0001
   Dagley M, 2016, J COLL STUD RETENT-R, V18, P167, DOI 10.1177/1521025115584746
   DALY JA, 1994, COMMUN EDUC, V43, P27, DOI 10.1080/03634529409378959
   Dasgupta N., 2014, POL INS BEH BRAIN SC, V1, P21, DOI [DOI 10.1177/2372732214549471, 10.1177/2372732214549471]
   Deiglmayr A, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.01114
   Dempsey M. A., 2016, THESIS
   Dennehy TC, 2017, P NATL ACAD SCI USA, V114, P5964, DOI 10.1073/pnas.1613117114
   Dettmers S, 2011, CONTEMP EDUC PSYCHOL, V36, P25, DOI 10.1016/j.cedpsych.2010.10.001
   Devine A, 2012, BEHAV BRAIN FUNCT, V8, DOI 10.1186/1744-9081-8-33
   DILLON JT, 1982, AM EDUC RES J, V19, P540, DOI 10.2307/1162542
   Duke D, 2006, J ANXIETY DISORD, V20, P807, DOI 10.1016/j.janxdis.2005.11.002
   Eddy SL, 2014, CBE-LIFE SCI EDUC, V13, P478, DOI 10.1187/cbe.13-10-0204
   Edwards LJ, 2008, STAT MED, V27, P6137, DOI 10.1002/sim.3429
   EKSTROM RB, 1986, TEACH COLL REC, V87, P356
   Else-Quest NM, 2010, PSYCHOL BULL, V136, P103, DOI 10.1037/a0018053
   Faul F, 2007, BEHAV RES METHODS, V39, P175, DOI 10.3758/BF03193146
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   Flynn D.T., 2016, Journal of Educational Issues, V2, P185, DOI DOI 10.5296/JEI.V2I1.9245
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Fritschner LM, 2000, J HIGH EDUC, V71, P342, DOI 10.2307/2649294
   Gajda A, 2017, THINK SKILLS CREAT, V24, P250, DOI 10.1016/j.tsc.2017.04.002
   Gansen HM, 2019, SEX ROLES, V80, P393, DOI 10.1007/s11199-018-0944-2
   Gasiewski JA, 2012, RES HIGH EDUC, V53, P229, DOI 10.1007/s11162-011-9247-y
   Goetz T, 2013, PSYCHOL SCI, V24, P2079, DOI 10.1177/0956797613486989
   Good JM, 2000, J NEGRO EDUC, V69, P375, DOI 10.2307/2696252
   Good TL, 2018, EDUC RES EVAL, V24, P99, DOI 10.1080/13803611.2018.1548817
   GRAESSER AC, 1994, AM EDUC RES J, V31, P104, DOI 10.2307/1163269
   Greider CW, 2019, SCIENCE, V366, P692, DOI 10.1126/science.aaz0649
   Guillén L, 2018, HUM RESOUR MANAGE-US, V57, P839, DOI 10.1002/hrm.21857
   Hagiwara N, 2013, SOC SCI MED, V87, P123, DOI 10.1016/j.socscimed.2013.03.016
   Hall W, 2019, SOC PSYCHOL PERS SCI, V10, P542, DOI 10.1177/1948550618772582
   Hallgren Kevin A, 2012, Tutor Quant Methods Psychol, V8, P23
   Hascher T., 2010, INT J EDUC RES, V49, P220, DOI DOI 10.1016/J.IJER.2011.03.002
   Hawkins K, 1999, SMALL GR RES, V30, P235, DOI 10.1177/104649649903000205
   Hunter A., 2015, The Oxford Handbook of Multimethod and Mixed Methods Research Inquiry, P185, DOI [10.1093/oxfordhb/9780199933624.013.13, DOI 10.1093/OXFORDHB/9780199933624.013.13]
   Ito TA, 2018, FRONT PSYCHOL, V9, DOI 10.3389/fpsyg.2018.01535
   Jakobsson N, 2012, APPL ECON LETT, V19, P1057, DOI 10.1080/13504851.2011.613745
   Jensen LE, 2019, CAREER DEV Q, V67, P96, DOI 10.1002/cdq.12174
   Johns M, 2008, J EXP PSYCHOL GEN, V137, P691, DOI 10.1037/a0013834
   Kahu E, 2015, J FURTH HIGH EDUC, V39, P481, DOI 10.1080/0309877X.2014.895305
   Kim YK, 2018, RES HIGH EDUC, V59, P1074, DOI 10.1007/s11162-018-9500-8
   Korpershoek H, 2020, RES PAP EDUC, V35, P641, DOI 10.1080/02671522.2019.1615116
   Kowalewski B., 2010, Cultural sensitivity training module
   Lavric A, 2003, COGNITIVE THER RES, V27, P489, DOI 10.1023/A:1026300619569
   Leaper C., 2015, International Journal of Gender, Science, and Technology, V7, P166
   Lee JJ, 2021, GENDER SOC, V35, P32, DOI 10.1177/0891243220977141
   Lee Jong-Tae, 2004, KEDI Journal of Educational Policy, V1, P25
   Lewis KL, 2017, PSYCHOL WOMEN QUART, V41, P420, DOI 10.1177/0361684317720186
   Li YB, 2013, J YOUTH ADOLESCENCE, V42, P20, DOI 10.1007/s10964-012-9857-5
   Mangels JA, 2012, SOC COGN AFFECT NEUR, V7, P230, DOI 10.1093/scan/nsq100
   Maresh EL, 2017, J EXP PSYCHOPATHOL, V8, P303, DOI 10.5127/jep.059516
   Master A., 2020, International Journal of Gender, Science, and Technology, V12, P152
   McMunn A., 2017, The Routledge International Handbook of Psychosocial Epidemiology, P188, DOI DOI 10.4324/9781315673097
   Mishra S, 2020, EDUC RES REV-NETH, V29, DOI 10.1016/j.edurev.2019.100307
   Morrissey K, 2019, J ADOLESCENCE, V74, P173, DOI 10.1016/j.adolescence.2019.06.003
   Moss-Racusin CA, 2012, P NATL ACAD SCI USA, V109, P16474, DOI 10.1073/pnas.1211286109
   Murphy MC, 2007, PSYCHOL SCI, V18, P879, DOI 10.1111/j.1467-9280.2007.01995.x
   Murphy NA, 2015, PERS SOC PSYCHOL B, V41, P199, DOI 10.1177/0146167214559902
   Mynard J., 2006, English Language Teachers Journal, V60, P13, DOI [10.1093/elt/cci077, DOI 10.1093/ELT/CCI077]
   National Center for Education Statistics, 2018, BACH MAST DOCT DEGR
   National Center for Science and Engineering Statistics (NCSES), 2019, WOM MIN PERS DIS SCI
   Niler AA, 2020, SEX ROLES, V82, P142, DOI 10.1007/s11199-019-01046-8
   Oswald DL, 2008, PSYCHOL WOMEN QUART, V32, P196, DOI 10.1111/j.1471-6402.2008.00424.x
   Park G, 2007, HUM PERFORM, V20, P119, DOI 10.1080/08959280701332042
   Passolunghi MC, 2014, LEARN INDIVID DIFFER, V34, P70, DOI 10.1016/j.lindif.2014.05.005
   PEARSON JC, 1991, COMMUN EDUC, V40, P22, DOI 10.1080/03634529109378823
   Pedersen DE, 2017, J FEM FAM THER, V29, P45, DOI 10.1080/08952833.2016.1230987
   Pekrun R, 2002, EDUC PSYCHOL-US, V37, P91, DOI 10.1207/S15326985EP3702_4
   Pelch M, 2018, INT J STEM EDUC, V5, DOI 10.1186/s40594-018-0130-7
   Pomerantz EM, 2002, J EDUC PSYCHOL, V94, P396, DOI 10.1037//0022-0663.94.2.396
   Precourt E, 2019, ACCOUNT EDUC, V28, P100, DOI 10.1080/09639284.2018.1505530
   Rainey K, 2018, INT J STEM EDUC, V5, DOI 10.1186/s40594-018-0115-6
   Reis HT, 2011, J PERS SOC PSYCHOL, V101, P557, DOI 10.1037/a0022885
   Rodriguez G., 2013, Addendum to the WWS, P509
   Rumberger RW, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P491, DOI 10.1007/978-1-4614-2018-7_24
   Sankar P., 2015, SIGCAS Computers Society, V45, P7
   Savaria M C., 2017, Journal of STEM Education: Innovations and Research, V18, DOI DOI 10.1145/2809957.2809960
   Schmitt MT, 2003, EUR J SOC PSYCHOL, V33, P297, DOI 10.1002/ejsp.147
   Schoenthaler A, 2018, PATIENT EDUC COUNS, V101, P1500, DOI 10.1016/j.pec.2018.02.009
   Schuster C, 2017, SEX ROLES, V76, P40, DOI 10.1007/s11199-016-0665-3
   Sekaquaptewa D, 2003, J EXP SOC PSYCHOL, V39, P68, DOI 10.1016/S0022-1031(02)00508-5
   Shapiro JR, 2012, SEX ROLES, V66, P175, DOI 10.1007/s11199-011-0051-0
   SHROUT PE, 1979, PSYCHOL BULL, V86, P420, DOI 10.1037/0033-2909.86.2.420
   Sideridis G., 2005, INT J EDUC RES, V43, P308, DOI [DOI 10.1016/J.IJER.2006.06.008, https://doi.org/10.1016/j.ijer.2006.06.008]
   Simon R.A., 2015, Canadian Journal of Education, V38, P1, DOI DOI 10.2307/CANAJEDUCREVUCAN.38.1.09
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Society A.P., 2019, BACH DEGR EARN WOM M
   Spencer SJ, 1999, J EXP SOC PSYCHOL, V35, P4, DOI 10.1006/jesp.1998.1373
   Spur D, 2015, J VOCAT BEHAV, V87, P134, DOI 10.1016/j.jvb.2014.12.007
   Sterling AD, 2020, P NATL ACAD SCI USA, V117, P30303, DOI 10.1073/pnas.2010269117
   Suhlmann M, 2018, SOC PSYCHOL-GERMANY, V49, P16, DOI 10.1027/1864-9335/a000325
   Suryadarma D, 2006, EDUC ECON, V14, P401, DOI 10.1080/09645290600854110
   Tanner KD, 2009, CBE-LIFE SCI EDUC, V8, P89, DOI 10.1187/cbe.09-03-0021
   Tapia M., 2004, ACAD EXCHANGE Q, V8
   Tellhed U, 2017, SEX ROLES, V77, P86, DOI 10.1007/s11199-016-0694-y
   Thomas AS, 2015, EDUC RES EVAL, V21, P537, DOI 10.1080/13803611.2016.1158657
   Thorson KR, 2019, CONTEMP EDUC PSYCHOL, V58, P243, DOI 10.1016/j.cedpsych.2019.03.012
   Urhahne D, 2015, TEACH TEACH EDUC, V45, P73, DOI 10.1016/j.tate.2014.09.006
   van Veelen R, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.00150
   Vera E, 2016, PREV SCH FAIL, V60, P161, DOI 10.1080/1045988X.2015.1063039
   Vittengl JR, 2000, J SOC PERS RELAT, V17, P53, DOI 10.1177/0265407500171003
   Voyer D, 2014, PSYCHOL BULL, V140, P1174, DOI 10.1037/a0036620
   Walton GM, 2015, J EDUC PSYCHOL, V107, P468, DOI 10.1037/a0037461
   Wang MT, 2014, CHILD DEV, V85, P722, DOI 10.1111/cdev.12138
   Wegner C., 2014, Themes in Science and Technology Education, V7, P35
   West TV, 2014, SOC PSYCHOL PERS SCI, V5, P235, DOI 10.1177/1948550613490966
   Wilson D, 2015, RES HIGH EDUC, V56, P750, DOI 10.1007/s11162-015-9367-x
   Xu YJ, 2011, GEND ISSUES, V28, P134, DOI 10.1007/s12147-011-9104-5
   Yu KA, 2011, INTERCULT PRAGMAT, V8, P385, DOI 10.1515/IPRG.2011.018
   Zhang Y, 2013, ECON EDUC REV, V32, P1, DOI 10.1016/j.econedurev.2012.09.008
NR 152
TC 2
Z9 2
U1 4
U2 13
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
EI 1090-2384
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD JUL
PY 2022
VL 70
AR 102088
DI 10.1016/j.cedpsych.2022.102088
EA JUL 2022
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 3R6OV
UT WOS:000839030400001
OA Bronze
DA 2024-07-15
ER

PT J
AU Jalloul, M
   Derbew, HM
   Miranda-Schaeubinger, M
   Benedetti, LD
   Mekete, Y
   Carbajal, JA JR
   Doherty, M
   Noor, A
   Dako, F
   Otero, HJ
AF Jalloul, Mohammad
   Derbew, Hermon Miliard
   Miranda-Schaeubinger, Monica
   Benedetti, Laura De Leon
   Mekete, Yadel
   Carbajal, Jesus A., Jr.
   Doherty, Megan
   Noor, Abass
   Dako, Farouk
   Otero, Hansel J.
TI Case competition sessions: a global education and academic engagement
   tool
SO PEDIATRIC RADIOLOGY
LA English
DT Article
DE Case reports; Global health; Lower-middle-income countries; Medical
   education; Radiology
AB Background Radiology virtual teaching sessions utilize live video conferencing to promote collaborative learning and engagement by discussing radiology cases. Because of its convenience and flexibility, this mode of education has gained popularity, particularly after the corona virus disease 2019 pandemic.Objective We describe our experience in organizing a series of "Global Health Imaging Case Competitions" for trainees in low- and middle-income countries (LMICs). These competitions provide the trainees with an opportunity to present unique radiology cases, network with radiologists, learn about various radiology topics, win prizes and potentially publish their case reports in a peer-reviewed journal.Materials and methods Planning and execution of the competition involves several steps. First, trainees are invited to participate and submit abstracts discussing unique cases. The organizing committee grades these abstracts; the authors of the 20 abstracts with the highest scores are asked to submit a video presentation of their cases to be presented during the live webinar. During this webinar, presentations are displayed and graded to select winners. Additionally, the audience votes to choose a participant as the people's favorite. We have completed four cycles (Africa, Latin America and the Caribbean, Africa and the Middle East and Asia) and will continue in the same order of rotation.Results Attendance totalled 2,510 participants from 50 countries. Pediatric cases represented the majority of cases among finalists. Feedback was positive; 26 out of 29 (90%) participants surveyed indicated that the webinar was "very good" to "excellent" with well-organized and challenging cases. Diversity of participating countries was noted. Limitations included technology barriers such as internet connectivity.Conclusion This innovative approach emphasizing audience participation engaged trainees from LMICs and fostered locoregional collegiality and mentoring.
C1 [Jalloul, Mohammad; Derbew, Hermon Miliard; Miranda-Schaeubinger, Monica; Benedetti, Laura De Leon; Mekete, Yadel; Noor, Abass; Otero, Hansel J.] Childrens Hosp Philadelphia, 3401 Civ Ctr Blvd, Philadelphia, PA 19104 USA.
   [Derbew, Hermon Miliard] Addis Ababa Univ, Coll Hlth Sci, Addis Ababa, Ethiopia.
   [Carbajal, Jesus A., Jr.; Doherty, Megan; Noor, Abass; Dako, Farouk; Otero, Hansel J.] Univ Penn, Ctr Global Hlth, Perelman Sch Med, Philadelphia, PA USA.
   [Noor, Abass; Dako, Farouk; Otero, Hansel J.] Hosp Univ Penn, Philadelphia, PA USA.
C3 University of Pennsylvania; Pennsylvania Medicine; Childrens Hospital of
   Philadelphia; Addis Ababa University; University of Pennsylvania;
   University of Pennsylvania
RP Jalloul, M (corresponding author), Childrens Hosp Philadelphia, 3401 Civ Ctr Blvd, Philadelphia, PA 19104 USA.
EM Jalloulm@chop.edu
RI Otero, Hansel/AAF-9084-2020; Derbew, Hermon Miliard/ISV-2478-2023
OI Otero, Hansel/0000-0003-4626-0732; Derbew, Hermon
   Miliard/0000-0002-0318-4437; Jalloul, Mohammad/0000-0002-0841-7076; ,
   Monica/0000-0002-4668-225X; Dako, Farouk/0000-0003-4765-9358; Noor,
   Abass/0000-0003-3969-6351; Carbajal Jr, Jesus Alejo/0009-0000-0689-2028;
   De Leon Benedetti, Laura/0000-0003-1775-3474
CR Andronikou S, 2014, FRONT PUBLIC HEALTH, V2, DOI 10.3389/fpubh.2014.00125
   Bayard S, 2020, AM J SURG, V219, P563, DOI 10.1016/j.amjsurg.2020.01.034
   Collins J, 2006, ACAD RADIOL, V13, P641, DOI 10.1016/j.acra.2006.01.048
   Farmakis SG, 2021, J AM COLL RADIOL, V18, P1675, DOI 10.1016/j.jacr.2021.07.026
   Frija G, 2021, ECLINICALMEDICINE, V38, DOI 10.1016/j.eclinm.2021.101034
   Gaur Uma, 2020, SN Compr Clin Med, V2, P1992, DOI 10.1007/s42399-020-00528-1
   Houweling TAJ, 2010, BRIT MED BULL, V93, P7, DOI 10.1093/bmb/ldp048
   Hricak H, 2021, LANCET ONCOL, V22, pE136, DOI 10.1016/S1470-2045(20)30751-8
   Lakhani DA, 2023, ACAD RADIOL, V30, P1016, DOI 10.1016/j.acra.2022.08.033
   Lakhani DA, 2022, ACAD RADIOL, V29, P1425, DOI 10.1016/j.acra.2021.11.004
   Majumder MAA, 2021, WORLD J RADIOL, V13, P354, DOI 10.4329/wjr.v13.i11.354
   Murdock HM, 2020, MED EDUC, V54, P851, DOI 10.1111/medu.14226
   Oleaga L, 2019, INSIGHTS IMAGING, V10, DOI 10.1186/s13244-019-0804-9
   Omofoye TS, 2022, RADIOL-IMAG CANCER, V4, DOI 10.1148/rycan.220156
   Richardson ML, 2019, ACAD RADIOL, V26, P93, DOI 10.1016/j.acra.2018.04.008
   Sharma Dhiraj., 2010, The impact of financial incentives on academic achievement and household behavior: Evidence from a randomized trial in Nepal, DOI DOI 10.2139/SSRN.1681186
   Sudharsanan N, 2018, DEMOGRAPHY AGING LOW
   Sugi MD, 2021, ABDOM RADIOL, V46, P5503, DOI 10.1007/s00261-021-03147-z
   Sundaram KM, 2019, J AM COLL RADIOL, V16, P1201, DOI 10.1016/j.jacr.2019.02.040
   Trainee Research Prizes from the, 2021, RADIOLOGY, V303, P5, DOI [10.1148/radiol.229002, DOI 10.1148/RADIOL.229002]
   Wong K, 2021, PEDIATR RADIOL, V51, P1775, DOI 10.1007/s00247-021-05107-7
   World Bank Country and Lending Groups, WORLD BANK DAT HELP
NR 22
TC 1
Z9 1
U1 1
U2 1
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0301-0449
EI 1432-1998
J9 PEDIATR RADIOL
JI Pediatr. Radiol.
PD MAR
PY 2024
VL 54
IS 3
SI SI
BP 385
EP 391
DI 10.1007/s00247-023-05723-5
EA AUG 2023
PG 7
WC Pediatrics; Radiology, Nuclear Medicine & Medical Imaging
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Pediatrics; Radiology, Nuclear Medicine & Medical Imaging
GA IZ6B8
UT WOS:001042650100001
PM 37535093
DA 2024-07-15
ER

PT J
AU McClain, T
   Kammer-Kerwick, M
   Wood, L
   Temple, JR
   Busch-Armendariz, N
AF McClain, T'Shana
   Kammer-Kerwick, Matt
   Wood, Leila
   Temple, Jeff R.
   Busch-Armendariz, Noel
TI Sexual Harassment Among Medical Students: Prevalence, Prediction, and
   Correlated Outcomes
SO WORKPLACE HEALTH & SAFETY
LA English
DT Article
DE sexual harassment; mental health; workplace violence; mental health;
   medical education; academic achievement; organizational culture; climate
AB Background:
   Few studies are dedicated to understanding the extent and impact of sexual harassment among medical students. The aim of this study was to use behaviorally specific measures to examine prevalence of sexual harassment toward medical students. Associated mental health and academic impacts were also studied.
   Methods:
   A multisite survey was conducted at four medical schools. Sexual harassment was measured using the Sexual Experiences Questionnaire (SEQ), a valid and reliable instrument. Students were also surveyed about depressive and post-traumatic stress disorder (PTSD) symptoms and their level of academic engagement. We also assessed their perceptions of institutional response and whether they felt safe at their institution.
   Findings:
   The final sample included 524 medical students (response rate = 13%). Findings revealed that 36.6% reported sexual harassment by a faculty/staff member and 38.5% reported harassment by a fellow student. The odds of harassment by faculty/staff, as well as peers, were significantly higher for women with an adjusted odds ratio (AOR) = 9.83, 95% confidence interval (CI) = [3.74, 25.80] and multiracial students with an AOR: 2.93, 95% CI: [1.16, 7.39]. Those who experienced sexual harassment were more likely to report academic disengagement and symptoms of depression and PTSD.
   Conclusion/Application to Practice:
   Sexual harassment in medical schools can potentially limit a student's academic success and negatively impact their mental health. Supportive services and efforts to address peer and professional cultures that promote harassment are needed. Experiences of harassment require swift and competent responses by medical school leadership in collaboration with occupational and/or student health services to mitigate detrimental impacts and support medical students throughout their training.
C1 [McClain, T'Shana] Univ Denver, Grad Sch Social Work, 2148 S High St, Denver, CO 80208 USA.
   [Kammer-Kerwick, Matt] Univ Texas Austin, IC2 Inst, Bur Business Res, Austin, TX 78712 USA.
   [Busch-Armendariz, Noel] Univ Texas Austin, Austin, TX 78712 USA.
   [Wood, Leila] Univ Texas Med Branch, Dept Obstet & Gynecol, Behav Hlth & Res BHAR Team, Galveston, TX 77555 USA.
   [Temple, Jeff R.] Univ Texas Med Branch, Ctr Violence Prevent, Galveston, TX 77555 USA.
C3 University of Denver; University of Texas System; University of Texas
   Austin; University of Texas System; University of Texas Austin;
   University of Texas System; University of Texas Medical Branch
   Galveston; University of Texas System; University of Texas Medical
   Branch Galveston
RP McClain, T (corresponding author), Univ Denver, Grad Sch Social Work, 2148 S High St, Denver, CO 80208 USA.
EM shana.mcclain@du.edu
RI Temple, Jeff/A-7666-2009; McClain, T'Shana/AAL-3196-2021;
   Kammer-Kerwick, Matt/JTS-7505-2023
OI McClain, T'Shana/0000-0003-3967-6350; Kammer-Kerwick,
   Matt/0000-0001-8848-3438; Busch-Armendariz, Noel/0000-0002-3753-372X
CR Administrator Research Campus Climate Collaborative, 2016, CAMPUS CLIMATE SURVE
   [Anonymous], 2016, 2015 PENN STATE SEXU
   [Anonymous], 2001, REV SEX HAR GUID HAR
   [Anonymous], 2014, Not Alone
   BENYA F, 2018, SEXUAL HARASSMENT WO, DOI [DOI 10.17226/24994, 10.17226/24994]
   Bosmans MWG, 2017, SOC SCI MED, V193, P33, DOI 10.1016/j.socscimed.2017.09.040
   Boyle P., 2019, MORE WOMEN MEN ARE E
   Brubaker SJ, 2019, FEM CRIMINOL, V14, P307, DOI 10.1177/1557085118772087
   Bursch B., 2013, MED TEACH, V35, P998, DOI [10.3109/0142159X.2012.33455, DOI 10.3109/0142159X.2012.33455]
   Busch-Armendariz N B., 2017, Research Methods Report: Cultivating learning and safe environments - An empirical study of prevalence and perceptions of sexual harassment, stalking, dating/domestic abuse and violence, and unwanted sexual contact
   Busch-Armendariz N. B., 2017, CULTIVATING LEARNING
   Campbell JC, 2021, J INTERPERS VIOLENCE, V36, pNP504, DOI 10.1177/0886260517734221
   Chan DKS, 2008, PSYCHOL WOMEN QUART, V32, P362, DOI 10.1111/j.1471-6402.2008.00451.x
   Cook AF, 2014, ACAD MED, V89, P749, DOI 10.1097/ACM.0000000000000204
   Cook C, 2000, EDUC PSYCHOL MEAS, V60, P821, DOI 10.1177/00131640021970934
   Cortina LM, 2002, BASIC APPL SOC PSYCH, V24, P295, DOI 10.1207/S15324834BASP2404_5
   Eaton W.W., 2004, USE PSYCHOL TESTING, P363, DOI DOI 10.4324/9781410610614
   Fisher B.S., 2010, UNSAFE IVORY TOWER S
   Fitzgerald LF, 1995, BASIC APPL SOC PSYCH, V17, P425, DOI 10.1207/s15324834basp1704_2
   Fnais N, 2014, ACAD MED, V89, P817, DOI 10.1097/ACM.0000000000000200
   Fosnacht K, 2017, REV HIGH EDUC, V40, P245, DOI 10.1353/rhe.2017.0003
   Frank E, 2006, BMJ-BRIT MED J, V333, P682, DOI 10.1136/bmj.38924.722037.7C
   Fried JM, 2012, ACAD MED, V87, P1191, DOI 10.1097/ACM.0b013e3182625408
   Gan R, 2014, ACAD MED, V89, P608, DOI 10.1097/ACM.0000000000000172
   Hill E, 2013, MED EDUC, V47, P547, DOI 10.1111/medu.12134
   Holland KJ, 2019, AM PSYCHOL, V74, P250, DOI 10.1037/amp0000415
   Huerta M, 2006, PERS SOC PSYCHOL B, V32, P616, DOI 10.1177/0146167205284281
   Kammer-Kerwick M, 2021, J INTERPERS VIOLENCE, V36, P10499, DOI 10.1177/0886260519883866
   Kassebaum DG, 1998, ACAD MED, V73, P1149, DOI 10.1097/00001888-199811000-00011
   Lent RW, 2007, J CAREER ASSESSMENT, V15, P87, DOI 10.1177/1069072706294518
   Lorenz K., 2019, Journal of Women and Gender in Higher Education, V12, P205, DOI DOI 10.1080/19407882.2018.1540994
   Maida AM, 2003, MED TEACH, V25, P497, DOI 10.1080/01421590310001606317
   Mangus R S, 1998, JAMA, V280, P851, DOI 10.1001/jama.280.9.851
   Manning Melinda, 2018, AMA J Ethics, V20, P3, DOI 10.1001/journalofethics.2018.20.1.peer1-1801
   Mavis B, 2014, ACAD MED, V89, P705, DOI 10.1097/ACM.0000000000000199
   McMahon S, 2014, ISPEAK STUDENT EXPER
   Nagata-Kobayashi S, 2006, J GEN INTERN MED, V21, P212, DOI 10.1111/j.1525-1497.2006.00320.x
   Nagata-Kobayashi S, 2009, MED EDUC, V43, P628, DOI 10.1111/j.1365-2923.2009.03388.x
   Neumann M, 2011, ACAD MED, V86, P996, DOI 10.1097/ACM.0b013e318221e615
   Premadasa IG, 2011, MED TEACH, V33, pE556, DOI 10.3109/0142159X.2011.600358
   Prins A, 2003, PRIMARY CARE PSYCHIA, V9, P9
   Rademakers JJDJM, 2008, MED EDUC, V42, P452, DOI 10.1111/j.1365-2923.2007.02935.x
   RADLOFF L S, 1977, Applied Psychological Measurement, V1, P385, DOI 10.1177/014662167700100306
   Recupero PR, 2004, ACAD MED, V79, P817, DOI 10.1097/00001888-200409000-00002
   Rees CE, 2011, ACAD MED, V86, P1374, DOI 10.1097/ACM.0b013e3182303c4c
   Rennison CM, 2014, TRAUMA VIOLENCE ABUS, V15, P159, DOI 10.1177/1524838014520724
   Robinson I, 2019, WORKPLACE HEALTH SAF, V67, P96, DOI 10.1177/2165079918810669
   Rosenthal M. N., 2018, DIGNITY, V3, P1, DOI [DOI 10.23860/DIGNITY.2018.03.01.07, 10.23860/dignity.2018.03.01.07]
   Rosenthal MN, 2016, PSYCHOL WOMEN QUART, V40, P364, DOI 10.1177/0361684316644838
   Sklar DP, 2016, ACAD MED, V91, P1033, DOI 10.1097/ACM.0000000000001259
   Stratton TD, 2005, ACAD MED, V80, P400, DOI 10.1097/00001888-200504000-00020
   Street AE, 2008, J REHABIL RES DEV, V45, P409, DOI 10.1682/JRRD.2007.06.0088
   Vargas EA, 2020, J WOMENS HEALTH, V29, P13, DOI 10.1089/jwh.2019.7766
   Walsh BM, 2019, IND ORGAN PSYCHOL-US, V12, P39, DOI 10.1017/iop.2019.5
   Witte FM, 2006, ACAD MED, V81, P648, DOI 10.1097/01.ACM.0000232421.04170.d2
   Wood L, 2021, J INTERPERS VIOLENCE, V36, P4520, DOI 10.1177/0886260518791228
   Wood L, 2017, VIOLENCE AGAINST WOM, V23, P1249, DOI 10.1177/1077801216657897
   Wright CV, 2007, PSYCHOL WOMEN QUART, V31, P73, DOI 10.1111/j.1471-6402.2007.00332.x
   Yoon E, 2010, AFFILIA J WOM SOC WO, V25, P8, DOI 10.1177/0886109909354979
NR 59
TC 24
Z9 24
U1 3
U2 23
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2165-0799
EI 2165-0969
J9 WORKPLACE HEALTH SAF
JI Workplace Health Saf.
PD JUN
PY 2021
VL 69
IS 6
BP 257
EP 267
AR 2165079920969402
DI 10.1177/2165079920969402
EA DEC 2020
PG 11
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA SC8QD
UT WOS:000636527000001
PM 33331247
DA 2024-07-15
ER

PT J
AU Shaw, R
   Mohanty, C
   Patra, BK
   Pradhan, A
AF Shaw, Rabi
   Mohanty, Chinmay
   Patra, Bidyut Kr.
   Pradhan, Animesh
TI 1D Multi-Point Local Ternary Pattern: A Novel Feature Extraction Method
   for Analyzing Cognitive Engagement of students in Flipped Learning
   Pedagogy
SO COGNITIVE COMPUTATION
LA English
DT Article
DE Classification; Discrete Wavelet Packet Transform (DPT);
   Electroencephalography (EEG); Flipped Learning (FL); Multi-Point Local
   Ternary Pattern (1D MP-LTP)
ID CLASSROOM; CLASSIFICATION; EXPERIENCE; ATTENTION; LIGHTEN
AB Flipped learning is a blended learning method based on academic engagement of students online (outside class) and offline (inside class). In this learning pedagogy, students receive lesson any time from lecture videos pre-loaded on digital platform at their convenience places and it is followed by in-classroom activities such as doubt clearing, problem solving, etc. However, students are constantly exposed to high levels of distraction in this age of the Internet. Therefore, it is hard for an instructor to know whether a student has paid attention while watching pre-loaded lecture video. In order to analyze attention level of individual students, captured brain signal or electroencephalogram (EEG) of students can be utilized. In this study, we utilize a popular feature extraction technique called Local Binary Pattern (LBP) and improvise it to develop an enhanced feature selection method. The adapted feature selection method termed as 1D Multi-Point Local Ternary Pattern (1D MP-LTP) is used to extract unique features from collected electroencephalogram (EEG) signals. Standard classification techniques are exploited to classify the attention level of students. Experiments are conducted with the data captured at Intelligent Data Analysis Lab, NIT Rourkela, to show effectiveness of the proposed feature extraction technique. The proposed 1D Multi-Point Local Ternary Pattern (1D MP-LTP)-based classification techniques outperform traditional and state-of-the-art classification techniques using LBP. This research can be helpful for instructors to identify students who need special care for improving their learning ability. Researchers in educational technology can extend this work by adopting this methodology in other online teaching pedagogy such as Massive Open Online Courses (MOOC).
C1 [Shaw, Rabi; Mohanty, Chinmay; Patra, Bidyut Kr.; Pradhan, Animesh] Natl Inst Technol Rourkela, Dept Comp Sci & Engn, Rourkela 769008, Odisha, India.
C3 National Institute of Technology (NIT System); National Institute of
   Technology Rourkela
RP Shaw, R (corresponding author), Natl Inst Technol Rourkela, Dept Comp Sci & Engn, Rourkela 769008, Odisha, India.
EM 518CS6017@nitrkl.ac.in; 117CS0234@nitrkl.ac.in; patrabk@nitrkl.ac.in;
   117CS0241@nitrkl.ac.in
RI Shaw, Dr. Rabi/CAI-2394-2022
OI Shaw, Dr. Rabi/0000-0003-4396-331X
FU Science and Engineering Research Board (SERB), New Delhi, Government of
   India [EMR/2017/004357]
FX The Science and Engineering Research Board (SERB), New Delhi, Government
   of India supports this work with File No: EMR/2017/004357, Dated
   18/06/2018.
CR Abeysekera L, 2015, HIGH EDUC RES DEV, V34, P1, DOI 10.1080/07294360.2014.934336
   [Anonymous], 2013, CCIS, DOI DOI 10.1007/978-3-642-39476-8_137
   Balakrishnan G., 2013, ELECT ENG COMPUT SCI, V53, P57
   Benouis M, 2021, BIOMED SIGNAL PROCES, V64, DOI 10.1016/j.bspc.2020.102226
   Chao CY, 2015, COMPUT APPL ENG EDUC, V23, P514, DOI 10.1002/cae.21622
   Chen CM, 2017, BRIT J EDUC TECHNOL, V48, P348, DOI 10.1111/bjet.12359
   Chen CM, 2015, COMPUT EDUC, V80, P108, DOI 10.1016/j.compedu.2014.08.015
   Desai R, 2020, WIRELESS PERS COMMUN, V115, P2149, DOI 10.1007/s11277-020-07675-7
   Ding CX, 2016, IEEE T PATTERN ANAL, V38, P518, DOI 10.1109/TPAMI.2015.2462338
   Emke AR, 2016, MED TEACH, V38, P306, DOI 10.3109/0142159X.2015.1034663
   Giacomone B., 2019, INT J INNOVATION SCI, V27, P18, DOI [10.30722/ijisme.27.02.002, DOI 10.30722/IJISME.27.02.002]
   Giannakos Michail N., 2016, Smart Learning Environments, V3, DOI 10.1186/s40561-016-0036-0
   Giannakos MN, 2020, INT J HUM-COMPUT ST, V136, DOI 10.1016/j.ijhcs.2019.102384
   Giannakos MN, 2019, INT J INFORM MANAGE, V48, P108, DOI 10.1016/j.ijinfomgt.2019.02.003
   Gren L, 2020, IEEE T EDUC, V63, P155, DOI 10.1109/TE.2019.2960264
   Hao YW, 2016, COMPUT HUM BEHAV, V59, P82, DOI 10.1016/j.chb.2016.01.032
   HEIL CE, 1989, SIAM REV, V31, P628, DOI 10.1137/1031129
   Huang YM, 2017, BRIT J EDUC TECHNOL, V48, P878, DOI 10.1111/bjet.12459
   Hung HC, 2020, SYMMETRY-BASEL, V12, DOI 10.3390/sym12020213
   Hwang GJ, 2015, J COMPUT EDUC, V2, P449, DOI 10.1007/s40692-015-0043-0
   Jiang H, 2018, IEEE INT CONF AUTOMA, P593, DOI 10.1109/FG.2018.00094
   Kar P., 2020, PROC ACM HUM COMPUT, V4, P32
   Kaya Y, 2014, APPL MATH COMPUT, V243, P209, DOI 10.1016/j.amc.2014.05.128
   Khan KA, 2020, EXPERT SYST APPL, V140, DOI 10.1016/j.eswa.2019.112895
   Kim Y, 2018, IEEE ACCESS, V6, P5308, DOI 10.1109/ACCESS.2018.2791861
   Kuncan M, 2020, ISA T, V100, P346, DOI 10.1016/j.isatra.2019.11.006
   Lai CH, 2016, INT REV RES OPEN DIS, V17, P23
   Lan RS, 2020, NEURAL COMPUT APPL, V32, P4317, DOI 10.1007/s00521-018-03968-y
   Lee DY, 2020, IEEE SYS MAN CYBERN, P2979, DOI [10.1109/smc42975.2020.9282982, 10.1109/SMC42975.2020.9282982]
   Lin FR, 2018, COMPUT EDUC, V122, P63, DOI 10.1016/j.compedu.2018.03.020
   Lin HCK, 2016, EDUC TECHNOL SOC, V19, P132
   Mangaroska K, 2021, IEEE T LEARN TECHNOL, V14, P173, DOI 10.1109/TLT.2021.3072159
   Mi, 2020, INFORM MED UNLOCKED, V20
   Murala S, 2012, IEEE T IMAGE PROCESS, V21, P2874, DOI 10.1109/TIP.2012.2188809
   Ojala T, 1996, PATTERN RECOGN, V29, P51, DOI 10.1016/0031-3203(95)00067-4
   Ojala T, 2002, IEEE T PATTERN ANAL, V24, P971, DOI 10.1109/TPAMI.2002.1017623
   Papamitsiou Z, 2020, IEEE T LEARN TECHNOL, V13, P689, DOI 10.1109/TLT.2020.3020499
   Pappas I, 2017, J COMPUT HIGH EDUC, V29, P160, DOI 10.1007/s12528-017-9132-6
   Rannanna S, 2020, HEALTH TECHNOL-GER, V10, P699, DOI 10.1007/s12553-019-00395-4
   Roach T, 2014, INT REV ECON EDUC, V17, P74, DOI 10.1016/j.iree.2014.08.003
   Rogaten J, 2019, ASSESS EVAL HIGH EDU, V44, P321, DOI 10.1080/02602938.2018.1504277
   Roohr KC, 2017, STUD HIGH EDUC, V42, P2284, DOI 10.1080/03075079.2016.1143925
   Sairamya NJ, 2021, BIOMED SIGNAL PROCES, V63, DOI 10.1016/j.bspc.2020.102096
   Sharma K, 2020, SMART LEARN ENVIRON, V7, DOI 10.1186/s40561-020-00122-x
   Sharma K, 2019, BRIT J EDUC TECHNOL, V50, P3004, DOI 10.1111/bjet.12854
   Shaw R, 2021, IEEE INT CONF ADV LE, P4, DOI 10.1109/ICALT52272.2021.00008
   Shaw R, 2022, FUTURE GENER COMP SY, V126, P305, DOI 10.1016/j.future.2021.08.018
   SHENSA MJ, 1992, IEEE T SIGNAL PROCES, V40, P2464, DOI 10.1109/78.157290
   Sinha A, 2015, NAT CONF COMPUT VIS
   Sojayapan C., 2020, Kasetsart J. Soc. Sci, V41, P28, DOI [10.1016/j.kjss.2018.02.003, DOI 10.1016/J.KJSS.2018.02.003]
   Subramaniam SR, 2019, TECHNOL KNOWL LEARN, V24, P355, DOI 10.1007/s10758-017-9343-y
   Szafir D, 2013, P SIGCHI C HUM FACT
   Tan XY, 2010, IEEE T IMAGE PROCESS, V19, P1635, DOI 10.1109/TIP.2010.2042645
   Tirunagari S, 2017, INT CONF DIGIT SIG
   Tuncer T, 2021, CHAOS SOLITON FRACT, V144, DOI 10.1016/j.chaos.2021.110671
   Tuncer T, 2021, CHEMOMETR INTELL LAB, V210, DOI 10.1016/j.chemolab.2021.104256
   Tuncer T, 2021, COGN NEURODYNAMICS, V15, P223, DOI 10.1007/s11571-020-09601-w
   Wei XF, 2020, ETR&D-EDUC TECH RES, V68, P1461, DOI 10.1007/s11423-020-09752-x
   Xiao X, 2015, ICMI'15: PROCEEDINGS OF THE 2015 ACM INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION, P163, DOI 10.1145/2818346.2820754
   Zhang L, 2007, LECT NOTES COMPUT SC, V4642, P11
NR 60
TC 3
Z9 3
U1 3
U2 17
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1866-9956
EI 1866-9964
J9 COGN COMPUT
JI Cogn. Comput.
PD JUL
PY 2023
VL 15
IS 4
BP 1243
EP 1256
DI 10.1007/s12559-022-10023-5
EA MAY 2022
PG 14
WC Computer Science, Artificial Intelligence; Neurosciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science; Neurosciences & Neurology
GA O3JP9
UT WOS:000800430700001
PM 35637880
OA Green Published, Bronze
DA 2024-07-15
ER

PT J
AU van Uden, JM
   Ritzen, H
   Pieters, JM
AF van Uden, J. M.
   Ritzen, H.
   Pieters, J. M.
TI Enhancing student engagement in pre-vocational and vocational education:
   a learning history
SO TEACHERS AND TEACHING
LA English
DT Article
DE Student engagement; vocational education; professional development;
   teacher-student relationship
ID MIDDLE SCHOOL; ACADEMIC ENGAGEMENT; ENGAGING STUDENTS; TEACHER-BEHAVIOR;
   AUTONOMY SUPPORT; CLASS SIZE; CLASSROOM; PREDICTORS; MOTIVATION; PARENTS
AB Interest in student engagement has increased over the past decade, which has resulted in increased knowledge about this concept and about the aspects that facilitate engagement. However, as yet, only a few studies have focused on engagement from the perspective of the teacher. In this study, we capture the experiences of teachers who were explicitly working with their teams on fostering student engagement. We used the learning history method to capture those experiences and at the same time to stimulate learning within the participating teams. A learning history includes the voices of the different participants involved in order to stimulate reflection and learning. Three teams of teachers participated in the writing of this learning history. Several teachers (n=10), students (n=10), and managers (n=5) from or related to the teams were interviewed. The learning history shows that, on the one hand, teachers emphasized positive relationships and structure in relation to student engagement, yet, on the other hand, students continued to provide examples of negative relationships and mentioned a lack of structure, although they also mentioned improvements. Furthermore, the learning history showed that teachers in all teams reflected on their experiences and learned from the activities employed to foster student engagement, which included taking a more positive approach, conversations about a skills form, and being more consequent. These results taken together indicate that it is possible for teachers to do a better job of engaging their students and that their repertoire can be expanded to include more engagement-related actions. Finally, the learning history produced offers insight into the difficulties experienced by the teams. An important limitation mentioned by all teams was that teachers found it difficult to address each other's behavior when someone did not act as agreed upon.
C1 [van Uden, J. M.] Reg Coll Vocat Educ & Training Twente, Hengelo, Netherlands.
   [Ritzen, H.] Saxion Univ Appl Sci, Social Context, Enschede, Netherlands.
   [Pieters, J. M.] Univ Twente, Fac Behav Sci, Enschede, Netherlands.
C3 Saxion University of Applied Sciences; University of Twente
RP van Uden, JM (corresponding author), Reg Coll Vocat Educ & Training Twente, Hengelo, Netherlands.
EM Jolien.vanuden@gmail.com
OI van Uden, Jolien/0009-0003-0013-9301
CR Akkerman SF, 2011, REV EDUC RES, V81, P132, DOI 10.3102/0034654311404435
   Amidon Stevens., 2008, J BUS COMMUN, V45, P451
   Anderman LH, 2003, J EXP EDUC, V72, P5, DOI 10.1080/00220970309600877
   Anderson AR, 2004, J SCHOOL PSYCHOL, V42, P95, DOI 10.1016/j.jsp.2004.01.002
   Appleton JJ, 2008, PSYCHOL SCHOOLS, V45, P369, DOI 10.1002/pits.20303
   Archambault I, 2009, J ADOLESCENCE, V32, P651, DOI 10.1016/j.adolescence.2008.06.007
   Bradbury H, 2001, J MANAGE INQUIRY, V10, P340, DOI 10.1177/1056492601104008
   Brekelmans M., 2010, Klimaatverandering in de klas. [Climate change in the classroom]
   Brouwer P., 2012, Learning Environments Research, V15, P319, DOI DOI 10.1007/S10984-012-9119-1
   Bruhwiler C, 2011, LEARN INSTR, V21, P95, DOI 10.1016/j.learninstruc.2009.11.004
   Clarke D, 2002, TEACH TEACH EDUC, V18, P947, DOI 10.1016/S0742-051X(02)00053-7
   Cornelius-White J, 2007, REV EDUC RES, V77, P113, DOI 10.3102/003465430298563
   de Bruyn EH, 2005, EDUC STUD-UK, V31, P15, DOI 10.1080/0305569042000310930
   Elffers L, 2013, EUR J PSYCHOL EDUC, V28, P545, DOI 10.1007/s10212-012-0128-3
   Fraser B.J., 1998, Learning Environments Research, V1, P7, DOI [DOI 10.1023/A:1009932514731, 10.1023/A:1009932514731]
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Harris L, 2010, TEACH TEACH, V16, P131, DOI 10.1080/13540600903478037
   Harris L, 2011, TEACH TEACH EDUC, V27, P376, DOI 10.1016/j.tate.2010.09.006
   Hattie John., 2005, International Journal of Educational Research, V43, P387, DOI [DOI 10.1016/J.IJER.2006.07.002, 10.1016/j.ijer.2006.07.002]
   Jang H, 2010, J EDUC PSYCHOL, V102, P588, DOI 10.1037/a0019682
   Jennings PA, 2009, REV EDUC RES, V79, P491, DOI 10.3102/0034654308325693
   Klem AM, 2004, J SCHOOL HEALTH, V74, P262, DOI 10.1111/j.1746-1561.2004.tb08283.x
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   McMahon BJ, 2009, RES COMP INT EDUC, V4, P164, DOI 10.2304/rcie.2009.4.2.164
   Mitchell I., 2011, International Journal of Educational Research, V50, P257, DOI DOI 10.1016/J.IJER.2011.05.001
   Moreira PAS, 2009, CAN J SCH PSYCHOL, V24, P303, DOI 10.1177/0829573509346680
   Mueller S, 2013, J PUBLIC ECON, V98, P44, DOI 10.1016/j.jpubeco.2012.12.001
   Osterman KF, 2000, REV EDUC RES, V70, P323, DOI 10.2307/1170786
   Parent R., 2007, Management Research News, V30, P271
   Raphael LM, 2008, ELEM SCHOOL J, V109, P61, DOI 10.1086/592367
   Ravet J., 2007, Research Papers in Education, V22, P333, DOI DOI 10.1080/02671520701497589
   Reeve J, 2011, CONTEMP EDUC PSYCHOL, V36, P257, DOI 10.1016/j.cedpsych.2011.05.002
   Reschly AL, 2006, REM SPEC EDUC, V27, P276, DOI 10.1177/07419325060270050301
   Roth G, 1998, ORGAN DYN, V27, P43, DOI 10.1016/S0090-2616(98)90023-7
   Sierens E, 2009, BRIT J EDUC PSYCHOL, V79, P57, DOI 10.1348/000709908X304398
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Tucker CM, 2002, PSYCHOL SCHOOLS, V39, P477, DOI 10.1002/pits.10038
   van Uden J., 2013, LEERLINGBETROKKENHEI
   van Uden JM, 2014, TEACH TEACH EDUC, V37, P21, DOI 10.1016/j.tate.2013.08.005
   Verdonschot S. G. M., 2006, Journal of European Industrial Training, V30, P670, DOI 10.1108/03090590610715004
   Walker JMT, 2008, J EXP EDUC, V76, P218, DOI 10.3200/JEXE.76.2.218-240
   Wentzel KR, 1998, J EDUC PSYCHOL, V90, P202, DOI 10.1037/0022-0663.90.2.202
   Wentzel KR, 2002, CHILD DEV, V73, P287, DOI 10.1111/1467-8624.00406
   Wildemeersch D, 2008, J TRANSFORM EDUC, V6, P68, DOI 10.1177/1541344608318881
   Wubbels T, 2006, HANDBOOK OF CLASSROOM MANAGEMENT: RESEARCH, PRACTICE, AND CONTEMPORARY ISSUES, P1161
   Zimmer-Gembeck MJ, 2006, J ADOLESCENCE, V29, P911, DOI 10.1016/j.adolescence.2006.04.008
   Zyngier D., 2007, TEACH TEACH, V13, P327
   Zyngier D, 2008, TEACH TEACH EDUC, V24, P1765, DOI 10.1016/j.tate.2007.09.004
NR 50
TC 6
Z9 8
U1 2
U2 39
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1354-0602
EI 1470-1278
J9 TEACH TEACH
JI Teach. Teach.
PD NOV
PY 2016
VL 22
IS 8
BP 983
EP 999
DI 10.1080/13540602.2016.1200545
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DV6EP
UT WOS:000383024600009
OA Green Published
DA 2024-07-15
ER

PT J
AU Bikdeli, B
   Sharif-Kashani, B
   Raeissi, S
   Ehteshami-Afshar, S
   Behzadnia, N
   Masjedi, MR
AF Bikdeli, Behnood
   Sharif-Kashani, Babak
   Raeissi, Sasan
   Ehteshami-Afshar, Solmaz
   Behzadnia, Neda
   Masjedi, Mohammad-Reza
TI Chest physicians' knowledge of appropriate thromboprophylaxis: insights
   from the PROMOTE study
SO BLOOD COAGULATION & FIBRINOLYSIS
LA English
DT Article
DE knowledge; prophylaxis; questionnaire; venous thromboembolism
ID VENOUS THROMBOEMBOLISM; PROPHYLAXIS; GUIDELINES; PREVENTION;
   IMPLEMENTATION; EDUCATION; RISK
AB Venous thromboembolism (VTE) is a major cause of in-hospital mortality. Several international guidelines provide thromboprophylaxis recommendations; however, guidelines adherence is missing worldwide. We evaluated the chest physicians' knowledge regarding VTE prophylaxis, using a systematically developed questionnaire. The Prophylaxis-foR-venOus-throMbOembolism-assessmenT-questionnairE (PROMOTE) questionnaire was developed using an algorithm encompassing the most important VTE prophylaxis topics and included 13 clinical scenarios. Responses were evaluated with reference to the eighth edition of American College of Chest Physicians guidelines for VTE prevention to assess thromboprophylaxis appropriateness. The questionnaires were distributed during the fourth International Congress on Pulmonary Disease, Intensive Care and Tuberculosis. From the 88 received questionnaires (response rate: 39.8%), 82 were acceptable (62 men, 20 women). The most commonly cited VTE risk factors were immobility (79.2%), surgery (68.2%), and cancer (60.9%). The mean correct response ratio to the questions was 67% [95% confidence interval (CI) 64-70%] with highest appropriateness ratios amongst cardiologists (77.1 +/- 5.8%) and lowest ratios among thoracic surgeons (59.2 +/- 5%). Physicians' specialty had a significant effect on the overall appropriateness (P = 0.04) and most of appropriateness subcategories. Thoracic surgeons had the lowest rate of over-prophylaxis (P = 0.02). Years passed from graduation were inversely associated with overall appropriateness (P = 0.006). Physicians with academic engagements had a higher overall appropriateness (P = 0.04). We found a wide gap between the guideline recommendations and the responses. PROMOTE is the first systematically developed questionnaire that addresses chest physicians' thromboprophylaxis knowledge and could be useful to strategies to improve VTE prophylaxis. Because of the dissimilar prophylaxis pitfalls of different specialists, distinct educational programs seem necessary to improve their knowledge of proper VTE prophylaxis. Blood Coagul Fibrinolysis 22:667-672 (C) 2011 Wolters Kluwer Health vertical bar Lippincott Williams & Wilkins.
C1 [Bikdeli, Behnood; Sharif-Kashani, Babak; Raeissi, Sasan; Ehteshami-Afshar, Solmaz; Behzadnia, Neda] Shahid Beheshti Univ MC, Natl Res Inst TB & Lung Dis, Cardiovasc Dept, Masih Daneshvari Hosp, Tehran, Iran.
   [Sharif-Kashani, Babak] Shahid Beheshti Univ MC, Natl Res Inst TB & Lung Dis, Tobacco Prevent & Control Res Ctr, Masih Daneshvari Hosp, Tehran, Iran.
   [Sharif-Kashani, Babak] Shahid Beheshti Univ MC, Natl Res Inst TB & Lung Dis, Lung Transplantat Res Ctr, Masih Daneshvari Hosp, Tehran, Iran.
   [Masjedi, Mohammad-Reza] Shahid Beheshti Univ MC, Natl Res Inst TB & Lung Dis, Div Pulm, Masih Daneshvari Hosp, Tehran, Iran.
   [Masjedi, Mohammad-Reza] Shahid Beheshti Univ MC, Natl Res Inst TB & Lung Dis, CRDRC, Masih Daneshvari Hosp, Tehran, Iran.
   [Bikdeli, Behnood] Yale Univ, Sch Med, Ctr Outcomes Res & Evaluat, New Haven, CT USA.
C3 Shahid Beheshti University Medical Sciences; Shahid Beheshti University
   Medical Sciences; Shahid Beheshti University Medical Sciences; Shahid
   Beheshti University Medical Sciences; Shahid Beheshti University Medical
   Sciences; Yale University
RP Sharif-Kashani, B (corresponding author), Shahid Beheshti Univ MC, Natl Res Inst TB & Lung Dis, Cardiovasc Dept, Masih Daneshvari Hosp, Tehran, Iran.
EM babaksharifkashani@yahoo.com
RI Ehteshami-Afshar, Solmaz/AAK-2460-2020; behzadnia, neda/G-5843-2017;
   sharif-kashani, babak/G-4090-2017; Masjedi, Mohammad Reza/J-9776-2017
OI Ehteshami-Afshar, Solmaz/0000-0002-5826-4696; behzadnia,
   neda/0000-0001-7992-3884; Behzadnia, Neda/0000-0001-8963-4285;
   sharif-kashani, babak/0000-0002-3400-489X; Masjedi, Mohammad
   Reza/0000-0002-6871-382X; Masjedi, Mohammadreza/0000-0003-4964-3851
CR Ahmad HA, 2002, ANZ J SURG, V72, P331, DOI 10.1046/j.1445-2197.2002.02402.x
   ANDERSON FA, 1994, ARCH INTERN MED, V154, P669, DOI 10.1001/archinte.154.6.669
   Bhanji F, 2010, CIRCULATION, V122, pS920, DOI 10.1161/CIRCULATIONAHA.110.971135
   Burns PJ, 2001, J ROY COLL SURG EDIN, V46, P329
   Deitelzweig SB, 2009, J HOSP MED, V4, pS8, DOI 10.1002/jhm.596
   Dentali F, 2008, THROMB RES, V123, P67, DOI 10.1016/j.thromres.2008.01.009
   Geerts WH, 2004, CHEST, V126, p338S, DOI 10.1378/chest.126.3_suppl.338S
   Geerts WH, 2008, CHEST, V133, p381S, DOI 10.1378/chest.08-0656
   Gnanalingham KK, 2003, J CLIN NEUROSCI, V10, P467, DOI 10.1016/S0967-5868(03)00060-2
   Golash A, 2002, J ROY SOC MED, V95, P130, DOI 10.1258/jrsm.95.3.130
   Goldhaber SZ, 2004, AM J CARDIOL, V93, P259, DOI 10.1016/j.amjcard.2003.09.057
   Holley AB, 2006, THROMB RES, V117, P563, DOI 10.1016/j.thromres.2005.04.010
   Kucher N, 2005, NEW ENGL J MED, V352, P969, DOI 10.1056/NEJMoa041533
   Lippi G, 2011, SEMIN THROMB HEMOST, V37, P237, DOI 10.1055/s-0031-1273088
   McKean SC, 2009, J HOSP MED, V4, pS1, DOI 10.1002/jhm.587
   Pini M, 2006, SEMIN THROMB HEMOST, V32, P755, DOI 10.1055/s-2006-955458
   Ploumis A, 2009, SPINE J, V9, P530, DOI 10.1016/j.spinee.2009.01.008
   Sharif KM, 2009, HIP INT, V19, P58, DOI 10.1177/112070000901900111
   Sharif-Kashani B, 2010, THROMB RES, V126, P211, DOI 10.1016/j.thromres.2010.05.020
   Tooher R, 2005, ANN SURG, V241, P397, DOI 10.1097/01.sla.0000154120.96169.99
   Tufano A, 2011, SEMIN THROMB HEMOST, V37, P252, DOI 10.1055/s-0031-1273089
   Williams EV, 2002, POSTGRAD MED J, V78, P88, DOI 10.1136/pmj.78.916.88
NR 22
TC 7
Z9 8
U1 0
U2 4
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA
SN 0957-5235
EI 1473-5733
J9 BLOOD COAGUL FIBRIN
JI Blood Coagul. Fibrinolysis
PD DEC
PY 2011
VL 22
IS 8
BP 667
EP 672
DI 10.1097/MBC.0b013e32834ad76d
PG 6
WC Hematology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Hematology
GA 849PU
UT WOS:000297138400007
PM 21986466
DA 2024-07-15
ER

PT J
AU Douglass, JA
   Thomson, G
AF Douglass, John Aubrey
   Thomson, Gregg
TI The Immigrant's University: A Study of Academic Performance and the
   Experiences of Recent Immigrant Groups at the University of California
SO HIGHER EDUCATION POLICY
LA English
DT Article
DE immigrant students; diversity; academic engagement; research
   universities; socioeconomic mobility
AB One of the major characteristics of globalization is the large influx of immigrant groups moving largely from underdeveloped regions to developed economies. California offers one of the most robust examples of a large-scale, postmodern demographic transition that includes a great racial, ethnic, and cultural diversity of immigrant groups, many of which place a high value on education. As a window into a larger global phenomenon, this study looks at immigrant student participation in the University of California (UC) - one of the largest research universities systems in the world, chartered and subsidized by a state with the largest immigrant population in the US. We provide an initial exploration of the dynamics of race and ethnicity, major, and the differing socioeconomic backgrounds of immigrant students, and in comparison to 'native' students. Utilizing data from the Student Experience in the Research University Survey of the UC's students, we show that more than half the undergraduate students in the UC system have at least one parent that is an immigrant. The ratio is even higher at UC Berkeley. Among the major conclusions offered in this study: there are a complex set of differences between various 'generations' of immigrant students that fit earlier historical waves of immigrant groups to the United States; the startling number and range of students from different ethnic, racial, cultural, and economic backgrounds points to the need for an expanded notion of diversity beyond older racial and ethnic paradigms; and while there are growing numbers of immigrant students at Berkeley from different parts of the world, and often from lower-income families, there is a high correlation with their socioeconomic capital, described as a variety of factors, but most prominently the education level of their parents and family. Higher Education Policy (2010) 23, 451-474. doi: 10.1057/hep.2010.18
C1 [Douglass, John Aubrey] Univ Calif Berkeley, Ctr Studies Higher Educ, Berkeley, CA 94720 USA.
   [Thomson, Gregg] Univ Calif Berkeley, Off Student Res & Campus Surveys, Berkeley, CA 94720 USA.
C3 University of California System; University of California Berkeley;
   University of California System; University of California Berkeley
RP Douglass, JA (corresponding author), Univ Calif Berkeley, Ctr Studies Higher Educ, Berkeley, CA 94720 USA.
EM douglass@berkeley.edu
CR Alba Richard., 2003, Rethinking the American Mainstream: Assimilation and Contemporary Immigration
   [Anonymous], 2006, IMM STUD SUCC COMP R
   Bean Frank D., 2003, AM NEWCOMERS IMMIGRA
   Ben-David Esther., 2009, MIDDLE E Q, VXVI, P15
   Brown SusanK., 2006, NEW IMMIGRANTS NEW M
   Chatman S., 2006, OVERVIEW SERU S RESP
   Douglass J.A., 2007, CONDITIONS ADMISSION
   Gibson Campbell, 2002, WORKING PAPER SERIES, V56
   Grogger G., 2002, FALLING MOVING INTER
   Johnson H.P., 2006, ILLEGAL IMMIGRATION
   Jones-Correa Michael., 2008, New Faces in New Places: The Changing Geography of American Immigration
   Massey D.S., 2006, SEEING MEXICAN IMMIG
   Massey DS, 2007, AM J EDUC, V113, P243, DOI 10.1086/510167
   McWilliams C., 1949, CALIFORNIA GREAT EXC
   Ogbu J.U., 1978, Minority education and caste: The American system in cross-cultural perspective
   Ogbu John, 2003, Black American students in an affluent suburb: A study of academic disengagement
   Ogbu JU, 1998, ANTHROPOL EDUC QUART, V29, P155, DOI 10.1525/aeq.1998.29.2.155
   Parsons CA, 2006, IMMIGRATION AND THE TRANSFORMATION OF EUROPE, P1, DOI 10.1017/CBO9780511493577.001
   Ramakrishnan Karthick., 2005, DEMOCRACY IMMIGRANT
   Ramakrishnan S.Karthick., 2005, CALIFORNIA COUNTS, V6
   REED D, 2007, ECOLOGIST, V37, P7
   Ruppert S., 2003, CLOSING COLL PARTICI
   Zhou M, 2001, STRANGERS GATE NEW I
NR 23
TC 5
Z9 10
U1 0
U2 23
PU PALGRAVE MACMILLAN LTD
PI BASINGSTOKE
PA BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND
SN 0952-8733
EI 1740-3863
J9 HIGH EDUC POLICY
JI High Educ. Policy
PD DEC
PY 2010
VL 23
IS 4
BP 451
EP 474
DI 10.1057/hep.2010.18
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA V24RT
UT WOS:000208428200001
DA 2024-07-15
ER

PT J
AU Zhang, SA
   Ma, RJ
   Wang, ZY
   Li, G
   Fa, TN
AF Zhang, Siai
   Ma, Ruijuan
   Wang, Zhangyi
   Li, Ge
   Fa, Tiane
TI Academic self-concept mediates the effect of online learning engagement
   on deep learning in online courses for Chinese nursing students: A
   cross-sectional study
SO NURSE EDUCATION TODAY
LA English
DT Article
DE Academic self-concept; Deep learning; Mediation analysis; Nursing
   student; Online learning engagement; Online courses
ID ACHIEVEMENT; EMOTIONS; MOTIVATION; EDUCATION; IMPACT
AB Background: Online learning is prevalent among nursing students, but the effect of online learning seems not as good as expected. Deep learning, as a learning approach that could help people solve complex problems and make innovative decisions, is associated with individual behavior and psychology. However, from the perspective of individual behavior and psychology to explore the potential influence mechanism of deep learning in online courses is little, in China or indeed internationally.
   Objectives: The purpose of this study is to explore the relationship between online learning engagement, academic self-concept and deep learning in online courses for Chinese nursing students, and the mediating effect of academic self-concept on the relationship between online learning engagement and deep learning in online courses of Chinese nursing students.
   Design: A cross-sectional electronic survey.
   Settings and participants: The study was conducted using a convenience sample of 617 nursing students in five schools in eastern, central, and western China from September 2021 to October 2021 (the number of eligible students in the five schools was 2065).
   Methods: The data were collected with the College students' learning engagement scale in cyberspace, Academic self-concept scale and Deep learning scale in online courses, and analyzed by correlation analysis, univariate analysis, multiple linear regression and PROCESS macro.
   Results: 594 valid questionnaires were collected (effective response rate: 96.2 %). High online learning engagement and high academic self-concept were correlated with a high level of deep learning in online courses (correlation coefficient: 0.731 to 0.800). Part of the influence of online learning engagement on deep learning in online courses was mediated by academic self-concept, and the indirect effect accounts for 39.75 % of the total effect.
   Conclusions: Chinese nursing students' online learning engagement may partially influence deep learning in online courses through academic self-concept.
C1 [Zhang, Siai; Ma, Ruijuan; Wang, Zhangyi] Tianjin Univ Tradit Chinese Med, Grad Sch, Tianjin, Peoples R China.
   [Li, Ge] Tianjin Univ Tradit Chinese Med, Publ Hlth Sci & Engn Coll, Tianjin, Peoples R China.
   [Fa, Tiane] Tianjin Chest Hosp, Nursing Dept, Tianjin 301617, Peoples R China.
C3 Tianjin University of Traditional Chinese Medicine; Tianjin University
   of Traditional Chinese Medicine
RP Fa, TN (corresponding author), Tianjin Chest Hosp, Nursing Dept, Tianjin 301617, Peoples R China.
EM fatiane@163.com
RI Zhang, Si'ai/ABW-8314-2022
OI Zhang, Si'ai/0000-0001-5908-3179; Wang, Zhangyi/0000-0001-6370-8848
CR Alin A, 2010, WIRES COMPUT STAT, V2, P370, DOI 10.1002/wics.84
   Artino AR, 2014, ACAD MED, V89, P1696, DOI 10.1097/ACM.0000000000000536
   Asikainen H, 2017, EDUC PSYCHOL REV, V29, P205, DOI 10.1007/s10648-017-9406-6
   Barteit S, 2020, COMPUT EDUC, V145, DOI 10.1016/j.compedu.2019.103726
   Bezerra I.M. P., 2020, Journal of Human Growth and Development, V30, P141, DOI [10.7322/jhgd.v30.10087, DOI 10.7322/JHGD.V30.10087]
   Bindon SL, 2017, AORN J, V106, P100, DOI 10.1016/j.aorn.2017.06.002
   Chen BH, 2015, ASIA-PAC EDUC RES, V24, P419, DOI 10.1007/s40299-014-0194-1
   Chen QR., 2017, J NANJING NORMAL U S, P92, DOI [10.3969/j.issn.1001-4608.2017.06.011, DOI 10.3969/J.ISSN.1001-4608.2021.02.007]
   Chen X., 2019, JIANGSU ED, V24, P49
   Chinn PL, 2011, Integrated Theory and Knowledge Development in Nursing, V8th
   Dewart G, 2020, NURS EDUC TODAY, V92, DOI 10.1016/j.nedt.2020.104471
   Dhir SK, 2017, INDIAN PEDIATR, V54, P871, DOI 10.1007/s13312-017-1152-9
   Du Y., 2020, China Higher Education Research, P58
   Duan J.J., 2013, J 501 ED, V31, P43, DOI [10.15881/j.cnki.cn33-1304/g4.2013.04.007, DOI 10.15881/J.CNKI.CN33-1304/G4.2013.04.007]
   Everaert P, 2017, ACCOUNT EDUC, V26, P78, DOI 10.1080/09639284.2016.1274911
   Floyd Kevin S., 2009, Informing Science, V12, P181
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Ge X.N., 2019, STUDY INFLUENCING FA
   [郭成 Guo Cheng], 2011, [西南大学学报. 自然科学版, Journal of Southwest University. Natural Science Edition], V33, P155
   Hayes A.F., 2012, PROCESS: a versatile computational tool for observed variable mediation, moderation, and conditional process modeling
   He J., 2010, Journal of Information Systems Education, V21, P203
   Huang X.J., 2011, MENTAL HLTH ED PRIMA, V21, P4, DOI [10.3969/j.issn.1671-2684.2011.21.003, DOI 10.3969/J.ISSN.1671-2684.2011.21.003]
   Jenkins K, 2021, NURS INQ, V28, DOI 10.1111/nin.12420
   Jowsey T, 2020, NURSE EDUC PRACT, V44, DOI 10.1016/j.nepr.2020.102775
   Kavanagh L, 2020, EUR J PSYCHOL EDUC, V35, P93, DOI 10.1007/s10212-019-00416-w
   Ke FF, 2009, INTERNET HIGH EDUC, V12, P136, DOI 10.1016/j.iheduc.2009.08.001
   Khalaila R, 2015, NURS EDUC TODAY, V35, P432, DOI 10.1016/j.nedt.2014.11.001
   King TS, 2019, CIN-COMPUT INFORM NU, V37, P349, DOI 10.1097/CIN.0000000000000517
   Lake W., 2015, Creative Education, V6, P2361, DOI DOI 10.4236/CE.2015.622242
   Licorish SA, 2017, 25TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE 2017), P755
   Longhini J, 2021, INT NURS REV, V68, P108, DOI 10.1111/inr.12649
   Longhini J, 2021, NURS EDUC TODAY, V99, DOI 10.1016/j.nedt.2021.104812
   Luo Y., 2009, Fudan Education Forum, V2009, P12, DOI DOI 10.3969/J.ISSN.1672-0059.2009.05.003
   Lv L.H., 2020, J HIGH ED MANAG, V14, P40, DOI [10.13316/j.cnki.jhem.20191231.005, DOI 10.13316/J.CNKI.JHEM.20191231.005]
   MARTON F, 1976, BRIT J EDUC PSYCHOL, V46, P4, DOI 10.1111/j.2044-8279.1976.tb02980.x
   Maxwell WD, 2018, CURR PHARM TEACH LEA, V10, P736, DOI 10.1016/j.cptl.2018.03.013
   Mystakidis S., 2021, Encyclopedia, V1, P988, DOI 10.3390/encyclopedia1030075
   National Bureau of Statistics of China, 2021, 2021 China Statistical Yearbook
   Pi L.S., 2000, THEORY TECHNOLOGY IN
   Platow MJ, 2013, INSTR SCI, V41, P271, DOI 10.1007/s11251-012-9227-4
   Rafferty AE, 2019, HUM RELAT, V72, P1623, DOI 10.1177/0018726718809154
   Riffert F, 2021, RES SCI EDUC, V51, P1481, DOI 10.1007/s11165-020-09918-w
   Rodriguez CM, 2009, HIGH EDUC RES DEV, V28, P523, DOI 10.1080/07294360903146841
   Rosa WE, 2020, INT J NURS STUD, V109, DOI 10.1016/j.ijnurstu.2020.103668
   Roth G, 2019, DEV PSYCHOPATHOL, V31, P945, DOI 10.1017/S0954579419000403
   Selya AS, 2012, FRONT PSYCHOL, V3, DOI 10.3389/fpsyg.2012.00111
   Sugden N, 2021, AUSTRALAS J EDUC TEC, V37, P45, DOI 10.14742/ajet.6632
   [孙玉梅 Sun Yumei], 2021, [中华护理教育, Chinese Journal of Nursing Education], V18, P515
   Vaona A, 2018, COCHRANE DB SYST REV, DOI 10.1002/14651858.CD011736.pub2
   Wang Q.L., 2016, RES CURRENT SITUATIO
   Wang X, 2020, BMC MED EDUC, V20, DOI 10.1186/s12909-020-02389-7
   Wong LZ, 2022, MED TEACH, V44, P576, DOI 10.1080/0142159X.2021.1962833
   Wu Y., 2019, Curriculum, Teaching Material and Method, V39, P51, DOI DOI 10.19877/J.CNKI.KCJCJF.2019.02.008,36
   Yang M., 2018, J HIGH ED RES, V041, P56, DOI DOI 10.3969/J.ISSN.1672-8874.2018.02.009
   [周雪妃 Zhou Xuefei], 2021, [中华护理教育, Chinese Journal of Nursing Education], V18, P329
NR 55
TC 10
Z9 11
U1 18
U2 70
PU CHURCHILL LIVINGSTONE
PI EDINBURGH
PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE,
   LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND
SN 0260-6917
EI 1532-2793
J9 NURS EDUC TODAY
JI Nurse Educ. Today
PD OCT
PY 2022
VL 117
AR 105481
DI 10.1016/j.nedt.2022.105481
PG 9
WC Education, Scientific Disciplines; Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Nursing
GA G8QN6
UT WOS:000991738800009
PM 35872403
DA 2024-07-15
ER

PT J
AU Roza, JMG
   Frenzel, AC
   Klassen, RM
AF Roza, Julia M. G.
   Frenzel, Anne C.
   Klassen, Robert M.
TI The teacher-class relationship A mixed-methods approach to validating a
   new scale
SO ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE
LA English
DT Article; Early Access
DE Teacher-student relationships; teacher wellbeing; cognitive validation
   interviews; scale validation
ID STUDENT RELATIONSHIPS; CHILD RELATIONSHIPS; SOCIAL SUPPORT; MEDIATING
   ROLE; INTERRATER RELIABILITY; ACADEMIC ENGAGEMENT; SCHOOL STUDENTS;
   ACHIEVEMENT; PERCEPTIONS; MOTIVATION
AB Teacher-student relationships have been shown to be highly relevant for student outcomes, but they are also important for teachers. Teachers have a basic need for relatedness with their students and recent empirical evidence underlines the relevance of teachers' relationships with the students of a class. However, a validated instrument which specifically addresses the relational phenomenon between a teacher and the entire group of students within a class - which we define as teacher-class relationship - is yet missing. Thus, the goal of the present research was to develop and validate an instrument which captures the teachers' self-reported quality of the teacher-class relationship (the TCR scale). To do so, we adopted a mixed methods approach: In Study 1 (qualitative, N = 56), we analyzed interviews to explore the cognitive validity of the TCR items, and in Study 2 (quantitative, N = 209), we tested the psychometric quality of the TCR scale and its external validity in terms of correlative links with related constructs. Study 1 results showed that seven out of the original 13 developed items were highly cognitively valid in that the teachers associated main aspects of relationship quality with these items and answered them by referring predominantly to the whole class instead of individual students. Study 2 results confirmed that these seven items formed a unidimensional scale with high internal consistency (Cronbach's alpha = .89). Furthermore, the TCR scale was significantly linked with teachers' class-specific teaching emotions and self-efficacy as well as with teachers' job-related burnout symptoms and emotional labor. We conclude that the TCR scale represents a reliable, valid and parsimonious instrument to measure the quality of teacher-class relationships. We hope that the existence of this scale fuels future research to further investigate teacher-class relationships and their connections with teachers' emotional and professional wellbeing.
C1 [Roza, Julia M. G.; Frenzel, Anne C.] Ludwig Maximilians Univ Munchen, Dept Psychol, Munich, Germany.
   [Klassen, Robert M.] Univ York, Dept Educ, York, N Yorkshire, England.
C3 University of Munich; University of York - UK
RP Frenzel, AC (corresponding author), LMU, Dept Psychol, Leopoldstr 13, D-80802 Munich, Germany.
EM frenzel@psy.lmu.de
OI Frenzel, Anne C./0000-0002-9068-9926
FU Episcopal Foundation Cusanuswerk; German Research Foundation [FR
   2642/8-1]
FX This research was supported by a scholarship awarded to the first author
   by the Episcopal Foundation Cusanuswerk and by a grant awarded to the
   second author by the German Research Foundation (FR 2642/8-1).
CR Aldrup K, 2018, J EDUC PSYCHOL, V110, P1066, DOI 10.1037/edu0000256
   Aldrup K, 2018, LEARN INSTR, V58, P126, DOI 10.1016/j.learninstruc.2018.05.006
   Ang RP, 2005, J EXP EDUC, V74, P55, DOI 10.3200/JEXE.74.1.55-74
   [Anonymous], 1994, Emotion and culture: Empirical studies of mutual influence p
   [Anonymous], 2001, PSYCHOL SCHOOLS
   [Anonymous], 2001, STUDENT TEACHER RELA
   BAUMEISTER RF, 1995, PSYCHOL BULL, V117, P497, DOI 10.1037/0033-2909.117.3.497
   Baumert J., 2009, Professionswissen von Lehrkraften, kognitiv aktivierender Mathematikunterricht und die Entwicklung von mathematischer Kompetenz
   Bieg S, 2011, J EDUC RES ONLINE-JE, V3, P122
   Blankemeyer M, 2002, PSYCHOL SCHOOLS, V39, P293, DOI 10.1002/pits.10008
   Brinkworth ME, 2018, J APPL DEV PSYCHOL, V55, P24, DOI 10.1016/j.appdev.2017.09.002
   Bryk A., 2002, Trust in schools: A core resource for improvement
   Butler R, 2012, J EDUC PSYCHOL, V104, P726, DOI 10.1037/a0028613
   Chang ML, 2009, ADVANCES IN TEACHER EMOTION RESEARCH: THE IMPACT ON TEACHERS' LIVES, P95, DOI 10.1007/978-1-4419-0564-2_6
   Chang ML, 2009, EDUC PSYCHOL REV, V21, P193, DOI 10.1007/s10648-009-9106-y
   Collie RJ, 2012, J EDUC PSYCHOL, V104, P1189, DOI 10.1037/a0029356
   Connell J. P., 1991, MINN SYM CHILD PSYCH, P43
   Core Team R, 2013, LANG ENV STAT COMP
   Crosnoe R, 2004, SOCIOL EDUC, V77, P60, DOI 10.1177/003804070407700103
   Curran PJ, 1996, PSYCHOL METHODS, V1, P16, DOI 10.1037//1082-989X.1.1.16
   Davis HA, 2006, ELEM SCHOOL J, V106, P193, DOI 10.1086/501483
   Davis HA, 2001, CONTEMP EDUC PSYCHOL, V26, P431, DOI 10.1006/ceps.2000.1068
   ECCLES JS, 1993, AM PSYCHOL, V48, P90, DOI 10.1037/0003-066X.48.2.90
   Eder Ferdinand., 2000, Linzer Fragebogen zum Schul- und Klassenklima fur die 4. - 8. Klassenstufe (LFSK 4-8). Handanweisung
   Enzmann D., 1989, Helfer-Leiden: Streβ und Burnout in psychosozialen Berufen
   Feldlaufer H., 1988, Journal of Early Adolescence, V8, P133, DOI DOI 10.1177/0272431688082003
   Frenzel AC, 2020, FRONT PSYCHOL, V11, DOI 10.3389/fpsyg.2020.01092
   Frenzel AC, 2016, CONTEMP EDUC PSYCHOL, V46, P148, DOI 10.1016/j.cedpsych.2016.05.003
   Frenzel AC, 2015, PLOS ONE, V10, DOI 10.1371/journal.pone.0129630
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Goddard RD, 2001, ELEM SCHOOL J, V102, P3, DOI 10.1086/499690
   Gregory A, 2004, J ADOLESCENT RES, V19, P405, DOI 10.1177/0743558403258859
   Gwet KL, 2008, PSYCHOMETRIKA, V73, P407, DOI 10.1007/s11336-007-9054-8
   Gwet KL, 2008, BRIT J MATH STAT PSY, V61, P29, DOI 10.1348/000711006X126600
   Hafen CA, 2015, J EARLY ADOLESCENCE, V35, P651, DOI 10.1177/0272431614537117
   Hagenauer G, 2015, EUR J PSYCHOL EDUC, V30, P385, DOI 10.1007/s10212-015-0250-0
   Hamre B.K., 2006, CHILDRENS NEEDS 3 DE
   Hannover B., Z PADAGOG PSYCHOL
   Hargreaves A, 2000, TEACH TEACH EDUC, V16, P811, DOI 10.1016/S0742-051X(00)00028-7
   Hertel S., 2014, PISA 2009 Skalenhandbuch. Scale manual
   HORN JL, 1965, PSYCHOMETRIKA, V30, P179, DOI 10.1007/BF02289447
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Hughes JN, 2008, J EDUC PSYCHOL, V100, P1, DOI 10.1037/0022-0663.100.1.1
   Hughes JN, 2018, J SCHOOL PSYCHOL, V67, P148, DOI 10.1016/j.jsp.2017.10.003
   Hughes JN, 1999, J CLIN CHILD PSYCHOL, V28, P173, DOI 10.1207/s15374424jccp2802_5
   JOHNSON DW, 1985, J PSYCHOL, V119, P405, DOI 10.1080/00223980.1985.10542911
   Karabenick SA, 2007, EDUC PSYCHOL-US, V42, P139, DOI 10.1080/00461520701416231
   Klassen R.M., 2013, Frontline Learning Research, V1, P33, DOI [10.14786/flr.v1i2.44, DOI 10.14786/FLR.V1I2.44]
   Klassen RM, 2012, J EDUC PSYCHOL, V104, P150, DOI 10.1037/a0026253
   Koomen HMY, 2015, BRIT J EDUC PSYCHOL, V85, P479, DOI 10.1111/bjep.12094
   Kuckartz U, 2016, Qualitative content analysis: Methods, practice, computer support, V3rd
   Kunter M, 2011, CONTEMP EDUC PSYCHOL, V36, P289, DOI 10.1016/j.cedpsych.2011.07.001
   Lee RT, 2011, CAREER DEV INT, V16, P401, DOI 10.1108/13620431111158805
   Lord F.M., 1952, PSYCHOMETRIKA, V18, P181
   Malecki CK, 2002, PSYCHOL SCHOOLS, V39, P1
   Mang J., 2019, PISA 2015 SCALES HDB
   Mang J., 2018, PISA 2012 SKALENHAND
   Martin AJ, 2019, J EDUC PSYCHOL, V111, P861, DOI 10.1037/edu0000317
   Martin AJ, 2009, REV EDUC RES, V79, P327, DOI 10.3102/0034654308325583
   Mashburn AJ, 2006, J PSYCHOEDUC ASSESS, V24, P367, DOI 10.1177/0734282906290594
   Maulana R, 2013, J YOUTH ADOLESCENCE, V42, P1348, DOI 10.1007/s10964-013-9921-9
   Mayring P, 2000, Companion Qual. Res., V1
   Milatz A, 2014, EARLY CHILD RES Q, V29, P357, DOI 10.1016/j.ecresq.2014.04.003
   Murray C, 2011, J EARLY ADOLESCENCE, V31, P493, DOI 10.1177/0272431610366250
   Norris M, 2010, J AUTISM DEV DISORD, V40, P8, DOI 10.1007/s10803-009-0816-2
   Nurmi JE, 2012, EDUC RES REV-NETH, V7, P177, DOI 10.1016/j.edurev.2012.03.001
   O'Connor E, 2010, J SCHOOL PSYCHOL, V48, P187, DOI 10.1016/j.jsp.2010.01.001
   O'Connor KE, 2008, TEACH TEACH EDUC, V24, P117, DOI 10.1016/j.tate.2006.11.008
   Pianta R.C., 2003, Handbook of Psychology, P199, DOI DOI 10.1002/0471264385.WEI0710
   Podsakoff PM, 2003, J APPL PSYCHOL, V88, P879, DOI 10.1037/0021-9010.88.5.879
   Quin D, 2017, REV EDUC RES, V87, P345, DOI 10.3102/0034654316669434
   Rauer W., 2003, FRAGEBOGEN ERFASSUNG
   Riley P., 2011, ATTACHEMENT THEORY T
   Roorda DL, 2017, SCHOOL PSYCHOL REV, V46, P239, DOI 10.17105/SPR-2017-0035.V46-3
   Roorda DL, 2011, REV EDUC RES, V81, P493, DOI 10.3102/0034654311421793
   Ryan R.M., 1994, J EARLY ADOLESCENCE, V14, P226, DOI [10.1177/027243169401400207, DOI 10.1177/027243169401400207]
   RYAN RM, 1991, J EXP EDUC, V60, P49, DOI 10.1080/00220973.1991.10806579
   Sabol TJ, 2012, ATTACH HUM DEV, V14, P213, DOI 10.1080/14616734.2012.672262
   Schulte-Pelkum J., 2014, BEZIEHUNGEN SCHULE U, P70
   Schutz PA, 2014, EDUC PSYCHOL-US, V49, P1, DOI 10.1080/00461520.2013.864955
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Spilt JL, 2011, EDUC PSYCHOL REV, V23, P457, DOI 10.1007/s10648-011-9170-y
   Taxer JL, 2019, SOC PSYCHOL EDUC, V22, P209, DOI 10.1007/s11218-018-9468-4
   Tricket E.J., 1974, AM J COMMUN PSYCHOL, V2, P1, DOI [10.1007/BF00894149, DOI 10.1007/BF00894149]
   Tschannen-Moran M, 2000, REV EDUC RES, V70, P547, DOI 10.2307/1170781
   Tschannen-Moran M, 2001, TEACH TEACH EDUC, V17, P783, DOI 10.1016/S0742-051X(01)00036-1
   van der Want AC, 2015, SCAND J EDUC RES, V59, P424, DOI 10.1080/00313831.2014.904428
   van Kleef GA, 2016, FRONT PSYCHOL, V7, DOI 10.3389/fpsyg.2016.00896
   VERBI Software, 2017, MAXQD SOFTW QUAL DAT, V12th
   Verschueren K, 2012, ATTACH HUM DEV, V14, P205, DOI 10.1080/14616734.2012.672260
   Watkins MW, 2018, J BLACK PSYCHOL, V44, P219, DOI 10.1177/0095798418771807
   WEINSTEIN RS, 1982, J EDUC PSYCHOL, V74, P678, DOI 10.1037/0022-0663.74.5.678
   Wentzel KR, 2010, CONTEMP EDUC PSYCHOL, V35, P193, DOI 10.1016/j.cedpsych.2010.03.002
   Willis GB, 2015, Analysis of the cognitive interview in questionnaire design
   Wubbels T., 1993, YOU KNOW WHAT YOU LO
   Wubbels T., 2005, International Journal of Educational Research, V43, P6, DOI [https://doi.org/10.1016/j.ijer.2006.03.003, DOI 10.1016/J.IJER.2006.03.003]
   Wubbels T., 2014, HDB CLASSROOM MANAGE, P363, DOI DOI 10.4324/9780203074114
   Zembylas M., 2003, TEACH TEACH, V9, P213, DOI [10.4324/9780429470950-3, 10.1080/13540600309378, DOI 10.1080/13540600309378]
   Zullig KJ, 2010, J PSYCHOEDUC ASSESS, V28, P139, DOI 10.1177/0734282909344205
NR 99
TC 3
Z9 4
U1 4
U2 31
PU HOGREFE AG-HOGREFE AG SUISSE
PI BERN
PA LANGGASSSTRASSE 76, BERN, SWITZERLAND
SN 1010-0652
EI 1664-2910
J9 Z PADAGOG PSYCHOL
JI Z. Padagog. Psychol.
PD 2021 SEP 29
PY 2021
AR a000328
DI 10.1024/1010-0652/a000328
EA SEP 2021
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA UY3OS
UT WOS:000701437700001
OA Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Scheepers, RA
   Hilverda, F
   Vollmann, M
AF Scheepers, Renee A.
   Hilverda, Femke
   Vollmann, Manja
TI Study demands and resources affect academic well-being and life
   satisfaction of undergraduate medical students in the Netherlands
SO MEDICAL EDUCATION
LA English
DT Article; Early Access
ID WORK ENGAGEMENT; JOB DEMANDS; PSYCHOLOGICAL DISTRESS; HOME
   CHARACTERISTICS; BURNOUT; MODEL
AB IntroductionMedical students report poor academic well-being in a context of high study demands. Study Demands-Resources theories have outlined mediating processes involving high study demands and low resources to mitigate academic well-being, which is subsequently associated with diminished overall well-being (i.e. life satisfaction). Furthermore, academic well-being and life satisfaction are also affected by interactions between study demands and resources (referred to as moderating processes). However, these mediating and moderating processes clarifying medical students' well-being still need to be investigated. Therefore, this study investigated the mediating role of academic well-being in the associations of study demands and resources with life satisfaction and the moderating role of study demands and resources in relation to academic well-being and life satisfaction among undergraduate medical students.MethodsIn this cross-sectional survey study, 372 undergraduates from Dutch medical schools participated. The survey included the Study Demands-Resources Scale (workload, growth opportunities and peer support) as well as questionnaires on academic well-being (Utrecht Burnout Scale for students and Utrecht Work Engagement Scale-Student Form) and overall well-being (single item on life satisfaction). Based on Study Demands-Resources theories, (moderated) mediation analyses were performed.ResultsMediating processes were found as growth opportunities were indirectly associated with higher life satisfaction through lower academic burnout and higher academic engagement. Furthermore, workload was indirectly associated with lower life satisfaction through higher academic burnout. This association was moderated as it became weaker with more perceived peer support.DiscussionA high workload and limited growth opportunities are associated with suboptimal academic well-being and life satisfaction. Perceiving support from peer students slightly buffers the unfavourable effect of workload on academic burnout and subsequently life satisfaction. To promote academic well-being and life satisfaction in medical students, universities can consider to reduce the workload, to create a supportive learning environment and to offer development opportunities.
C1 [Scheepers, Renee A.; Hilverda, Femke; Vollmann, Manja] Erasmus Univ, Erasmus Sch Hlth Policy & Management, Dept Socio Med Sci, Burgemeester Oudlaan 50,POB 1738, NL-3062 PA Rotterdam, Netherlands.
C3 Erasmus University Rotterdam; Erasmus University Rotterdam - Excl
   Erasmus MC
RP Scheepers, RA (corresponding author), Erasmus Univ, Erasmus Sch Hlth Policy & Management, Dept Socio Med Sci, Burgemeester Oudlaan 50,POB 1738, NL-3062 PA Rotterdam, Netherlands.
EM scheepers@eshpm.eur.nl
OI Vollmann, Manja/0000-0001-6464-775X; Hilverda, Femke/0000-0002-7542-4508
FU Netherlands Organisation for Health Research and Development (ZonMw)
FX We thank the student organisation De Geneeskundestudent, the foundation
   Stichting MEgala, Ruben O. Wissing and Rixt Bruinsma for their help with
   data collection.
CR Aamir IS., 2017, Acta Psychopathol, V3, P8, DOI [10.4172/24696676.100080, DOI 10.4172/24696676.100080]
   Almutairi H, 2022, INT J SOC PSYCHIATR, V68, P1157, DOI 10.1177/00207640221106691
   Bakker A.B., 2007, Journal of Managerial Psychology, V22, P309, DOI DOI 10.1108/02683940710733115
   Barello S, 2021, INT ARCH OCC ENV HEA, V94, P1751, DOI 10.1007/s00420-021-01669-z
   Carmona-Halty MA, 2019, FRONT PSYCHOL, V10, DOI 10.3389/fpsyg.2019.01017
   Cheung F, 2014, QUAL LIFE RES, V23, P2809, DOI 10.1007/s11136-014-0726-4
   Cho GC, 2020, J MARK ANAL, V8, P189, DOI 10.1057/s41270-020-00089-1
   de Jonge J, 2008, INT J NURS STUD, V45, P1460, DOI 10.1016/j.ijnurstu.2007.11.002
   Dyrbye LN, 2006, ACAD MED, V81, P354, DOI 10.1097/00001888-200604000-00009
   Elst TV, 2016, NURS OUTLOOK, V64, P542, DOI 10.1016/j.outlook.2016.06.004
   Frajerman A, 2019, EUR PSYCHIAT, V55, P36, DOI 10.1016/j.eurpsy.2018.08.006
   Gonzalez-Mulé E, 2021, J APPL PSYCHOL, V106, P1391, DOI 10.1037/apl0000840
   Gusy B, 2021, FRONT PUBLIC HEALTH, V9, DOI 10.3389/fpubh.2021.653440
   Gusy B, 2019, EUR J HEALTH PSYCHOL, V26, P31, DOI 10.1027/2512-8442/a000027
   Hayes AF, 2015, MULTIVAR BEHAV RES, V50, P1, DOI 10.1080/00273171.2014.962683
   Hayes AF, 2009, COMMUN MONOGR, V76, P408, DOI 10.1080/03637750903310360
   Heeneman S, 2015, MED EDUC, V49, P487, DOI 10.1111/medu.12645
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Hu Q, 2011, J VOCAT BEHAV, V79, P181, DOI 10.1016/j.jvb.2010.12.009
   Hu YY, 2012, ARCH SURG-CHICAGO, V147, P212, DOI 10.1001/archsurg.2011.312
   Jagodics B., 2022, Trends Psychol, V31, P757, DOI DOI 10.1007/S43076-021-00137-4
   Kristensen TS, 2005, WORK STRESS, V19, P192, DOI 10.1080/02678370500297720
   Lesener T, 2020, INT J ENV RES PUB HE, V17, DOI 10.3390/ijerph17145183
   Lesener T, 2019, WORK STRESS, V33, P76, DOI 10.1080/02678373.2018.1529065
   Li WZ, 2022, J CHILD PSYCHOL PSYC, V63, P1222, DOI 10.1111/jcpp.13606
   Lyndon MP, 2014, PERSPECT MED EDUC, V3, P405, DOI 10.1007/s40037-014-0148-6
   Maslach C, 2001, ANNU REV PSYCHOL, V52, P397, DOI 10.1146/annurev.psych.52.1.397
   Mokgele KRF, 2014, S AFR J PSYCHOL, V44, P514, DOI 10.1177/0081246314541589
   Mokgele KRF., 2014, Study Demands, Study Resources and WellBeing of First Year Students in South African Higher Education Institutions
   OECD, 2013, OECD Guidelines on Measuring Subjective WellBeing, P249, DOI [10.1787/97892641916559en, DOI 10.1787/97892641916559EN]
   Pines A., 1988, Career burnout: Causes and cures
   Salmela-Aro K., 2022, Handbook of Research on Student Engagement, P77, DOI [10.1007/978-3-031-07853-8_4, DOI 10.1007/97830310785384]
   Schaufeli WB, 2002, J CROSS CULT PSYCHOL, V33, P464, DOI 10.1177/0022022102033005003
   Schaufeli WB, 2001, PSYCHOL HEALTH, V16, P501, DOI 10.1080/08870440108405523
   Scheepers RA, 2023, HUM RESOUR HEALTH, V21, DOI 10.1186/s12960-023-00847-z
   Scheepers RA, 2020, MED EDUC, V54, P499, DOI 10.1111/medu.14173
   Scheepers RA, 2017, ACAD MED, V92, P1472, DOI 10.1097/ACM.0000000000001719
   Shapiro J, 2016, ACAD MED, V91, P1200, DOI 10.1097/ACM.0000000000001297
   Shiron A., 1989, INT REV IND ORG PSYC, P25
   Stegers-Jager KM, 2020, MED EDUC, V54, P538, DOI 10.1111/medu.14068
   Versteeg M, 2022, FRONT PUBLIC HEALTH, V10, DOI 10.3389/fpubh.2022.849594
   Verweij H, 2017, ADV HEALTH SCI EDUC, V22, P803, DOI 10.1007/s10459-016-9710-9
   Verweij H, 2017, PERSPECT MED EDUC, V6, P227, DOI 10.1007/s40037-017-0364-y
   Vollmann M., 2023, Do studyrelated and personal resources buffer the impact of study demands on academic burnout among university students?, DOI [10.25397/eur.24639552, DOI 10.25397/EUR.24639552]
   Vollmann M, 2024, EUR J PSYCHOL EDUC, DOI 10.1007/s10212-023-00779-1
   Wallace JE, 2009, LANCET, V374, P1714, DOI 10.1016/S0140-6736(09)61424-0
   Wallace JE, 2007, SOC SCI MED, V64, P2565, DOI 10.1016/j.socscimed.2007.03.016
   Wang QH, 2022, BMC MED EDUC, V22, DOI 10.1186/s12909-022-03326-6
   Wei CW, 2022, FRONT PUBLIC HEALTH, V10, DOI 10.3389/fpubh.2022.906788
   Winer ES, 2016, J CLIN PSYCHOL, V72, P947, DOI 10.1002/jclp.22298
   Wissing RO, 2022, BMC MED EDUC, V22, DOI 10.1186/s12909-022-03337-3
NR 51
TC 0
Z9 0
U1 1
U2 1
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0308-0110
EI 1365-2923
J9 MED EDUC
JI Med. Educ.
PD 2024 JUN 11
PY 2024
DI 10.1111/medu.15456
EA JUN 2024
PG 10
WC Education, Scientific Disciplines; Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Health Care Sciences & Services
GA TU0V3
UT WOS:001243662600001
PM 38863256
OA hybrid
DA 2024-07-15
ER

PT J
AU Mongrain, K
   Simmons, A
   Shore, I
   Prinja, X
   Reaume, M
AF Mongrain, Kelsey
   Simmons, Alexander
   Shore, Isabel
   Prinja, Xavier
   Reaume, Michael
TI Side-by-Side: A One-on-One Peer Support Program for Medical Students
SO ACADEMIC MEDICINE
LA English
DT Article
ID DEPRESSION; BURNOUT
AB Problem Medical students experience high levels of burnout and face barriers to accessing support services. However, few studies have considered the feasibility and/or effectiveness of one-on-one peer support programs for medical students. This report aims to describe the development and implementation of such a program, the Side-by-Side Peer Support Program, at the University of Ottawa (August 2018-June 2020). Approach Thirty-five medical students enrolled at the University of Ottawa Faculty of Medicine were selected to participate in a training course aimed at developing the skills necessary to provide one-on-one support to their peers. The main responsibilities of peer supporters were to reach out to classmates, particularly those displaying changes in their usual behavior that might be indicative of mental illness, to provide basic counseling, and to refer at-risk students to professional services. Peer supporters offered weekly hours during which classmates could contact them for support. Information on interactions between students and peer supporters was recorded in an electronic database. An end-of-year survey collected information on barriers to seeking help perceived by medical students. Outcomes A total of 303 interactions were recorded. Interactions took place in various formats, including in-person, via telephone or video call, or via texting or online messaging. Interactions were initiated by both students and peer supporters. Survey respondents identified more barriers to seeking help from Faculty of Medicine services than Side-by-Side, including fear of impact on career (22.2% vs 2.5%; P < .01) and belief that the services would not be helpful (42.0% vs 23.5%; P = .02). Next Steps The authors plan to quantify well-being through academic engagement metrics as well as mental health outcome metrics in future studies. Future studies should also consider whether peer support increases help-seeking behaviors and/or the use of professional services.
C1 [Mongrain, Kelsey] Queens Univ, Family Med, Sch Med, Kingston, ON, Canada.
   [Simmons, Alexander] Univ Toronto, Temerty Fac Med, Psychiat, Toronto, ON, Canada.
   [Shore, Isabel] Univ Ottawa, Fac Med, Ottawa, ON, Canada.
   [Prinja, Xavier] Univ Ottawa, Human kinet, Fac Hlth Sci, Ottawa, ON, Canada.
   [Reaume, Michael] Univ Manitoba, Max Rady Coll Med, Internal Med, Winnipeg, MB, Canada.
C3 Queens University - Canada; University of Toronto; University of Ottawa;
   University of Ottawa; University of Manitoba
RP Reaume, M (corresponding author), Univ Manitoba, Hlth Sci Ctr, 820 Sherbrooke St,Room GC430, Winnipeg, MB R3A 1R9, Canada.
EM kmong013@uottawa.ca; asimm075@uottawa.ca; reaumem@myumanitoba.ca
FU Aesculapian Society; Student Affairs Office
FX The authors wish to thank all of the students involved in the planning,
   development, and/or operational leadership of the Side-by-Side Peer
   Support Program: Matthew Arora, Marina Atalla, Mario Corrado, Dorsa
   Mavedatnia, Gabrielle Ouellette, Lindsey Symons, Peter Feige, Sebastien
   Maille, Caragh Miller, and Jean Wang. The authors also want to
   acknowledge the support of the Aesculapian Society and the Student
   Affairs Office, particularly Dr. Kay-Anne Haykal, as well as all of the
   counsellors and administrators for their ongoing input and support. The
   authors want to thank Dr. Mamta Gautam for her continuous guidance and
   support throughout the development phase of the program. The authors are
   also immensely grateful for the dedication of all of the peer
   supporters, who are fundamental to the success of the program. Lastly,
   the authors want to express their heartfelt gratitude to the late Ryan
   Seguin for his invaluable contribution to the program and his dedication
   to peer support and student wellness and for whom the authors have
   renamed the program as the Ryan Seguin Peer Support Program.
CR Brazeau CMLR, 2014, ACAD MED, V89, P1520, DOI 10.1097/ACM.0000000000000482
   Creamer MC, 2012, J TRAUMA STRESS, V25, P134, DOI 10.1002/jts.21685
   Dyrbye LN, 2014, ACAD MED, V89, P443, DOI 10.1097/ACM.0000000000000134
   Firth-Cozens J, 2001, SOC SCI MED, V52, P215, DOI 10.1016/S0277-9536(00)00221-5
   Ishak W, 2013, CLIN TEACH, V10, P242, DOI 10.1111/tct.12014
   Moir F, 2018, ADV MED EDUC PRACT, V9, P323, DOI 10.2147/AMEP.S137384
   Mongrain K., 2019, 6 CANADIAN C PHYS HL
   Rotenstein LS, 2016, JAMA-J AM MED ASSOC, V316, P2214, DOI 10.1001/jama.2016.17324
   Shanafelt TD, 2012, ARCH INTERN MED, V172, P1377, DOI 10.1001/archinternmed.2012.3199
   Storrie K, 2010, INT J NURS PRACT, V16, P1, DOI 10.1111/j.1440-172X.2009.01813.x
NR 10
TC 2
Z9 2
U1 0
U2 2
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA
SN 1040-2446
EI 1938-808X
J9 ACAD MED
JI Acad. Med.
PD AUG
PY 2022
VL 97
IS 8
BP 1170
EP 1174
DI 10.1097/ACM.0000000000004704
PG 5
WC Education, Scientific Disciplines; Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Health Care Sciences & Services
GA 3L3LG
UT WOS:000834665000043
PM 35917544
OA Bronze
DA 2024-07-15
ER

PT J
AU Guo, SY
   Wu, Q
   Smokowski, PR
   Bacallao, M
   Evans, CBR
   Cotter, KL
AF Guo, Shenyang
   Wu, Qi
   Smokowski, Paul R.
   Bacallao, Martica
   Evans, Caroline B. R.
   Cotter, Katie L.
TI A Longitudinal Evaluation of the Positive Action Program in a
   Low-Income, Racially Diverse, Rural County: Effects on Self-Esteem,
   School Hassles, Aggression, and Internalizing Symptoms
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE School-based interventions; Positive Action; Self-esteem; Aggression;
   Rural; Propensity score analysis
ID CHARACTER DEVELOPMENT PROGRAM; RANDOMIZED CONTROLLED-TRIAL; BULLYING
   BEHAVIORS; PROPENSITY SCORE; URBAN-SCHOOLS; MATCHED-PAIR; STUDENTS;
   ADOLESCENTS; HEALTH; YOUTH
AB Positive Action is a school-based program that aims to decrease problem behaviors (e.g., violence, substance use) and increase positive behaviors (e.g., school engagement, academic achievement). Although a number of studies have shown that Positive Action successfully achieves these goals, few studies have evaluated the program's effectiveness in rural schools. Given that rural youth are at an increased risk for risky behaviors (e.g., violence, substance use), this is a critical gap in the existing Positive Action research base. The current study assesses the impact of Positive Action on change rates of self-esteem, school hassles, aggression, and internalizing symptoms in a group (N = 1246, 52 % female) of ethnically/racially diverse (27 % White, 23 % African American, 12 % mixed race/other, 8 % Latino, 30 % as American Indian) middle school youth (age range 9-20) located in two violent, low-income rural counties in North Carolina. One county engaged in Positive Action over the 3-year study window while the other county did not. Following multiple imputation and propensity score analysis, 4 two-level hierarchical linear models were run using each of the outcome measures as dependent variables. The results indicate that the program generates statistically significant beneficial effects for youth from the intervention county on self-esteem scores and school hassles scores. Although the program generates beneficial effects for intervention youth on the change in aggression scores, the finding is not statistically significant. The finding on the change in internalizing scores shows a non-significant detrimental effect: the youth from the comparison county have lower internalizing scores than those from the intervention county. Implications are discussed.
C1 [Guo, Shenyang] Washington Univ, Brown Sch Social Work, St Louis, MO 63130 USA.
   [Wu, Qi; Evans, Caroline B. R.] Univ N Carolina, Sch Social Work, Chapel Hill, NC 27599 USA.
   [Smokowski, Paul R.; Bacallao, Martica] Univ Kansas, Sch Social Welf, Lawrence, KS 66045 USA.
   [Cotter, Katie L.] Arizona State Univ, Sch Social Work, Phoenix, AZ 85004 USA.
C3 Washington University (WUSTL); University of North Carolina; University
   of North Carolina Chapel Hill; University of Kansas; Arizona State
   University; Arizona State University-Downtown Phoenix
RP Guo, SY (corresponding author), Washington Univ, Brown Sch Social Work, CB 1196,One Brookings Dr, St Louis, MO 63130 USA.
EM s.guo@wustl.edu; qiwu@email.unc.edu; smokowski@ku.edu;
   marticabacallao@gmail.com; careyrobertson@gmail.com;
   katie.cotter@asu.edu
RI Berger, Emily/N-7268-2017; Wu, Qi/F-5347-2018
OI Berger, Emily/0000-0001-5550-807X; Stalker, Katie/0000-0003-2857-0868
FU U.S. Centers for Disease Control and Prevention's National Center for
   Injury Prevention and Control [5 U01 CE001948-03]
FX Funding for this research was provided through a cooperative agreement
   with the U.S. Centers for Disease Control and Prevention's National
   Center for Injury Prevention and Control (5 U01 CE001948-03).
CR Achenbach TM, 2001, ASEBA preschool forms profiles: An integrated system of multi-informant assessment
   Allison P.D., 2002, MISSING DATA
   [Anonymous], STAT COUNT QUICK FAC
   [Anonymous], 2014, RESULTS 2013 NATL SU
   [Anonymous], 2015, PROPENSITY SCORE ANA
   [Anonymous], 2007, 2007040 NCES
   Atav S, 2002, FAM COMMUNITY HEALTH, V25, P53, DOI 10.1097/00003727-200207000-00007
   Barnett T., 2015, NONMEDICAL PRESCRIPT
   Bavarian N, 2013, J SCHOOL HEALTH, V83, P771, DOI 10.1111/josh.12093
   Beets MW, 2009, AM J PUBLIC HEALTH, V99, P1438, DOI 10.2105/AJPH.2008.142919
   Blueprints for Healthy Youth Development, 2012, PROGR CRIT
   Bowen G., 2005, The reliability and validity of the School Success Profile
   Bowen G.L., 2008, The School Success Profile
   Bryk AnthonyS, 2002, HIERARCHICAL LINEAR, V1
   Bureau of Labor Statistics, 2012, LOC AR UN STAT MAP
   Centers for Disease Control and Prevention (CDC), 2013, 1995 2013 MIDDL SCH
   Cohen J, 2009, TEACH COLL REC, V111, P180
   Deal T.E., 2009, SHAPING SCH CULTURE, V2nd
   Derdikman-Eiron R, 2011, SCAND J PSYCHOL, V52, P261, DOI 10.1111/j.1467-9450.2010.00859.x
   Donnellan MB, 2005, PSYCHOL SCI, V16, P328, DOI 10.1111/j.0956-7976.2005.01535.x
   DuBois D.L., 2009, EMERGING THEORIES HL, V2nd, P97
   Dulmus C.N., 2004, Stress, Trauma, and Crisis, V7, P1, DOI DOI 10.1080/15434610490281093
   Erikson E., 1950, Childhood and society
   Finley C., 2013, 3 ANN TEEN PREGN PRE
   Flay B R, 2001, Prev Sci, V2, P71, DOI 10.1023/A:1011591613728
   Flay BR, 2003, AM J HEALTH BEHAV, V27, pS6
   Geertz C., 1973, INTERPRETATION CULTU
   GIL AG, 1994, J COMMUNITY PSYCHOL, V22, P43, DOI 10.1002/1520-6629(199401)22:1<43::AID-JCOP2290220106>3.0.CO;2-T
   Greene H.W., 2008, ECONOMETRIC ANAL, V6th
   HORVITZ DG, 1952, J AM STAT ASSOC, V47, P663, DOI 10.2307/2280784
   Huitsing G, 2012, SOC NETWORKS, V34, P379, DOI 10.1016/j.socnet.2010.07.002
   Imbens GW, 2009, J ECON LIT, V47, P5, DOI 10.1257/jel.47.1.5
   Imbens GW, 2004, REV ECON STAT, V86, P4, DOI 10.1162/003465304323023651
   Lee CH, 2012, J INTERPERS VIOLENCE, V27, P2437, DOI 10.1177/0886260511433508
   Lewis KM, 2013, J ADOLESCENT HEALTH, V53, P706, DOI 10.1016/j.jadohealth.2013.06.012
   Lewis KM, 2013, AM J PREV MED, V44, P622, DOI 10.1016/j.amepre.2013.01.030
   Li KK, 2011, PSYCHOL HEALTH, V26, P187, DOI 10.1080/08870446.2011.531574
   Nansel TR, 2001, JAMA-J AM MED ASSOC, V285, P2094, DOI 10.1001/jama.285.16.2094
   National Institute of Justice, 2015, PROGR PROF POS ACT
   National Registry of Evidence-Based Programs and Practices, 2014, MIN REQ
   NC State Center for Health Statistics, 2015, N CAR STAT COUNT TRE
   Positive Action, 2015, POS ACT OV
   Price M, 2013, SCH MENT HEALTH, V5, P183, DOI 10.1007/s12310-013-9104-6
   PRINZ RJ, 1979, J APPL BEHAV ANAL, V12, P691, DOI 10.1901/jaba.1979.12-691
   Robers S., 2013, INDICATORS SCH CRIME
   ROSENBAUM PR, 1983, BIOMETRIKA, V70, P41, DOI 10.1093/biomet/70.1.41
   ROSENBAUM PR, 1985, AM STAT, V39, P33, DOI 10.2307/2683903
   Rosenberg M., 2015, Society and the adolescent self-image
   Rubin DonaldB., 1987, MULTIPLE IMPUTATIONS
   Smokowski P. R., 2015, AGGRESSIVE IN PRESS
   Smokowski PR, 2014, DEV PSYCHOPATHOL, V26, P1495, DOI 10.1017/S0954579414001163
   Snyder Frank, 2010, J Res Educ Eff, V3, P26
   Snyder FJ, 2013, AM J HEALTH PROMOT, V28, P50, DOI 10.4278/ajhp.120419-QUAN-207.2
   U. S. Department of Education, 2007, WHAT WORKS CLEAR HOU
   U.S. Department of Education, 2009, SAV DISC DRUG FREE S
   U.S. Department of Justice, 2001, 211106 NCJ US DEP JU
   Washburn IJ, 2011, PREV SCI, V12, P314, DOI 10.1007/s11121-011-0230-9
   Witherspoon D, 2011, J YOUTH ADOLESCENCE, V40, P1077, DOI 10.1007/s10964-010-9614-6
NR 58
TC 30
Z9 38
U1 2
U2 49
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD DEC
PY 2015
VL 44
IS 12
SI SI
BP 2337
EP 2358
DI 10.1007/s10964-015-0358-1
PG 22
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA CV8XZ
UT WOS:000364572900010
PM 26411991
DA 2024-07-15
ER

PT J
AU Lai, HM
AF Lai, Hui-Min
TI Understanding what determines university students' behavioral engagement
   in a group-based flipped learning context
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Improving classroom teaching; Pedagogical issues; Teaching; learning
   strategies
ID EXPECTANCY-VALUE THEORY; TASK-DIFFICULTY; ACADEMIC ENGAGEMENT; SCHOOL
   ENGAGEMENT; ATTAINMENT VALUE; COGNITIVE LOAD; SELF-EFFICACY; CLASSROOM;
   ACHIEVEMENT; MOTIVATION
AB Flipped learning emphasizes substantial peer interaction, and most teachers use groups for discussions or to assign tasks. The purpose of this study was to develop and test a student behavioral engagement model in a group-based flipped learning context by drawing on expectancy-value theory (EVT) and an interactional psychology perspective. Since interactional psychology considers human behavior a function of interaction between an individual and an encountered situation, we developed and tested a research model to explore interactions between the subjective (interest and utility) value of courses, expectancy beliefs (perceived task difficulty), and a group factor (group peer interaction) and their association with students' behavioral engagement in a group-based flipped learning context. Based on data from a survey of 276 students in 78 groups in 8 classes of 2 management courses at a Taiwanese university, we used moderated multiple regression (MMR) to examine the study hypotheses. The results showed that (1) interest value and utility value were positively associated with students' behavioral engagement, (2) the positive association between interest value and students' behavioral engagement was weak under conditions of high perceived task difficulty, (3) a negative linear relationship existed between perceived task difficulty and students' behavioral engagement, and (4) group peer interaction was positively associated with students' behavioral engagement. Additionally, group peer interaction moderated the nonlinear relationship between perceived task difficulty and students' behavioral engagement, in that, when group peer interaction was high and perceived task difficulty was moderate, students' behavioral engagement was high, and (5) the positive association between utility value and students' behavioral engagement was strong under conditions of high group peer interaction. Based on the findings, we provide suggestions for teachers intending to use groupbased flipped learning.
C1 [Lai, Hui-Min] Natl Taichung Univ Sci & Technol, Dept Business Adm, 129 Sec 3,Sanmin Rd, Taichung 404, Taiwan.
C3 National Taichung University of Science & Technology
RP Lai, HM (corresponding author), Natl Taichung Univ Sci & Technol, Dept Business Adm, 129 Sec 3,Sanmin Rd, Taichung 404, Taiwan.
EM hmin@nutc.edu.tw
RI Lai, Hui-Min/HKF-6178-2023
OI Lai, Hui-Min/0000-0002-5615-2199
FU Ministry of Science and Technology, Taiwan, R.O.C [MOST
   108-2511-H-025-004-MY2]
FX This study was supported by the Ministry of Science and Technology,
   Taiwan, R.O.C (Grant number: MOST 108-2511-H-025-004-MY2).
CR Abeysekera L, 2015, HIGH EDUC RES DEV, V34, P1, DOI 10.1080/07294360.2014.934336
   Albrecht SL, 2020, INT J HUM RESOUR MAN, V31, P657, DOI 10.1080/09585192.2017.1362660
   Andersen L, 2016, SCI EDUC, V100, P57, DOI 10.1002/sce.21197
   [Anonymous], 2000, PSYCHOL LEARNING INS
   ATKINSON JW, 1957, PSYCHOL REV, V64, P359, DOI 10.1037/h0043445
   Bandura A., 1996, SOCIAL FDN THOUGHT A, DOI DOI 10.5465/AMR.1987.4306538
   Berger JL, 2011, LEARN INSTR, V21, P416, DOI 10.1016/j.learninstruc.2010.06.002
   Bishop JL, 2013, ASEE ANNU CONF EXPO
   Blasco-Arcas L, 2013, COMPUT EDUC, V62, P102, DOI 10.1016/j.compedu.2012.10.019
   Blume F, 2021, Z ERZIEHWISS, V24, P367, DOI 10.1007/s11618-021-01011-w
   Bond M, 2020, COMPUT EDUC, V151, DOI 10.1016/j.compedu.2020.103819
   Brahimi T, 2015, COMPUT HUM BEHAV, V51, P604, DOI 10.1016/j.chb.2015.03.013
   Browne MW., 1993, Testing Structural Equation Models, P136, DOI DOI 10.1177/0049124192021002005
   Burke AS, 2017, ACT LEARN HIGH EDUC, V18, P11, DOI 10.1177/1469787417693487
   Chae SW, 2015, COMPUT HUM BEHAV, V42, P83, DOI 10.1016/j.chb.2014.03.032
   Cheng SC, 2022, INTERACT LEARN ENVIR, V30, P1751, DOI 10.1080/10494820.2020.1765395
   Chirinos D. S., 2017, EXAMINING DIMENSIONS
   Cornelisz I, 2018, J COMPUT ASSIST LEAR, V34, P828, DOI 10.1111/jcal.12292
   CRONBACH LJ, 1987, PSYCHOL BULL, V102, P414, DOI 10.1037/0033-2909.102.3.414
   Crook C, 2019, BRIT J EDUC TECHNOL, V50, P485, DOI 10.1111/bjet.12757
   Curran PJ, 1996, PSYCHOL METHODS, V1, P16, DOI 10.1037//1082-989X.1.1.16
   de Araujo Z, 2017, TEACH TEACH EDUC, V62, P60, DOI 10.1016/j.tate.2016.11.006
   Deci E. L., 1985, INTRINSIC MOTIVATION
   Deemer ED, 2018, MOTIV EMOTION, V42, P200, DOI 10.1007/s11031-017-9649-z
   DOLL WJ, 1994, MIS QUART, V18, P453, DOI 10.2307/249524
   Eccles J, 1983, ACHIEVEMENT ACHIEVEM, P75, DOI DOI 10.1006/CEPS.1999.1015
   Eccles JS, 2020, CONTEMP EDUC PSYCHOL, V61, DOI 10.1016/j.cedpsych.2020.101859
   ECCLES JS, 1995, PERS SOC PSYCHOL B, V21, P215, DOI 10.1177/0146167295213003
   Eccles JS, 2005, SEARCH I SER DEV ATT, P237
   Eccles JS, 2002, ANNU REV PSYCHOL, V53, P109, DOI 10.1146/annurev.psych.53.100901.135153
   Elmaadaway MAN, 2018, BRIT J EDUC TECHNOL, V49, P479, DOI 10.1111/bjet.12553
   Feldon DF, 2019, EDUC PSYCHOL REV, V31, P319, DOI 10.1007/s10648-019-09464-6
   Fishbein Martin., 1975, Attitude, Intention and Behavior: An Introduction to Theory and Research
   Flipped Learning Network F., 2014, 4 PILL F L I P T
   FORNELL C, 1981, J MARKETING RES, V18, P39, DOI 10.2307/3151312
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Gasiewski JA, 2012, RES HIGH EDUC, V53, P229, DOI 10.1007/s11162-011-9247-y
   Hair J. F., 2006, MULTIVARIATE DATA AN, DOI DOI 10.1016/J.IJPHARM.2011.02.019
   Henseler J, 2016, IND MANAGE DATA SYST, V116, P2, DOI 10.1108/IMDS-09-2015-0382
   Hidi S, 2006, EDUC PSYCHOL-US, V41, P111, DOI 10.1207/s15326985ep4102_4
   Hodgson TR, 2017, INT J EDUC MATH SCI, V5, P248, DOI 10.18404/ijemst.296538
   HOWARD HS, 1994, J ORGAN BEHAV, V15, P399
   Hulleman CS, 2016, SPRINGER SER HUM EXC, P241, DOI 10.1007/978-3-319-28606-8_10
   Hulleman CS, 2009, SCIENCE, V326, P1410, DOI 10.1126/science.1177067
   Jiang Y, 2018, CONTEMP EDUC PSYCHOL, V54, P139, DOI 10.1016/j.cedpsych.2018.06.005
   Kahu E, 2015, J FURTH HIGH EDUC, V39, P481, DOI 10.1080/0309877X.2014.895305
   Kankanhalli A, 2005, MIS QUART, V29, P113, DOI 10.2307/25148670
   Karaaslan H., 2017, Journal of Language Linguistics Studies, V13, P643
   Kong SC, 2014, COMPUT EDUC, V78, P160, DOI 10.1016/j.compedu.2014.05.009
   Laal M, 2013, PROCD SOC BEHV, V93, P286, DOI 10.1016/j.sbspro.2013.09.191
   Lai HM, 2018, COMPUT EDUC, V124, P37, DOI 10.1016/j.compedu.2018.05.013
   Leaper C, 2011, ADV CHILD DEV BEHAV, V40, P337
   Lei H, 2018, SOC BEHAV PERSONAL, V46, P517, DOI 10.2224/sbp.7054
   Lo CK, 2018, ETR&D-EDUC TECH RES, V66, P793, DOI 10.1007/s11423-018-9578-x
   Lynch R, 2019, IRISH EDUC STUD, V38, P89, DOI 10.1080/03323315.2018.1512889
   Lynch R, 2013, EDUC RES-UK, V55, P291, DOI 10.1080/00131881.2013.825165
   Marchand GC, 2017, J EXP EDUC, V85, P87, DOI 10.1080/00220973.2015.1107522
   Martin DP, 2015, J SCHOOL PSYCHOL, V53, P359, DOI 10.1016/j.jsp.2015.07.001
   McCormick BW, 2019, J OCCUP ORGAN PSYCH, V92, P30, DOI 10.1111/joop.12234
   Meyer DK, 2002, EDUC PSYCHOL-US, V37, P17, DOI 10.1207/00461520252828528
   Munir MT, 2018, EDUC CHEM ENG, V23, P25, DOI 10.1016/j.ece.2018.05.001
   Myers R., 1990, CLASSICAL MODERN REG, V2nd
   Nunnally JC., 1978, Psychometric Methods, V2nd
   O'Flaherty J, 2015, INTERNET HIGH EDUC, V25, P85, DOI 10.1016/j.iheduc.2015.02.002
   Pee LG, 2017, J KNOWL MANAG, V21, P432, DOI 10.1108/JKM-10-2016-0437
   Podsakoff PM, 2003, J APPL PSYCHOL, V88, P879, DOI 10.1037/0021-9010.88.5.879
   Priess-Groben HA, 2017, J YOUTH ADOLESCENCE, V46, P1318, DOI 10.1007/s10964-016-0579-y
   Putwain DW, 2019, LEARN INSTR, V60, P117, DOI 10.1016/j.learninstruc.2018.11.005
   Qureshi A, 2016, LEARN INDIVID DIFFER, V51, P349, DOI 10.1016/j.lindif.2016.08.026
   Ranellucci J, 2021, CONTEMP EDUC PSYCHOL, V65, DOI 10.1016/j.cedpsych.2021.101966
   Ryan R.M., 1994, J EARLY ADOLESCENCE, V14, P226, DOI [10.1177/027243169401400207, DOI 10.1177/027243169401400207]
   Schnettler T, 2020, MOTIV EMOTION, V44, P491, DOI 10.1007/s11031-020-09822-w
   Schwarzenberg P, 2018, J COMPUT HIGH EDUC, V30, P237, DOI 10.1007/s12528-017-9159-8
   Shah J, 1997, J PERS SOC PSYCHOL, V73, P447, DOI 10.1037/0022-3514.73.3.447
   Simon HA, 1991, ORGAN SCI, V2, P125, DOI 10.1287/orsc.2.1.125
   Sohrabi B, 2016, COMPUT HUM BEHAV, V60, P514, DOI 10.1016/j.chb.2016.02.056
   Spinath B, 2012, J EDUC PSYCHOL, V104, P1135, DOI 10.1037/a0028115
   Steen-Utheim AT, 2018, TEACH HIGH EDUC, V23, P307, DOI 10.1080/13562517.2017.1379481
   Strayer J., 2012, Learning Environments Research, V15, P171, DOI [DOI 10.1007/S10984-012-9108-4, 10.1007/s10984-012-9108-4]
   Subramaniam SR, 2019, TECHNOL KNOWL LEARN, V24, P355, DOI 10.1007/s10758-017-9343-y
   Sun YQ, 2012, DECIS SUPPORT SYST, V53, P12, DOI 10.1016/j.dss.2011.10.006
   Symes W, 2016, BRIT J EDUC PSYCHOL, V86, P446, DOI 10.1111/bjep.12117
   Taylor S, 1995, MIS QUART, V19, P561, DOI 10.2307/249633
   Terborg J.R., 1981, Academy of Management Journal, V6, P569, DOI [DOI 10.2307/257635, DOI 10.5465/AMR.1981.4285691]
   Trautwein U, 2012, J EDUC PSYCHOL, V104, P763, DOI 10.1037/a0027470
   Tsai MN, 2020, THINK SKILLS CREAT, V38, DOI 10.1016/j.tsc.2020.100747
   Umbreit J, 2004, J POSIT BEHAV INTERV, V6, P13, DOI 10.1177/10983007040060010301
   van Merriënboer JJG, 2005, EDUC PSYCHOL REV, V17, P147, DOI 10.1007/s10648-005-3951-0
   Wan ZY, 2012, J MANAGE INFORM SYST, V29, P307, DOI 10.2753/MIS0742-1222290109
   Wang FH, 2019, COMPUT EDUC, V142, DOI 10.1016/j.compedu.2019.103653
   Wang FH, 2017, COMPUT EDUC, V114, P79, DOI 10.1016/j.compedu.2017.06.012
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Weiner B., 1992, Human motivation: Metaphors, theories, and research
   WHEATON B, 1987, SOCIOL METHOD RES, V16, P118, DOI 10.1177/0049124187016001005
   Wigfield A, 2000, CONTEMP EDUC PSYCHOL, V25, P68, DOI 10.1006/ceps.1999.1015
   Wigfield A, 2010, DEV REV, V30, P1, DOI 10.1016/j.dr.2009.12.001
   Yeo GB, 2004, J APPL PSYCHOL, V89, P231, DOI 10.1037/0021-9010.89.2.231
NR 97
TC 20
Z9 21
U1 11
U2 67
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
EI 1873-782X
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2021
VL 173
AR 104290
DI 10.1016/j.compedu.2021.104290
EA JUL 2021
PG 17
WC Computer Science, Interdisciplinary Applications; Education &
   Educational Research
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science; Education & Educational Research
GA TZ5ZA
UT WOS:000684549200001
DA 2024-07-15
ER

PT J
AU Akalin, S
   Sucuoglu, B
AF Akalin, Selma
   Sucuoglu, Bulbin
TI Effects of Classroom Management Intervention Based on Teacher Training
   and Performance Feedback on Outcomes of Teacher-Student Dyads in
   Inclusive Classrooms
SO EDUCATIONAL SCIENCES-THEORY & PRACTICE
LA English
DT Article
DE Inclusion; Performance feedback; Classroom management strategies; Social
   comparison; Single subject designs
ID GENERAL-EDUCATION SETTINGS; FOLLOW-UP STRATEGIES; LEARNING-DISABILITIES;
   IMPLEMENTATION; BEHAVIOR; CONSULTATION; PRAISE; ACCEPTABILITY;
   ADOLESCENTS; INTEGRITY
AB Teacher training and teacher quality are an important part of the education system, therefore there is a need for new training programs for teachers to gain new knowledge and skills and to support their professional development. In recent years, new programs have been developed to offer knowledge and experience to teachers, and different methods such as consulting to increase the effectiveness of these programs have been suggested. One of these methods is performance feedback which can desirably change teacher behaviors and offer teachers opportunities to experience applying these newly learned methods in their classrooms. The purpose of this study is to examine the effectiveness of performance feedback (PF) which was given daily to teachers following their training in classroom management strategies on the outcome of teacher-student dyads. This study was conducted using three teachers working in mainstreaming classes and their students with special needs. A single-subject design, the multiple-probe design with probe conditions across subjects, and the one group pretest/post-test design were used to complete the research goal. As a result, performance feedback was found to have positive effects on teacher-use of target classroom management skills (individualization, transitions, and reinforcement). It was seen that intervention increased the preventive classroom management skills and classroom behaviors of teachers. Regarding the outcome for the children, the intervention program increased academic engagement and positive behaviors, while decreasing negative behaviors. Teacher opinions related to the performance feedback intervention were generally positive. Finally, social comparison data indicated that the intervention was socially valid, and by the end of the study the students who were participants in the research displayed more positive behaviors and less negative behaviors than the social comparison groups.
C1 [Akalin, Selma; Sucuoglu, Bulbin] Ankara Univ, Fac Educ Sci, Dept Special Educ, TR-06590 Ankara, Turkey.
C3 Ankara University
RP Akalin, S (corresponding author), Ankara Univ, Fac Educ Sci, Dept Special Educ, TR-06590 Ankara, Turkey.
EM akalinselma@gmail.com; nimetbulbin@gmail.com
RI AKALIN, SELMA/E-7640-2018
CR Akalin S., 2014, OZEL EGITIM DERGISI, V15, P19
   Akalin S., 2010, NEW WORLD SCI ACAD E, V5, P1710
   Akalin S., 2010, OZEL EGITIM DERGISI, V11, P19
   Akalm S., 2007, THESIS ANKARA U ANKA
   Akaln S., 2014, OZEL EGITIM DERGISI, V15, P57
   Alberto P.A., 2006, APPL BEHAV ANAL TEAC, V7th
   Aldemir O, 2011, THESIS ANADOLU U ESK
   Allinder RM, 1997, REM SPEC EDUC, V18, P113, DOI 10.1177/074193259701800205
   [Anonymous], 2002, ANADOLU U SOSYAL BIL
   [Anonymous], 2016, BILIMSEL ARASTIRMA Y
   [Anonymous], 2004, OZEL EGITIMDE YANLIS
   [Anonymous], 2 INT C NEW TRENDS E
   [Anonymous], EGITIM PROGRAMLARI V
   Barton EE, 2007, J EARLY INTERVENTION, V30, P55, DOI 10.1177/105381510703000105
   Batu ES, 2010, INT J EARLY CHILD SP, V2, P57
   BULGREN JA, 1993, EXCEPT CHILDREN, V59, P182, DOI 10.1177/001440299305900302
   Buyukozturk S., 2012, BILIMSEL ARASTIRMA Y
   Calvert S. C., 1986, THESIS U BRIT COLUMB
   Casey AM, 2008, J EARLY INTERVENTION, V30, P251, DOI 10.1177/1053815108319038
   Christensen L., 2004, EDUC TREAT CHILD, V27, P199
   Codding RS, 2008, J APPL BEHAV ANAL, V41, P417, DOI 10.1901/jaba.2008.41-417
   Codding RS, 2005, J APPL BEHAV ANAL, V38, P205, DOI 10.1901/jaba.2005.98-04
   Colvin G, 2009, PREV SCH FAIL, V53, P95, DOI 10.3200/PSFL.53.2.95-104
   COSSAIRT A, 1973, J APPL BEHAV ANAL, V6, P89, DOI 10.1901/jaba.1973.6-89
   Dahl N, 2007, J APPL RES INTELLECT, V20, P475, DOI 10.1111/j.1468-3148.2007.00345.x
   Demirel O., 2007, Program development in education
   Deniz S., 2010, ED RES REV, V5, P338
   Digennaro FD, 2007, J APPL BEHAV ANAL, V40, P447, DOI 10.1901/jaba.2007.40-447
   Erturk Selahattin, 1994, Egitimde Program Gelistirme
   Festinger L, 1954, HUM RELAT, V7, P117, DOI 10.1177/001872675400700202
   Fidler P., 2002, ASSESSMENT RES DIVIS, V120
   Friend M., 2002, Including students with special needs: A practical guide for classroom teachers
   Gilbertson D, 2007, J BEHAV EDUC, V16, P311, DOI 10.1007/s10864-007-9043-0
   Gök G, 2011, INT J EARLY CHILD SP, V3, P66
   Greenwood C.R., 1997, Ecobehavioral Assessment Systems Software (EBASS
   GREENWOOD CR, 1987, FOCUS EXCEPT CHILD, V19, P1
   Guner N, 2010, THESIS ANKARA U ANKA
   Guskey TR, 2002, EDUC LEADERSHIP, V59, P45
   Sanetti LMH, 2007, BEHAV MODIF, V31, P454, DOI 10.1177/0145445506297583
   Kargin T., 2005, OZEL EGITIM DERGISI, V4, P55
   Kircaali-Iftar G., 1997, TEK DENEKLI ARASTIRM
   Marzano RJ, 2003, EDUC LEADERSHIP, V61, P6
   Mautone J.A., 2006, International Journal of Behavioral Consultation and Therapy, V2, P432, DOI DOI 10.1037/H0100795
   Mesa J., 2005, BEHAVIOUR, P45
   Milli Egitim Bakanligi, 2012, UZ EG PORT
   Mitchell LC, 2007, J EARLY CHILD TEACH, V28, P353, DOI 10.1080/10901020701686617
   Mortenson BP, 1998, SCHOOL PSYCHOL REV, V27, P613
   Murdick NL, 1996, INTERV SCH CLIN, V31, P172, DOI 10.1177/105345129603100307
   Niesyn ME, 2009, PREV SCH FAIL, V53, P227, DOI 10.3200/PSFL.53.4.227-234
   Noell GH, 1997, SCHOOL PSYCHOL QUART, V12, P77, DOI 10.1037/h0088949
   Noell GH, 2000, J APPL BEHAV ANAL, V33, P271, DOI 10.1901/jaba.2000.33-271
   Noell GH, 2005, SCHOOL PSYCHOL REV, V34, P87
   Onen F., 2009, AHI EVRAN U, V10, P9
   Ozen A., 1997, 4 UL EG BIL K ESK TU
   Reinke WM, 2008, SCHOOL PSYCHOL REV, V37, P315
   Salend S.J., 1998, EFFECTIVE MAINSTREAM
   Scheeler M.C., 2004, Teacher Education and Special Education, V17, P396, DOI DOI 10.1177/088840640402700407
   Scheeler MC, 2010, REM SPEC EDUC, V31, P77, DOI 10.1177/0741932508327458
   Scruggs TE, 1996, EXCEPT CHILDREN, V63, P59, DOI 10.1177/001440299606300106
   Soodak LC, 2003, THEOR PRACT, V42, P327, DOI 10.1353/tip.2003.0050
   Soodak LC, 2006, HANDBOOK OF CLASSROOM MANAGEMENT: RESEARCH, PRACTICE, AND CONTEMPORARY ISSUES, P461
   Stichter JR, 2009, PSYCHOL SCHOOLS, V46, P172, DOI 10.1002/pits.20361
   Sucuoglu B., 2008, TED C DALL US
   Sucuoglu B., 2007, 106K127105 TUBITAK D
   Sucuoglu B., 2009, KAYNASTIRMA SINIFLAR
   Sucuoglu B., 2006, Ilkogretimde kaynastirma uygulamalari-yaklasimlar, yontemler, teknikler
   Sutherland KS, 2000, J EMOT BEHAV DISORD, V8, P2, DOI 10.1177/106342660000800101
   SZIVOS SE, 1991, J COMMUNITY APPL SOC, V1, P201, DOI 10.1002/casp.2450010303
   Timucin E. U., 2008, THESIS GAZI U ANKARA
   VANHOUTEN R, 1979, J APPL BEHAV ANAL, V12, P581, DOI 10.1901/jaba.1979.12-581
   Vuran S., 1997, THESIS ANADOLU U ESK
   Vuran S, 2008, ANK UNIV EGIT BILIM, V9, P55
   WANG MC, 1990, J EDUC RES, V84, P30, DOI 10.1080/00220671.1990.10885988
   Williamson B., 1992, CLASSROOM MANAGEMENT
   Witt JC, 1997, J APPL BEHAV ANAL, V30, P693, DOI 10.1901/jaba.1997.30-693
   Wright P., 1997, J PERS EVAL EDUC, V11, P57, DOI DOI 10.1023/A:1007999204543
   Yusuf M.O., 2006, MALAYSIAN ONLINE J I, V3, P29
NR 77
TC 26
Z9 60
U1 3
U2 53
PU EDAM
PI ISTANBUL
PA KISIKLI MH ALEMDAG CD YAN YOL SK, SBK IS MERKEZI NO 5, KAT 1 USKUDAR,
   ISTANBUL, 81190, TURKEY
SN 1303-0485
EI 2148-7561
J9 EDUC SCI-THEOR PRACT
JI Educ. Sci.-Theory Pract.
PD JUN
PY 2015
VL 15
IS 3
BP 739
EP 758
DI 10.12738/estp.2015.3.2543
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CI2VK
UT WOS:000354605300014
OA Bronze
DA 2024-07-15
ER

PT J
AU Kulturel-Konak, S
AF Kulturel-Konak, Sadan
TI Person-centered analysis of factors related to STEM students' global
   awareness
SO INTERNATIONAL JOURNAL OF STEM EDUCATION
LA English
DT Article
DE Twenty-first century skills; Assessment; Globalization; Factors; STEM
   education; Undergraduate; Interest; Knowledge; Strategic processing;
   Mixed-methods
ID CROSS-CULTURAL COMPETENCE; ENGINEERING STUDENTS; KNOWLEDGE; SENSITIVITY;
   OUTCOMES; SKILLS; MODEL
AB Background Twenty-first century communication has changed how we connect to the rest of the world. Therefore, it requires the preparation of undergraduate science, technology, engineering, and mathematics (STEM) students who are capable of coping with problems on a global scale and who can participate effectively in a global economic and civic environment. Breathtaking ability to send vast amounts of data instantly and at times globally often translates to graduates entering the workforce needing to be aware of the global community. Hence, in this study, factors related to engineering students' global awareness have been explored so that higher education institutions may consider those factors when designing programs meant to influence this competence. The current study used a validated new instrument, based on a developmental model-the Model of Domain Learning (MDL)-to gauge engineering students' growth in global awareness. The presented research is studying the following research question:What is the relation between students' curricular and co-curricular experiences and levels of global awareness classified using MDL? Results Person-centered analyses were used to answer the research question. Four hundred twenty-five engineering students, who enrolled in 18 different engineering programs in a US land-grant university, participated in this study. The study found that engineering students' engagement in extra-curricular activities was correlated with an increase of their knowledge, strategic processing, and interest in the domain of global awareness. Conclusions Based on the data analysis, students' international experiences were positively related to not only their interest and knowledge but also their strategic processing predicted by the MDL. Moreover, engineering students' international experience and high academic engagement are important variables related to their perception of increased global awareness and improved skills for international careers. Hence, higher education institutions should consider making pedagogical interventions in their programs to effectively embed international experience into students' curriculum.
C1 [Kulturel-Konak, Sadan] Penn State Univ Berks, Management Informat Syst, Tulpehocken Rd POB 7009, Reading, PA 19610 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University
RP Kulturel-Konak, S (corresponding author), Penn State Univ Berks, Management Informat Syst, Tulpehocken Rd POB 7009, Reading, PA 19610 USA.
EM sadan@psu.edu
FU National Science Foundation (NSF) [DUE-1141001]
FX NSF Disclaimer: Elements of this paper were supported by the National
   Science Foundation (NSF) grant DUE-1141001. Any opinions and findings
   expressed in this material are of the author and do not necessarily
   reflect the views of NSF.
CR Alexander P.A., 2003, Educational Researcher, V32, P10, DOI [10.3102/0013189x032008010, DOI 10.3102/0013189X032008010, 10.3102/0013189X032008010]
   Alexander PA, 2004, J EDUC PSYCHOL, V96, P545, DOI 10.1037/0022-0663.96.3.545
   Alexander PA, 1995, J EDUC PSYCHOL, V87, P559, DOI 10.1037/0022-0663.87.4.559
   Alexander PA, 1997, CONTEMP EDUC PSYCHOL, V22, P125, DOI 10.1006/ceps.1997.0927
   Ang S, 2006, GROUP ORGAN MANAGE, V31, P100, DOI 10.1177/1059601105275267
   [Anonymous], 2009, SAGE HDB INTERCULTUR
   Bacher J., 2004, SPSS TWOSTEP CLUSTER, V2004
   BENNETT MJ, 1986, INT J INTERCULT REL, V10, P179, DOI 10.1016/0147-1767(86)90005-2
   Braskamp L.A., 2014, GLOBAL PERSPECTIVE I
   Clarke V., 2004, J RES INT EDUC, V3, P51, DOI DOI 10.1177/1475240904041461
   Corbitt J.N., 1998, Global awareness profile
   Deardorff D.K., 2015, Research methods in intercultural communication: A practical guide
   Downey GL, 2006, J ENG EDUC, V95, P107, DOI 10.1002/j.2168-9830.2006.tb00883.x
   Engberg ME, 2016, HIGH EDUC, V71, P21, DOI 10.1007/s10734-015-9886-6
   Fantini A.E., 2009, SAGE HDB INTERCULTUR, P456, DOI DOI 10.4135/9781071872987.N27
   Fawson K, 2012, 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012), P3813
   Ferguson CW, 2013, THESIS
   Green W, 2019, J STUD INT EDUC, V23, P10, DOI 10.1177/1028315318814266
   Guo Q, 2019, WILEY HDB GLOBAL WOR
   Hammer MR, 2003, INT J INTERCULT REL, V27, P421, DOI 10.1016/S0147-1767(03)00032-4
   Hanvey R.G., 1976, THEOR PRACT, V21, P162
   Harrison N, 2012, INT J INTERCULT REL, V36, P224, DOI 10.1016/j.ijintrel.2011.03.007
   Henseler J, 2015, J ACAD MARKET SCI, V43, P115, DOI 10.1007/s11747-014-0403-8
   Howard MC, 2018, ORGAN RES METHODS, V21, P846, DOI 10.1177/1094428117744021
   Huang LH, 2017, INNOV EDUC TEACH INT, V54, P184, DOI 10.1080/14703297.2016.1184098
   Jesiek BK, 2012, INT J ENG EDUC, V28, P144
   Jesiek B.K., 2014, ONLINE J GLOBAL ENG, V8, P1
   Kang JH, 2018, INNOV EDUC TEACH INT, V55, P683, DOI 10.1080/14703297.2017.1294987
   Kelly C, 1987, CROSS CULTURAL ADAPT
   Killick D, 2012, J STUD INT EDUC, V16, P372, DOI 10.1177/1028315311431893
   Kim R., 2005, Journal of Studies in International Education, V9, P265
   Kline B., 2005, PRINCIPLES PRACTICE
   Knight DB, 2014, EDUC EVAL POLICY AN, V36, P145, DOI 10.3102/0162373713504987
   Kulturel-Konak Sadan, 2015, International Journal of Quality Assurance in Engineering and Technology Education, V4, P33, DOI 10.4018/ijqaete.2015010104
   Kulturel-Konak S, 2019, INT J ENG EDUC, V35, P519
   Lattuca LR, 2017, J ENG EDUC, V106, P71, DOI 10.1002/jee.20155
   Levonisova S, 2015, 2015 ASEE ANN C EXP
   Lilley K, 2015, J STUD INT EDUC, V19, P225, DOI 10.1177/1028315314547822
   Lohmann JR, 2006, EUR J ENG EDUC, V31, P119, DOI 10.1080/03043790500429906
   Lokkesmoe KJ, 2016, EUR J TRAIN DEV, V40, P155, DOI 10.1108/EJTD-07-2014-0048
   Mansilla VB., 2011, Educating for global competence: Preparing oru you to engage the world
   Matsumoto D, 2013, J CROSS CULT PSYCHOL, V44, P849, DOI 10.1177/0022022113492891
   Matveev A, 2017, MANAGEMENT PROFESSIO
   May D, 2015, EUR J ENG EDUC, V40, P522, DOI 10.1080/03043797.2014.960511
   Mazzurco A, 2020, J CIV ENG EDUC, V146, DOI 10.1061/(ASCE)EI.2643-9115.0000006
   Merryfield M.M., 1997, Preparing teachers to teach global perspectives
   Mosley-Howard GS, 2011, J DIVERS HIGH EDUC, V4, P65, DOI 10.1037/a0021505
   Murphy PK, 2002, J EXP EDUC, V70, P197, DOI 10.1080/00220970209599506
   Olson C.L., 2001, Journal of Studies in International Education, V5, P116, DOI DOI 10.1177/102831530152003
   Pajares F, 2001, MEAS EVAL COUNS DEV, V33, P214, DOI 10.1080/07481756.2001.12069012
   Passow HJ, 2017, J ENG EDUC, V106, P475, DOI 10.1002/jee.20171
   PRUEGGER VJ, 1993, CAN J BEHAV SCI, V25, P615, DOI 10.1037/h0078846
   Reimers F., 2010, International perspectives on the goals of universal basic and secondary education, P183
   Reimers F. M., 2009, HARVARD INT REV, V30
   Shuman LJ, 2005, J ENG EDUC, V94, P41, DOI 10.1002/j.2168-9830.2005.tb00828.x
   Stehle SM, 2019, INT J STEM EDUC, V6, DOI 10.1186/s40594-019-0192-1
   Stemler S., 2014, Frontiers: The Interdisciplinary Journal of Study Abroad, V24, P25, DOI DOI 10.36366/FRONTIERS.V24I1.335
   Van der Zee KI, 2000, EUR J PERSONALITY, V14, P291, DOI 10.1002/1099-0984(200007/08)14:4<291::AID-PER377>3.3.CO;2-Y
   von Eye A., 2015, Emerging Trends in the Social and Behavioral Sciences, P1, DOI [DOI 10.1002/9781118900772.ETRDS0251, 10.1002/9781118900772.etrds0251]
   Warnick GM., 2011, ASEE ANN C
   Wheatley BB, 2017, INT J ENG EDUC, V33, P1189
   Woyach R.B., 1988, Understanding the global arena: A report on the Ohio state university global awareness survey
   Zou TXP, 2015, INNOV EDUC TEACH INT, V52, P148, DOI 10.1080/14703297.2013.866591
NR 63
TC 6
Z9 6
U1 5
U2 33
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 2196-7822
J9 INT J STEM EDUC
JI Int. J. STEM Educ.
PD AUG 5
PY 2020
VL 7
IS 1
AR 40
DI 10.1186/s40594-020-00239-y
PG 14
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA MU9KA
UT WOS:000555983000001
OA gold
DA 2024-07-15
ER

PT J
AU Jian, Z
AF Jian, Zhang
TI Sustainable Engagement and Academic Achievement Under Impact of Academic
   Self-Efficacy Through Mediation of Learning Agility-Evidence From Music
   Education Students
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE sustainable performance; learning agility; self-efficacy; academic
   achievement; motivation
ID PERFORMANCE
AB The overarching goal of this study was to look into the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement. This study also sought to investigate the role of learning agility as a mediator in the relationship between academic self-efficacy and academic motivation. This study examined the impact of student sustainable engagement on student academic achievement as part of our model. A questionnaire technique was used to collect data from 325 music education students studying at various music training institutions in China. The data were analyzed using the Smart-PLS software and a structural equation modeling (SEM) technique. Academic self-efficacy and academic motivation were found to have a positive and significant relationship with student long-term engagement. The academic motivation was also found to have a positive relationship with student long-term engagement. Furthermore, learning agility was found to mediate the relationship between academic self-efficacy and student sustainable engagement. Furthermore, learning agility mediated the relationship between academic motivation and long-term student engagement. Furthermore, student sustainable engagement has a significant and positive relationship with student academic achievement. This paper made a valuable theoretical contribution by investigating the impact of academic self-efficacy and academic motivation on student sustainable engagement, as well as the impact of student sustainable engagement on student academic achievement. Furthermore, this study added to the body of knowledge by investigating the relationship through the lens of cognitive learning theory. In terms of practical implications, this paper would undoubtedly assist educational institutions in maintaining a fair and just learning environment that encourages students to be engaged and perform well. Future research can include other constructs to gain a better understanding of the factors that influence students' academic engagement and achievement.
C1 [Jian, Zhang] Henan Univ Econ & Law, Coll Fine Arts, Zhengzhou, Peoples R China.
C3 Henan University of Economics & Law
RP Jian, Z (corresponding author), Henan Univ Econ & Law, Coll Fine Arts, Zhengzhou, Peoples R China.
EM zhangjian2925@163.com
OI Zhang, Jian/0009-0006-0070-769X
CR Ahmed R, 2016, ENG MANAG J, V28, P54, DOI 10.1080/10429247.2015.1136525
   Alhadabi A, 2020, INT J ADOLESC YOUTH, V25, P519, DOI 10.1080/02673843.2019.1679202
   Allari RS, 2020, NURS FORUM, V55, P259, DOI 10.1111/nuf.12424
   Almeida F., 2021, Journal of Open Innovation: Technology, Market, and Complexity, V7, DOI [10.3390/joitmc7030169, DOI 10.3390/JOITMC7030169]
   Andrade C, 2019, INDIAN J PSYCHOL MED, V41, P210, DOI 10.4103/IJPSYM.IJPSYM_193_19
   Appleton JJ, 2006, J SCHOOL PSYCHOL, V44, P427, DOI 10.1016/j.jsp.2006.04.002
   Archer L, 2021, STAT MED, V40, P133, DOI 10.1002/sim.8766
   Bandura A, 1997, AM J HEALTH PROMOT, V12, P8, DOI 10.4278/0890-1171-12.1.8
   BANDURA A, 1977, PSYCHOL REV, V84, P191, DOI 10.1037/0033-295X.84.2.191
   Bassi M, 2007, J YOUTH ADOLESCENCE, V36, P301, DOI 10.1007/s10964-006-9069-y
   Briggs W.L., 2005, J EDUC RES, V98, P184
   Chen JCW, 2020, MUSIC EDUC RES, V22, P185, DOI 10.1080/14613808.2020.1737924
   Coertjens L, 2016, LEARN INDIVID DIFFER, V51, P69, DOI 10.1016/j.lindif.2016.07.003
   Connolly J., 2001, THESIS FLORIDA INT U, DOI DOI 10.25148/ETD.FI14060893, Patent No. FI14060893
   De Meuse K.P., 2010, CONSULT PSYCH J, V62, P119, DOI DOI 10.1037/A0019988
   Elias SM, 2007, J APPL SOC PSYCHOL, V37, P2518, DOI 10.1111/j.1559-1816.2007.00268.x
   Fife J.E., 2011, ED INDIANAPOLIS THEN, V132, P141
   Fredricks JA, 2016, LEARN INSTR, V43, P1, DOI 10.1016/j.learninstruc.2016.02.002
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Garson K, 2016, CAN J HIGH EDUC, V46, P19
   Gravett L S., 2016, Learning agility: The impact on recruitment and retention, DOI [DOI 10.1057/978-1-137-59965-0, 10.1057/978-1-137-59965-0]
   Groccia J. E., 2018, NEW DIRECTIONS TEACH, V2018, P11, DOI [DOI 10.1002/TL.20287, 10.1002/tl.20287]
   Hair JF, 2019, EUR BUS REV, V31, P2, DOI 10.1108/EBR-11-2018-0203
   Hair JF, 2013, LONG RANGE PLANN, V46, P1, DOI 10.1016/j.lrp.2013.01.001
   Henseler J, 2015, J ACAD MARKET SCI, V43, P115, DOI 10.1007/s11747-014-0403-8
   Honicke T, 2016, EDUC RES REV-NETH, V17, P63, DOI 10.1016/j.edurev.2015.11.002
   Hussain Azham, 2021, International Journal of Interactive Mobile Technologies, V15, P149, DOI 10.3991/ijim.v15i06.20627
   Jordan P, 2019, EDUC PSYCHOL MEAS, V79, P1103, DOI 10.1177/0013164419843164
   King RB, 2015, CONTEMP EDUC PSYCHOL, V42, P26, DOI 10.1016/j.cedpsych.2015.04.002
   Konold T, 2018, AERA OPEN, V4, DOI 10.1177/2332858418815661
   Li X, 2021, J HOSP TOUR MANAG, V49, P601, DOI 10.1016/j.jhtm.2021.11.015
   Lombardo MM, 2000, HUM RESOUR MANAGE-US, V39, P321, DOI 10.1002/1099-050X(200024)39:4<321::AID-HRM4>3.0.CO;2-1
   López-Iñiguez G, 2020, MUSIC EDUC RES, V22, P1, DOI 10.1080/14613808.2019.1703925
   Madigan DJ, 2021, EDUC PSYCHOL REV, V33, P387, DOI 10.1007/s10648-020-09533-1
   Mahmood M, 2021, EDUC TRAIN, V63, P920, DOI 10.1108/ET-11-2019-0257
   McPherson GE, 2010, RES STUD MUSIC EDUC, V32, P101, DOI 10.1177/1321103X10384202
   Mizumoto A, 2013, INNOV LANG LEARN TEA, V7, P253, DOI 10.1080/17501229.2013.836206
   Murphy S.M., 2021, THESIS COLUMBIA U US
   Nitzl C, 2016, IND MANAGE DATA SYST, V116, P1849, DOI 10.1108/IMDS-07-2015-0302
   Olivier E, 2019, J YOUTH ADOLESCENCE, V48, P326, DOI 10.1007/s10964-018-0952-0
   Paciello M, 2016, PERS INDIV DIFFER, V99, P16, DOI 10.1016/j.paid.2016.04.083
   Peng CJ, 2021, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.778174
   Peterson RA, 2013, J APPL PSYCHOL, V98, P194, DOI 10.1037/a0030767
   Pietarinen J, 2014, INT J EDUC RES, V67, P40, DOI 10.1016/j.ijer.2014.05.001
   Preacher KJ, 2007, MULTIVAR BEHAV RES, V42, P185, DOI 10.1080/00273170701341316
   Putri WKHW, 2019, J PHYS CONF SER, V1157, DOI 10.1088/1742-6596/1157/3/032113
   Richmond J, 2016, INT J MUSIC EDUC, V34, P143, DOI 10.1177/0255761415584289
   Ryan R.M., 2009, HDB MOTIVATION SCH, P171, DOI DOI 10.4324/9780203879498
   Saeed S., 2012, Journal of Education and Learning, V1, P252, DOI DOI 10.5539/JEL.V1N2P252
   Saputra N, 2018, PERTANIKA J SOC SCI, V26, P117
   Schlechty P.C., 2000, SHAKING SCHOOLHOUSE
   Schneider M, 2017, PSYCHOL BULL, V143, P565, DOI 10.1037/bul0000098
   Shernoff DJ, 2008, J YOUTH ADOLESCENCE, V37, P564, DOI 10.1007/s10964-007-9241-z
   Topor DR, 2010, J PREV INTERV COMMUN, V38, P183, DOI 10.1080/10852352.2010.486297
   Tripathi A, 2021, INT J KNOWL LEARN, V14, P301
   Urdan T, 2018, EDUC PSYCHOL-US, V53, P114, DOI 10.1080/00461520.2018.1440234
   VALLERAND RJ, 1992, J PERS, V60, P599, DOI 10.1111/j.1467-6494.1992.tb00922.x
   Wang MT, 2014, CHILD DEV, V85, P722, DOI 10.1111/cdev.12138
   Wang QL, 2022, INT J ENV RES PUB HE, V19, DOI 10.3390/ijerph19052621
   Weinberg MK, 2017, PSYCHOL MUSIC, V45, P257, DOI 10.1177/0305735616659552
   Wong K.K.K., 2013, Marketing Bulletin, V24, P1
   Xu Z., 2019, EURASIA Journal of Mathematics, Science and Technology Education, V15, DOI DOI 10.29333/EJMSTE/105610
   Yong AG, 2013, TUTOR QUANT METHODS, V9, P79, DOI 10.20982/tqmp.09.2.p079
   Zhen R, 2017, LEARN INDIVID DIFFER, V54, P210, DOI 10.1016/j.lindif.2017.01.017
NR 64
TC 8
Z9 8
U1 9
U2 32
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 14
PY 2022
VL 13
AR 899706
DI 10.3389/fpsyg.2022.899706
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2L6XV
UT WOS:000817163000001
PM 35774941
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Heinz, AJ
   Wiltsey-Stirman, S
   Jaworski, BK
   Sharin, T
   Rhodes, L
   Steinmetz, S
   Taylor, K
   Gorman, B
   Mason, D
   Marikos, S
   McGovern, M
AF Heinz, Adrienne J.
   Wiltsey-Stirman, Shannon
   Jaworski, Beth K.
   Sharin, Theresa
   Rhodes, Lori
   Steinmetz, Sarah
   Taylor, Kathrine
   Gorman, Bernard
   Mason, Debbie
   Marikos, Sarah
   McGovern, Mark
TI Feasibility and Preliminary Efficacy of a Public Mobile App to Reduce
   Symptoms of Postdisaster Distress in Adolescent Wildfire Survivors:
   Sonoma Rises
SO PSYCHOLOGICAL SERVICES
LA English
DT Article
DE adolescent; mobile app; digital health; disaster; trauma
ID POSTTRAUMATIC-STRESS-DISORDER; MENTAL-HEALTH INTERVENTIONS; INSOMNIA
   SEVERITY INDEX; CHILDREN; VALIDITY; METAANALYSIS; VALIDATION; ANXIETY;
   SCALE
AB Impact Statement In October of 2017, Sonoma County, California, experienced devastating and historic wildfires and subsequent community trauma. This manuscript details the development, dissemination, and evaluation of a public mobile mental health app for wildfire survivors. Lessons learned are offered to contribute to the science and practice of using digital tools to conduct disaster mental health outreach and research.
   In October 2017, Northern California experienced devastating and historic wildfires leaving the community in need of support to foster emotional resilience during the recovery process. Adolescents represent a particularly vulnerable population in the wake of disaster, and digital mental health interventions may hold promise for reaching teens at scale. The present study examined the feasibility and efficacy of a mobile mental health app for disaster, Sonoma Rises. A multiple-baseline single-case experimental design (SCED) utilizing a research-enabled version of the app was employed with seven adolescents who experienced significant damage to their homes and schools in the wildfires. Participants completed daily mood ratings, weekly measures of posttraumatic stress symptoms, internalizing and externalizing symptoms, psychosocial functioning, and then pre-post-measures of anxiety, depression, wellbeing, sleep, academic engagement, and perceived social support as well as quantitative and qualitative measures of intervention satisfaction and feasibility. Sonoma Rises was found to be feasible in terms of engagement, satisfaction, and likelihood of recommending to a friend. During the study, another wildfire occurred and all participants underwent a prolonged mandated evacuation and were subject to a series of extended power outages. Uptake of the publicly available version of the Sonoma Rises app among the general population was modest but engagement among users was sustained. Lessons learned are offered to contribute to the science and practice of building, disseminating, and implementing digital tools to conduct more equitable disaster mental health outreach and research.
C1 [Heinz, Adrienne J.; Wiltsey-Stirman, Shannon; Jaworski, Beth K.; Steinmetz, Sarah; Taylor, Kathrine] VA Natl Ctr Posttraumat Stress Disorder, J Heinz Disseminat & Training Div, Palo Alto Vet Affairs Hlth Care Syst, 795 Willow RD MPD152, Menlo Pk, CA 94025 USA.
   [Heinz, Adrienne J.; Wiltsey-Stirman, Shannon; Sharin, Theresa; McGovern, Mark] Stanford Univ, Dept Psychiat & Behav Sci, Stanford, CA 94305 USA.
   [Rhodes, Lori] Sonoma State Univ, Dept Educ Leadership, Rohnert Pk, CA 94928 USA.
   [Gorman, Bernard] Adelphi Univ, Derner Sch Psychol, Garden City, NY 21402 USA.
   [Mason, Debbie; Marikos, Sarah] Healthcare Fdn Northern Sonoma Cty, Healdsburg, CA USA.
   [Mason, Debbie] Tidewell Fdn, Sarasota, FL USA.
   [Marikos, Sarah] ACE Resource Network, Laguna Hills, CA USA.
C3 Stanford University; California State University System; Sonoma State
   University; Adelphi University
RP Heinz, AJ (corresponding author), VA Natl Ctr Posttraumat Stress Disorder, J Heinz Disseminat & Training Div, Palo Alto Vet Affairs Hlth Care Syst, 795 Willow RD MPD152, Menlo Pk, CA 94025 USA.
EM adrienne@dradrienneheinz.com
RI Gorman, Bernard/HLH-8029-2023
OI Taylor, Katherine/0000-0002-8319-0027; McGovern,
   Mark/0000-0002-9736-573X; Wiltsey Stirman, Shannon/0000-0001-9917-5078;
   Marikos, Sarah/0000-0002-3568-5172
FU Health Care Foundation Northern Sonoma County; Stanford School of
   Medicine Research Office; National Center for Research Resources,
   National Institutes of Health [UL1 TR001085]; National Center for
   Advancing Translational Sciences, National Institutes of Health [UL1
   TR001085]
FX This research was conducted with the support of a grant awarded to
   National Center for Research Resources Stanford University by the Health
   Care Foundation Northern Sonoma County. The Stanford REDCap data
   collection platform employed in this study is developed and operated by
   Stanford Medicine Research IT team. The REDCap platform services at
   Stanford are subsidized by (a) Stanford School of Medicine Research
   Office and (b) the National Center for Research Resources and the
   National Center for Advancing Translational Sciences, National
   Institutes of Health, through grant UL1 TR001085.. The expressed views
   are those of the authors and do not necessarily represent those of the
   VA. The authors express tremendous gratitude to Alex Reed, Mehret
   Assefa, PhD, and Maggie Berkemeyer, BA, for their important roles in
   executing this project. Finally, we thank Mayra Gomez Padua, PhD, and
   Martha Hernandez, PhD, for their assistance with the Spanish translation
   of research and clinical materials.
CR ACE Resource Network, 2021, MY NUMB STOR CAMP
   Appleton JJ, 2006, J SCHOOL PSYCHOL, V44, P427, DOI 10.1016/j.jsp.2006.04.002
   Arora S, 2016, J AM MED INFORM ASSN, V23, P979, DOI 10.1093/jamia/ocv203
   Au TM, 2017, BEHAV THER, V48, P207, DOI 10.1016/j.beth.2016.11.012
   Bakker D, 2016, JMIR MENT HEALTH, V3, DOI 10.2196/mental.4984
   Bastien CH, 2001, SLEEP MED, V2, P297, DOI 10.1016/S1389-9457(00)00065-4
   Becker-Blease KA, 2010, CHILD DEV, V81, P1040, DOI 10.1111/j.1467-8624.2010.01453.x
   Bhugra D, 2017, LANCET PSYCHIAT, V4, P775, DOI 10.1016/S2215-0366(17)30333-4
   Chung KF, 2011, SLEEP MED, V12, P463, DOI 10.1016/j.sleep.2010.09.019
   Clarke A, 2011, BMC PUBLIC HEALTH, V11, DOI 10.1186/1471-2458-11-487
   Dallery J, 2013, J MED INTERNET RES, V15, DOI 10.2196/jmir.2227
   DISASTER PREPAREDNESS ADVISORY COU, 2015, PEDIATRICS, V136, pE1407, DOI 10.1542/peds.2015-3112
   Firth J, 2017, WORLD PSYCHIATRY, V16, P287, DOI 10.1002/wps.20472
   Firth J, 2017, J AFFECT DISORDERS, V218, P15, DOI 10.1016/j.jad.2017.04.046
   Foa EB, 2018, J CLIN CHILD ADOLESC, V47, P38, DOI 10.1080/15374416.2017.1350962
   Gould CE, 2020, PROF PSYCHOL-RES PR, V51, P414, DOI 10.1037/pro0000354
   Grist R, 2017, J MED INTERNET RES, V19, DOI 10.2196/jmir.7332
   Grolnick WS, 2018, AM PSYCHOL, V73, P215, DOI 10.1037/amp0000181
   Guessoum SB, 2020, PSYCHIAT RES, V291, DOI 10.1016/j.psychres.2020.113264
   Hamblen Jessica., 2014, PTSD in Children and Adolescents
   Heinz AJ, 2022, PSYCHOL SERV, V19, P58, DOI 10.1037/ser0000553
   Hoogeboom TJ, 2012, BMJ OPEN, V2, DOI [10.1136/bmjopen-2013-003563, 10.1136/bmjopen-2012-001161]
   Jaworski BK, 2021, J MED INTERNET RES, V23, DOI 10.2196/26559
   Kazdin AE, 2019, BEHAV RES THER, V117, P3, DOI 10.1016/j.brat.2018.11.015
   Kenardy JA, 2006, PEDIATRICS, V118, P1002, DOI 10.1542/peds.2006-0406
   Knight JR, 2002, ARCH PEDIAT ADOL MED, V156, P607, DOI 10.1001/archpedi.156.6.607
   Kroenke K, 2001, J GEN INTERN MED, V16, P606, DOI 10.1046/j.1525-1497.2001.016009606.x
   Loerinc, 2018, THESIS U CALIFORNIA
   MCFARLANE AC, 1987, J AM ACAD CHILD PSY, V26, P764, DOI 10.1097/00004583-198709000-00025
   Miner A, 2016, PSYCHOL TRAUMA-US, V8, P384, DOI 10.1037/tra0000092
   Montague E, 2012, J MED INTERNET RES, V14, P299, DOI 10.2196/jmir.2095
   Montena A.L., 2021, J TECHNOLOGY BEHAV S, P1, DOI [10.1007/s41347-021-00198-3, DOI 10.1007/S41347-021-00198-3]
   Morton K, 2017, PATIENT EDUC COUNS, V100, P616, DOI 10.1016/j.pec.2016.10.019
   National Alliance on Mental Illness, MENT HLTH FACTS AM
   National Center for PTSD, 2020, COVID COACH
   Ogles B.M., 2001, Journal of Child and Family Studies, V10, P199, DOI DOI 10.1023/A:1016651508801
   Pollak JP, 2011, 29TH ANNUAL CHI CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS, P725
   Press Democrat, 2020, PRESS DEMOCRAT
   Rhee K, 2021, J HEALTH CARE POOR U, V32, pXIII, DOI 10.1353/hpu.2021.0045
   Richards Derek, 2015, Internet Interventions, V2, P272, DOI 10.1016/j.invent.2015.07.003
   Rodriguez-Paras C, 2017, JMIR MHEALTH UHEALTH, V5, DOI 10.2196/mhealth.7318
   Rosenthal A, 2021, PLOS ONE, V16, DOI 10.1371/journal.pone.0248617
   Rosseel Y, 2012, J STAT SOFTW, V48, P1, DOI 10.18637/jss.v048.i02
   Schueller SM., 2019, Curr Treat Options Psych, V6, P243, DOI [DOI 10.1007/S40501-019-00181-Z, 10.1007/s40501-019-00181-z]
   Self-Brown S, 2013, J AFFECT DISORDERS, V147, P198, DOI 10.1016/j.jad.2012.11.002
   Shamseer L, 2015, BMJ-BRIT MED J, V350, DOI 10.1136/bmj.h1793
   Spitzer RL, 2006, ARCH INTERN MED, V166, P1092, DOI 10.1001/archinte.166.10.1092
   Substance Abuse and Mental Health Services Administration, 2018, BEH HLTH COND CHILDR
   Tate RL, 2016, CAN J OCCUP THER, V83, P184, DOI 10.1177/0008417416648124
   Tennant R, 2007, HEALTH QUAL LIFE OUT, V5, DOI 10.1186/1477-7525-5-63
   Turchik JA, 2007, J EMOT BEHAV DISORD, V15, P119, DOI 10.1177/10634266070150020201
   United Nations Children's Fund (UNICEF), 2021, CLIM CRIS IS CHILD R
   Weisz JR, 2020, J CLIN CHILD ADOLESC, V49, P737, DOI 10.1080/15374416.2018.1547973
   Wills TA, 2004, PSYCHOL ADDICT BEHAV, V18, P122, DOI 10.1037/0893-164X.18.2.122
NR 54
TC 5
Z9 5
U1 4
U2 23
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1541-1559
EI 1939-148X
J9 PSYCHOL SERV
JI Psychol. Serv.
PY 2022
VL 19
SU 2
SI SI
BP 67
EP 79
DI 10.1037/ser0000576
EA NOV 2021
PG 13
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA IQ9Q9
UT WOS:000733335700001
PM 34780209
DA 2024-07-15
ER

PT J
AU Atkins, MS
   Shernoff, ES
   Frazier, SL
   Schoenwald, SK
   Cappella, E
   Marinez-Lora, A
   Mehta, TG
   Lakind, D
   Cua, G
   Bhaumik, R
   Bhaumik, D
AF Atkins, Marc S.
   Shernoff, Elisa S.
   Frazier, Stacy L.
   Schoenwald, Sonja K.
   Cappella, Elise
   Marinez-Lora, Ane
   Mehta, Tara G.
   Lakind, Davielle
   Cua, Grace
   Bhaumik, Runa
   Bhaumik, Dulal
TI Redesigning Community Mental Health Services for Urban Children:
   Supporting Schooling to Promote Mental Health
SO JOURNAL OF CONSULTING AND CLINICAL PSYCHOLOGY
LA English
DT Article
DE school-based mental health; disruptive behavior disorder; urban
   communities; key opinion leaders; public health
ID GOOD BEHAVIOR GAME; DISRUPTIVE BEHAVIOR; LOW-INCOME; FAMILY SUPPORT;
   TEACHER; PROGRAMS; YOUTH; PSYCHOPATHOLOGY; OPPORTUNITIES; INTERVENTION
AB Objective: This study examined a school- and home-based mental health service model, Links to Learning, focused on empirical predictors of learning as primary goals for services in high-poverty urban communities. Method: Teacher key opinion leaders were identified through sociometric surveys and trained, with mental health providers and parent advocates, on evidence-based practices to enhance children's learning. Teacher key opinion leaders and mental health providers cofacilitated professional development sessions for classroom teachers to disseminate 2 universal (Good Behavior Game, peer-assisted learning) and 2 targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by mental health providers and parent advocates for children in kindergarten through 4th grade diagnosed with 1 or more disruptive behavior disorders. Services were Medicaid-funded through 4 social service agencies (N = 17 providers) in 7 schools (N = 136 teachers, 171 children) in a 2 (Links to Learning vs. services as usual) x 6 (pre- and posttests for 3 years) longitudinal design with random assignment of schools to conditions. Services as usual consisted of supported referral to a nearby social service agency. Results: Mixed effects regression models indicated significant positive effects of Links to Learning on mental health service use, classroom observations of academic engagement, teacher report of academic competence and social skills, and parent report of social skills. Nonsignificant between-groups effects were found on teacher and parent report of problem behaviors, daily hassles, and curriculum-based measures. Effects were strongest for young children, girls, and children with fewer symptoms. Conclusion: Community mental health services targeting empirical predictors of learning can improve school and home behavior for children living in high-poverty urban communities.
C1 [Atkins, Marc S.; Shernoff, Elisa S.; Frazier, Stacy L.; Marinez-Lora, Ane; Mehta, Tara G.; Lakind, Davielle; Cua, Grace; Bhaumik, Runa; Bhaumik, Dulal] Univ Illinois, Dept Psychiat, Chicago, IL USA.
   [Schoenwald, Sonja K.] Med Univ S Carolina, Dept Psychiat, Charleston, SC USA.
   [Cappella, Elise] NYU, Dept Appl Psychol, New York, NY 10003 USA.
C3 University of Illinois System; University of Illinois Chicago;
   University of Illinois Chicago Hospital; Medical University of South
   Carolina; New York University
RP Atkins, MS (corresponding author), Inst Juvenile Res, 1747 West Roosevelt Rd,Room 155, Chicago, IL 60608 USA.
EM atkins@uic.edu
RI Lakind, Davielle/Y-9258-2019; Shernoff, Elisa/H-3235-2018
OI Frazier, Stacy/0000-0003-0335-5678; Shernoff, Elisa/0000-0002-7649-118X;
   Marinez-Lora, Ane/0000-0002-8774-6774
FU National Institute of Mental Health [R21MH067361, R01MH073749,
   P20MH078458]
FX This research was conducted with support from National Institute of
   Mental Health Grants R21MH067361, R01MH073749, and P20MH078458 (Marc S.
   Atkins, PI).
CR ANESKO KM, 1987, BEHAV ASSESS, V9, P179
   [Anonymous], 2001, BLUEPRINT CHANGE RES
   Atkins MS, 2008, J CONSULT CLIN PSYCH, V76, P905, DOI 10.1037/a0013036
   Atkins MS, 2006, ADM POLICY MENT HLTH, V33, P146, DOI 10.1007/s10488-006-0031-9
   Atkins MS, 2016, J CLIN CHILD ADOLESC, V45, P215, DOI 10.1080/15374416.2015.1050724
   Atkins MS, 2011, PERSPECT PSYCHOL SCI, V6, P483, DOI 10.1177/1745691611416996
   Atkins MS, 2010, ADM POLICY MENT HLTH, V37, P40, DOI 10.1007/s10488-010-0299-7
   BARRISH HH, 1969, J APPL BEHAV ANAL, V2, P119, DOI 10.1901/jaba.1969.2-119
   Bierman KL, 2002, J ABNORM CHILD PSYCH, V30, P19
   Borofsky LA, 2013, PSYCHOL VIOLENCE, V3, P381, DOI 10.1037/a0034121
   Cappella E, 2008, ADM POLICY MENT HLTH, V35, P395, DOI 10.1007/s10488-008-0182-y
   Dagenais C, 2004, CHILD YOUTH SERV REV, V26, P249, DOI 10.1016/j.childyouth.2004.01.015
   DELONGIS A, 1988, J PERS SOC PSYCHOL, V54, P486, DOI 10.1037/0022-3514.54.3.486
   Dempster R, 2013, J CLIN CHILD ADOLESC, V42, P56, DOI 10.1080/15374416.2012.700504
   DiPerna JC, 1999, J PSYCHOEDUC ASSESS, V17, P207, DOI 10.1177/073428299901700302
   Elliott S. N., 1990, THE SOCIAL SKILLS RA
   Embry DD, 2002, CLIN CHILD FAM PSYCH, V5, P273, DOI 10.1023/A:1020977107086
   Epstein M., 2008, NCEE PUB NO 2008 012
   Farahmand FK, 2012, CLIN PSYCHOL-SCI PR, V19, P195, DOI 10.1111/j.1468-2850.2012.01283.x
   Farahmand FK, 2011, CLIN PSYCHOL-SCI PR, V18, P372, DOI 10.1111/j.1468-2850.2011.01265.x
   Farmer EMZ, 2003, PSYCHIATR SERV, V54, P60, DOI 10.1176/appi.ps.54.1.60
   Farmer EMZ, 2002, J CONSULT CLIN PSYCH, V70, P1267, DOI 10.1037//0022-006X.70.6.1267
   Flower A, 2014, REV EDUC RES, V84, P546, DOI 10.3102/0034654314536781
   Foster S., 2005, DHHS PUB NO SMA 05 4
   Frazier SL, 2007, J COMMUNITY PSYCHOL, V35, P435, DOI 10.1002/jcop.20157
   Freudenberg Nicholas, 2007, Prev Chronic Dis, V4, pA107
   Fuchs D., 2000, Learning Disabilities Research Practice, V15, P85, DOI [DOI 10.1207/SLDRP1502_4, 10.1207/SLDRP1502_4, 10.1177/074193250102200103]
   Ginsburg-Block MD, 2006, J EDUC PSYCHOL, V98, P732, DOI 10.1037/0022-0663.98.4.732
   Glisson C, 2008, ADM POLICY MENT HLTH, V35, P98, DOI 10.1007/s10488-007-0148-5
   Goodman R, 2001, J AM ACAD CHILD PSY, V40, P1337, DOI 10.1097/00004583-200111000-00015
   Goodnight JA, 2012, J ABNORM PSYCHOL, V121, P95, DOI 10.1037/a0025078
   Green JG, 2013, J AM ACAD CHILD PSY, V52, P501, DOI 10.1016/j.jaac.2013.03.002
   Harrison JR, 2013, REV EDUC RES, V83, P551, DOI 10.3102/0034654313497517
   Harrison ME, 2004, COMMUNITY MENT HLT J, V40, P119, DOI 10.1023/B:COMH.0000022732.80714.8b
   Hedeker D, 1997, PSYCHOL METHODS, V2, P64, DOI 10.1037/1082-989X.2.1.64
   Hedeker D., 2006, Longitudinal data analysis
   Henggeler S.W., 1998, Multisystemic treatment of antisocial behavior in children and adolescents
   Hoagwood KE, 2010, CLIN CHILD FAM PSYCH, V13, P1, DOI 10.1007/s10567-009-0060-5
   HOY WK, 1993, ELEM SCHOOL J, V93, P355, DOI 10.1086/461729
   Huey SJ, 2008, J CLIN CHILD ADOLESC, V37, P262, DOI 10.1080/15374410701820174
   Jeynes WH, 2005, URBAN EDUC, V40, P237, DOI 10.1177/0042085905274540
   Kataoka SH, 2002, AM J PSYCHIAT, V159, P1548, DOI 10.1176/appi.ajp.159.9.1548
   KELLEY ML, 1995, BEHAV MODIF, V19, P357, DOI 10.1177/01454455950193006
   LAHEY BB, 1977, BEHAV MODIF, V1, P381, DOI 10.1177/014544557713006
   LEHMAN AF, 1987, HOSP COMMUNITY PSYCH, V38, P31
   Liber JM, 2013, J CONSULT CLIN PSYCH, V81, P975, DOI 10.1037/a0033577
   Little R., 1987, STAT ANAL MISSING DA
   Masten AS, 2000, DEV PSYCHOPATHOL, V12, P529, DOI 10.1017/S095457940000314X
   McCoy DC, 2013, AM J COMMUN PSYCHOL, V52, P128, DOI 10.1007/s10464-013-9583-5
   McKay MM, 2004, CHILD ADOL PSYCH CL, V13, P905, DOI 10.1016/j.chc.2004.04.001
   Mechanic D, 2012, HEALTH AFFAIR, V31, P376, DOI 10.1377/hlthaff.2011.0623
   Neal J., 2008, COMMUNITY PSYCHOL, V41, P53
   Neal JW, 2011, AM J COMMUN PSYCHOL, V47, P277, DOI 10.1007/s10464-010-9403-0
   Patall EA, 2008, REV EDUC RES, V78, P1039, DOI 10.3102/0034654308325185
   PELHAM WE, 1992, J AM ACAD CHILD PSY, V31, P210, DOI 10.1097/00004583-199203000-00006
   PELSMA DM, 1989, MEAS EVAL COUNS DEV, V21, P165, DOI 10.1080/07481756.1989.12022902
   Pianta R., 2012, CLASSROOM ASSESSMENT
   Pianta RC, 2007, SCIENCE, V315, P1795, DOI 10.1126/science.1139719
   Reardon SF, 2011, WHITHER OPPORTUNITY?: RISING INEQUALITY, SCHOOLS, AND CHILDREN'S LIFE CHANCES, P91
   Ringeisen H, 2003, SCHOOL PSYCHOL REV, V32, P153
   Roeser RW, 1999, J ADOLESCENT RES, V14, P135, DOI 10.1177/0743558499142002
   Rogers E.M., 1995, DIFFUSION INNOVATION, DOI DOI 10.1007/978-3-642-79868-9_2
   Rohrbeck CA, 2003, J EDUC PSYCHOL, V95, P240, DOI 10.1037/0022-0663.95.2.240
   Rones M, 2000, Clin Child Fam Psychol Rev, V3, P223, DOI 10.1023/A:1026425104386
   Schoenwald SK, 2013, CLIN PSYCHOL-SCI PR, V20, P44, DOI 10.1111/cpsp.12022
   Schoenwald SK, 2010, ADM POLICY MENT HLTH, V37, P71, DOI 10.1007/s10488-010-0278-z
   Serpell R, 2002, J FAM PSYCHOL, V16, P391, DOI 10.1037//0893-3200.16.4.391
   Shapiro E.S., 2004, ACAD SKILLS PROBLEMS, V3rd
   Sheridan S.M., 2008, CONJOINT BEHAV CONSU
   Stiffman AR, 2010, ADM POLICY MENT HLTH, V37, P120, DOI 10.1007/s10488-009-0259-2
   Stringfield S., 1994, ADV SCH EFFECTIVENES, P153
   Tschannen-Moran M, 2001, TEACH TEACH EDUC, V17, P783, DOI 10.1016/S0742-051X(01)00036-1
   U. S. Department of Justice, 2003, YOUTH VICT PREV IMPL
   Vannest KJ, 2010, SCHOOL PSYCHOL REV, V39, P654
   Walker H., 1990, Systematic Screening for Behavior Disorders
NR 75
TC 49
Z9 66
U1 6
U2 57
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-006X
EI 1939-2117
J9 J CONSULT CLIN PSYCH
JI J. Consult. Clin. Psychol.
PD OCT
PY 2015
VL 83
IS 5
BP 839
EP 852
DI 10.1037/a0039661
PG 14
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA CR3IS
UT WOS:000361226400001
PM 26302252
OA Green Submitted, Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Balikoowa, R
   Ojiambo, D
   Emuron, L
   Siu, G
   Mbabazi-Mpyangu, C
   Kikooma, JF
   Mugambwa, J
   Nuwagaba, RD
   Baluku, MM
   Onen, D
AF Balikoowa, Richard
   Ojiambo, Deborah
   Emuron, Lydia
   Siu, Godfrey
   Mbabazi-Mpyangu, Christine
   Kikooma, Julius Fred
   Mugambwa, Joshua
   Nuwagaba, Rachael Daphine
   Baluku, Martin M.
   Onen, David
TI Children's lived experience and perceptions of community members'
   influence on their schooling: a study in Uganda
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE qualitative; students' perceptions; primary school; community
   engagement; Africa
ID UNIVERSAL PRIMARY-EDUCATION; PARENTAL INVOLVEMENT; SECONDARY-EDUCATION;
   FAMILY; AFRICA; ATTAINMENT; ENROLLMENT; LESSONS; POLICY; COSTS
AB IntroductionGlobal and national initiatives have successfully increased access to public education in low- and middle-income countries. However, many students in rural regions in these countries have high rates of absenteeism and drop-out, and low levels of academic engagement. Together, these significantly limit children's academic performance and achievement. One strategy that addresses these barriers seeks to engage members of the wider local community in schools. Most previous research focuses on adults' perspectives even though the potential benefit of community engagement is greatest when learners perceive it to be positive. Past research has also focused on community members structured engagement in activities within schools. This research provides a wider exploration of children's lived experience and perceptions concerning community members' influence on their schooling and learning. The aim was to gain a rich picture of how primary school students in rural Uganda perceive that community members' behavior helps or hinders their education. MethodsQualitative data from students 10 to 13 years of age were collected through individual interviews that used the draw-and-talk technique (n = 20) and four focus group discussions. ResultsSeven broad categories of community members' actions were perceived to be positive (conflict resolution; supporting students' physical well-being; encouraging learning and positive behavior; reducing truancy; providing food and financial support; collective community work; and political representation). Four categories of community members' actions were perceived to have a negative influence (creating barriers to attending school; noise and other distractions; insecurity; and theft and vandalism). DiscussionWe conclude that carefully structured community involvement in schooling may improve the emotional and material support that facilitates students' continued school attendance and their motivation for learning. However, we also identify some limits on the role that local communities may be able to play in overcoming the challenges facing education in low- and middle-income countries.
C1 [Balikoowa, Richard; Ojiambo, Deborah; Kikooma, Julius Fred; Nuwagaba, Rachael Daphine; Baluku, Martin M.] Makerere Univ, Coll Humanities & Social Sci, Sch Psychol, Dept Educ Social & Org Psychol, Kampala, Uganda.
   [Emuron, Lydia] Kampala Int Univ, Directorate Higher Degrees, Kampala, Uganda.
   [Siu, Godfrey] Makerere Univ, Coll Hlth Sci, Sch Publ Hlth, Kampala, Uganda.
   [Mbabazi-Mpyangu, Christine] Makerere Univ, Coll Humanities & Social Sci, Sch Liberal & Performing Arts, Dept Religious Studies, Kampala, Uganda.
   [Kikooma, Julius Fred] Makerere Univ, Directorate Res & Grad Training, Kampala, Uganda.
   [Mugambwa, Joshua] Makerere Univ, Fac Management, Business Sch, Kampala, Uganda.
   [Onen, David] Makerere Univ, East African Sch Higher & Dev, Kampala, Uganda.
C3 Makerere University; Makerere University; Makerere University; Makerere
   University; Makerere University; Makerere University
RP Balikoowa, R (corresponding author), Makerere Univ, Coll Humanities & Social Sci, Sch Psychol, Dept Educ Social & Org Psychol, Kampala, Uganda.
EM richardbalikoowa64@gmail.com
RI Baluku, Martin Mabunda/M-2507-2017
OI Baluku, Martin Mabunda/0000-0002-7843-9203
CR Abbo C., 2008, World Cult Psychiatry Res Rev, V3, P132, DOI DOI 10.3402/GHA.V4I0.7117
   Acham H, 2012, FOOD NUTR RES, V56, DOI 10.3402/fnr.v56i0.11217
   Allen A., 2004, SCH COMMUNITY J, P7
   Angell C, 2015, J EARLY CHILD RES, V13, P17, DOI 10.1177/1476718X14538592
   Annan J., 2006, The State of Youth and Youth Protection in Northern Uganda.Findings from the Survey for War Affected Youth
   Aref A., 2010, NAT SCI, V8, P1
   Ashouri F.P., 2016, INT ELECT J MED, V5, P1
   Balikoowa R., 2014, STUDENTS SOCIOECONOM
   Balikoowa R., 2023, COVID 19 ED AFRICA C, V1st
   Baquedano-López P, 2013, REV RES EDUC, V37, P149, DOI 10.3102/0091732X12459718
   Barr Abigail, 2012, INFORM COLLECT UNPUB
   Bold T, 2017, J ECON PERSPECT, V31, P185, DOI 10.1257/jep.31.4.185
   Brent BO, 2000, EDUC POLICY, V14, P494, DOI 10.1177/0895904800144003
   Busingye JD, 2015, AFR EDUC RE, V12, P109, DOI 10.1080/18146627.2015.1036572
   Camiré M, 2012, SPORT PSYCHOL, V26, P243, DOI 10.1123/tsp.26.2.243
   Chavkin N.F. N., 2000, CLEARING HOUSE, V73, P287
   Christenson S. L., 2010, HDB SCH FAMILY PARTN, P222
   Conn KM, 2017, REV EDUC RES, V87, P863, DOI 10.3102/0034654317712025
   Creswell J. W., 2015, A Concise Introduction to Mixed Methods Research
   Daniel J, 2019, REV RES EDUC, V43, P453, DOI 10.3102/0091732X18821126
   Datzberger S, 2018, WORLD DEV, V110, P124, DOI 10.1016/j.worlddev.2018.05.022
   de Lange N, 2012, S AFR J EDUC, V32, P494, DOI 10.15700/saje.v32n4a734
   Deininger K, 2003, ECON EDUC REV, V22, P291, DOI 10.1016/S0272-7757(02)00053-5
   du Plessis P, 2019, S AFR J EDUC, V39
   Emodek J., 2017, NEW VISION, V42
   Epstein JL, 2002, J EDUC RES, V95, P308, DOI 10.1080/00220670209596604
   Epstein JL, 2018, J EDUC TEACHING, V44, P397, DOI 10.1080/02607476.2018.1465669
   Erooga M, 2020, J SEX AGGRESS, V26, P62, DOI 10.1080/13552600.2019.1645897
   Evans DK, 2021, J AFR ECON, V30, P13, DOI 10.1093/jae/ejaa009
   Fabunmi M., 2005, International Journal of African African-American Studies, V4, P1
   Fall L, 2006, PUBLIC RELAT REV, V32, P407, DOI 10.1016/j.pubrev.2006.09.009
   Ganimian AJ, 2016, REV EDUC RES, V86, P719, DOI 10.3102/0034654315627499
   Green TL, 2017, INT J QUAL STUD EDUC, V30, P370, DOI 10.1080/09518398.2016.1253892
   Greenfield PM, 2009, DEV PSYCHOL, V45, P401, DOI 10.1037/a0014726
   Hart R.A., 2013, CHILDRENS PARTICIPAT
   Henderson A., 2002, NEW WAVE EVIDENCE IM
   Hohlfeld TN, 2010, COMPUT EDUC, V55, P391, DOI 10.1016/j.compedu.2010.02.004
   Holt Y, 2021, LANG SPEECH HEAR SER, V52, P4, DOI 10.1044/2020_LSHSS-19-00100
   Humble S, 2017, INT J EDUC RES, V83, P94, DOI 10.1016/j.ijer.2017.03.001
   IBRD UNESCO and UNICEF, 2021, The State of the Global Education Crisis: A Path to Recovery
   Invernizzi M, 1997, READ TEACH, V50, P304
   Islam R., 2017, J ED SOC SCI, V5, P39, DOI [10.20547/jess0421705103, DOI 10.20547/JESS0421705103]
   Israel GD, 2001, RURAL SOCIOL, V66, P43, DOI 10.1111/j.1549-0831.2001.tb00054.x
   Itaaga N., 2014, DIS J ED RES, V2, P2346
   Itegi F. M., 2021, GLOT TREC
   Iyengar Radhika, 2021, Prospects (Paris), V51, P437, DOI 10.1007/s11125-020-09538-2
   Jackson J. L., 2002, OHIO READ TEACH, V35, P52
   Jeynes WH, 2007, URBAN EDUC, V42, P82, DOI 10.1177/0042085906293818
   Kasirye I., 2009, Determinants of learning achievements in Uganda
   Kawa Y., 2022, THESIS U HAWAII MANO
   Kirunda A., 2013, DAILY MONITOR
   Larocque M, 2011, PREV SCH FAIL, V55, P115, DOI 10.1080/10459880903472876
   LaVenia KN, 2019, EVAL PROGRAM PLANN, V72, P118, DOI 10.1016/j.evalprogplan.2018.10.011
   Lian Y, 2023, FRONT PSYCHOL, V13, DOI 10.3389/fpsyg.2022.1065906
   Lubaale Y. A. M., 2021, IASSIST Q, V45, P1001, DOI [10.29173/iq1001, DOI 10.29173/IQ1001]
   Mahuro GM, 2016, COGENT EDUC, V3, DOI 10.1080/2331186X.2016.1264170
   Marope M, 2007, PERSPECT EDUC, V25, P11
   McLurkin D., 2006, THESIS U MICHIGAN
   Mgaya H. R., 2021, MOBILIZATION PHYS RE
   Miles M. B., 2014, Qualitative Data Analysis: A Methods Sourcebook, V3rd ed., DOI DOI 10.1016/0149-7189(96)88232-2
   MUKHOPADHYAY M, 2023, ACAD LEADERSHIP ENHA
   Mukuna K.R., 2020, INT J LEARN TEACH ED, V19, P134, DOI [10.26803/ijlter.19.10.8, DOI 10.26803/IJLTER.19.10.8]
   Najjumba IM., 2013, Improving learning in Uganda
   Nakabugo M.G., 2015, Journal for International Cooperation in Education, V17, P23
   Nakpodia E. D., 2011, AFRICAN J POLIT SCI, V5, P159
   Namatende-Sakwa L, 2023, Perspectives on Educ, P74, DOI 10.4324/9781003269625-7
   National Planning Authority Uganda, 2015, NAT NUTR PLANN GUID
   Nelson M., 2022, INT J SOC SCI ED STU, V9, P73, DOI [10.23918/ijsses.v9i3p73, DOI 10.23918/IJSSES.V9I3P73]
   Nguyen T. D., 2021, VIETNAM J ED, V5, P21, DOI [10.52296/vje.2021.34, DOI 10.52296/VJE.2021.34]
   Nichols JD, 2020, EDUC REV, V72, P411, DOI 10.1080/00131911.2018.1530638
   Nishimura M, 2008, INT J EDUC DEV, V28, P161, DOI 10.1016/j.ijedudev.2006.09.017
   ODI A., 2021, EDUCATION
   Okello J., 2020, S ASIAN J DEV RES, V3, P1
   Oketch M, 2007, REV RES EDUC, V31, P131, DOI 10.3102/0091732X07300046131
   Omoeva C, 2016, INT J EDUC DEV, V50, P41, DOI 10.1016/j.ijedudev.2016.05.007
   Parkes J., 2016, A rigorous review of global research evidence on policy and practice on school-related gender-based violence
   Perrin N, 2019, CONFL HEALTH, V13, DOI 10.1186/s13031-019-0189-x
   Pham PN, 2008, HUM RIGHTS QUART, V30, P404, DOI 10.1353/hrq.0.0007
   Pillay I., 2021, African Journal of Career Development, V3, P7, DOI [DOI 10.4102/AJCD.V3I1.36, https://doi.org/10.4102/ajcd.v3i1.36]
   Power T., 2021, COMMUNITY HELP INCLU
   Prest A, 2020, RES STUD MUSIC EDUC, V42, P208, DOI 10.1177/1321103X18804280
   Randolph T., 2022, THESIS WALDEN U MINN
   Reeves T., 2015, E-Learning and Digital Media, V12, P391, DOI DOI 10.1177/2042753015571828
   Reid K, 2005, PSYCHOLOGIST, V18, P20
   Rose P., 2003, COMPARE, V33, P47
   Rukundo S, 2018, INT J LAW INFORM TEC, V26, P252, DOI 10.1093/ijlit/eay009
   Sabates R., 2010, UNESCO
   Salac L. M., 2022, European Online Journal of Natural and Social Sciences, V11, P379, DOI DOI 10.35207/later.559732
   Sanders M.G., 2001, NASSP BULL, V85, P53
   Sanders M. G, 2013, SCH STUDENTS PLACED, P339
   Sanders MG, 2001, ELEM SCHOOL J, V102, P19, DOI 10.1086/499691
   Sekiwu D., 2020, AFRICAN ED RES J, V8, P152, DOI https://doi.org/10.30918/AERJ.82.20.017
   Smith M, 2023, CHILD GEOGR, V21, P220, DOI 10.1080/14733285.2022.2026887
   Snilstveit B., 2016, IMPACT ED PROGRAMMES
   Spier E.T., 2016, Campbell Systematic Reviews, V2016, P4, DOI [10.4073/csr.2016.4, DOI 10.4073/CSR.2016.4]
   Thulin J, 2020, CHILD CARE PRACT, V26, P285, DOI 10.1080/13575279.2018.1555139
   Tindyebwa Muhangi G., 2019, J ED PRACT, V10, P10, DOI [10.7176/jep/10-20-10, DOI 10.7176/JEP/10-20-10]
   Tumusiime A, 2018, AFR ARTS, V51, P1, DOI 10.1162/afar_a_00398
   UNICEF, 2014, OUT SCH CHILDR STUD, DOI [10.1016/j.jiec.2016.01.036, DOI 10.1016/J.JIEC.2016.01.036]
   Van Jaarsveld L., 2012, ACTA CRIMINOLOGICA, V2, P123
   Van Roekel D., 2008, CHANGING ROLE SCH LE
   Van VTS, 2022, GLOB HEALTH-SCI PRAC, V10, DOI 10.9745/GHSP-D-21-00391
   Van Wyk C., 2012, Journal of social sciences, V32, P101, DOI [10.1080/09718923.2012.11893056, DOI 10.1080/09718923.2012.11893056]
   Wafula P., 2020, MONITOR
   Walukamba A., 2013, GENDER BASED VIOLENC
   Wang DQ, 2021, J GLOB HEALTH, V11, DOI 10.7189/jogh.11.04051
   Wilson R., 2003, Drug abuse prevention
   World Bank, 2017, WORLD DEV REP 2018 L, DOI [10.1596/978-1-4648-1096-1, DOI 10.1596/978-1-4648-1096-1]
   Zulu B.M., 2004, South Afr. J. Educ, V24, P170
NR 109
TC 0
Z9 0
U1 1
U2 7
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUL 19
PY 2023
VL 14
AR 1045737
DI 10.3389/fpsyg.2023.1045737
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA N7ZS7
UT WOS:001039155600001
PM 37539008
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Park, K
   Moon, S
   Oh, J
AF Park, Kyongok
   Moon, SeolHwa
   Oh, Juyeon
TI Predictors of academic achievement in distance learning for nursing
   students
SO NURSE EDUCATION TODAY
LA English
DT Article
DE Distance learning; Self-regulated learning; Learning flow; Engagement;
   Academic stress
ID EDUCATION; FLOW; PERSPECTIVES; SATISFACTION; STRATEGIES; SUPPORT; TOOLS;
   MODEL
AB Background: Distance learning (DL) is no longer simply an alternative method in the new educational environment induced by COVID-19. The ability of learners to control the learning process is becoming an essential prerequisite for DL because learners are physically separated from their instructors. Therefore, it is necessary to understand the factors influencing DL and investigate the appropriate learning strategy.
   Objectives: This study aimed to identify the relationships between academic achievement and the factors influencing DL.
   Design: This study adopted a cross-sectional design.
   Setting: This study was conducted in nursing colleges in Korea.
   Participants: Two hundred and one undergraduate nursing students in Korea participated in this study.
   Methods: An online survey of academic achievement, self-regulated learning (SRL), learning flow, engagement, academic stress, and grade point average was conducted using Google Surveys on December 22 and 23, 2020 at four nursing colleges. A hierarchical multiple linear regression model was conducted to identify the predictors of academic achievement. Age and sex were included in the regression model in the first step. Then, learning flow and engagement were included in the second step, and SRL was included in the final step.
   Results: Learning flow (beta = 0.37, p < .001), engagement (beta = 0.23, p = .001), and SRL (beta = 0.22 p = .003) explained 49.5% of the variance in academic achievement (Adj R-2 = 0.50, F = 40.21, p < .001). After controlling for sex, age, flow state, and engagement in learning, SRL explained an additional 2% of the variance in academic achievement (R-2 change = 0.02, p = .003).
   Conclusions: The development of learning strategies, including SRL ability, learning flow and engagement in DL, contributes not only to students achieving high academic competency but also to educating students about perceptions of their 'future possible self'.
C1 [Park, Kyongok] Gangneung Wonju Natl Univ, Dept Nursing, Wonju, South Korea.
   [Moon, SeolHwa] Hanyang Univ, Coll Nursing, Seoul, South Korea.
   [Oh, Juyeon] Dankook Univ, Coll Nursing, Cheonan Si, South Korea.
C3 Kangnung Wonju National University; Hanyang University; Dankook
   University
RP Oh, J (corresponding author), Dankook Univ, Coll Nursing, Cheonan Si, South Korea.
EM ohjy@dankook.ac.kr
OI Moon, SeolHwa/0000-0002-8270-4524
CR Abdullaev A.A, 2020, J CRIT REV, V7, P337, DOI [10.31838/jcr.07.11.57, DOI 10.31838/JCR.07.11.57]
   Aebersold M, 2018, CLIN SIMUL NURS, V15, P34, DOI 10.1016/j.ecns.2017.09.008
   Ahmed SA, 2020, BMC MED EDUC, V20, DOI 10.1186/s12909-020-02311-1
   Al-Balas M, 2020, BMC MED EDUC, V20, DOI 10.1186/s12909-020-02257-4
   American Nurses Association, 2021, CONTIN EDUC
   [Anonymous], 2021, KOREAN ACCREDITATION
   Barnard-Brak L, 2010, INT REV RES OPEN DIS, V11, P61, DOI 10.19173/irrodl.v11i1.769
   Bdair IA, 2021, TEACH LEARN NURS, V16, P220, DOI 10.1016/j.teln.2021.02.008
   Bedewy Dalia, 2015, Health Psychol Open, V2, p2055102915596714, DOI 10.1177/2055102915596714
   Caliskan S, 2017, PROCEDIA COMPUT SCI, V120, P529, DOI 10.1016/j.procs.2017.11.275
   Cason CL, 2009, J NURSES PROF DEV, V25, pE1, DOI 10.1097/NND.0b013e3181a56f92
   Chang CC, 2018, AUSTRALAS J EDUC TEC, V34, P155, DOI 10.14742/ajet.2961
   Chen CH, 2019, EDUC TECHNOL SOC, V22, P33
   Chowdhury S., 2019, Int J Educ Management Studies, V9, P227
   Cook DA, 2010, ACAD MED, V85, P909, DOI 10.1097/ACM.0b013e3181d6c319
   Csikszentmihalyi, 1975, BOREDOM ANXIETY EXPE, P36
   Delen E, 2014, COMPUT EDUC, V78, P312, DOI 10.1016/j.compedu.2014.06.018
   Esteban-Millat I, 2014, COMPUT EDUC, V71, P111, DOI 10.1016/j.compedu.2013.09.012
   da Fonseca JRF, 2019, REV ESC ENFERM USP, V53, DOI [10.1590/S1980-220X2018030403530, 10.1590/s1980-220x2018030403530]
   Fisher MJ, 2010, NURS EDUC TODAY, V30, P44, DOI 10.1016/j.nedt.2009.05.020
   Fuller BL, 2017, J NURS EDUC, V56, P389, DOI 10.3928/01484834-20170619-02
   Garcia R, 2018, COMPUT EDUC, V123, P150, DOI 10.1016/j.compedu.2018.05.006
   Hauze S., 2020, International Journal on E-Learning, V19, P49
   Hung CY, 2015, INTERACT LEARN ENVIR, V23, P172, DOI 10.1080/10494820.2014.997248
   Jackson SA, 2008, J SPORT EXERCISE PSY, V30, P561, DOI 10.1123/jsep.30.5.561
   Joo YJ, 2012, EDUC TECHNOL SOC, V15, P313
   Korean Nurses Association Education Center, 2021, ON LIN RN ED
   Kuiper R, 2010, J NURS EDUC, V49, P429, DOI 10.3928/01484834-20100430-01
   Lahti M, 2014, INT J NURS STUD, V51, P136, DOI 10.1016/j.ijnurstu.2012.12.017
   Lee E, 2015, TECHTRENDS, V59, P54, DOI 10.1007/s11528-015-0871-9
   MANDERLINK G, 1984, J PERS SOC PSYCHOL, V47, P918, DOI 10.1037/0022-3514.47.4.918
   MARKUS H, 1986, AM PSYCHOL, V41, P954, DOI 10.1037/0003-066X.41.9.954
   Martin J, 2004, EDUC PSYCHOL, V39, P135, DOI 10.1207/s15326985ep3902_4
   Mustafa SMS, 2010, PROCD SOC BEHV, V7, P2, DOI 10.1016/j.sbspro.2010.10.001
   NYU School of Nursing, 2020, SPEC INF STUD
   Ogan A, 2015, INT J ARTIF INTELL E, V25, P229, DOI 10.1007/s40593-014-0034-8
   Petty J, 2013, NURS EDUC TODAY, V33, P53, DOI 10.1016/j.nedt.2012.06.008
   Raman J, 2015, NURS EDUC TODAY, V35, P663, DOI 10.1016/j.nedt.2015.01.018
   Rovai AP, 2009, INTERNET HIGH EDUC, V12, P7, DOI 10.1016/j.iheduc.2008.10.002
   Sadeghi M., 2019, INT J RES ENGLISH ED, V4, P80, DOI [10.29252/ijree.4.1.80, DOI 10.29252/IJREE.4.1.80]
   Seoul National University College of Nursing, 2020, 2020 1 SEM MAST PLAN, P20
   Sheikhaboumasoudi R, 2018, IRAN J NURS MIDWIFE, V23, P217, DOI 10.4103/ijnmr.IJNMR_79_17
   SoonGu Kim，, 2015, [Journal of Korea Academia-Industrial cooperation Society, 한국산학기술학회논문지], V16, P6807, DOI 10.5762/KAIS.2015.16.10.6807
   Vatrapu R., 2008, RES PRACT TECH ENHAN, V3, P159
   Watts L., 2016, Q REV DISTANCE ED, V17, P23
   Wicks D, 2015, ONLINE LEARN, V19, P67
   Wu IL, 2020, INT J INFORM MANAGE, V52, DOI 10.1016/j.ijinfomgt.2020.102099
   Yoo JH, 2018, CLIN SIMUL NURS, V24, P1, DOI 10.1016/j.ecns.2018.09.001
   Zimmerman BJ, 1998, EDUC PSYCHOL-US, V33, P73, DOI 10.1207/s15326985ep3302&3_3
NR 49
TC 15
Z9 15
U1 4
U2 35
PU CHURCHILL LIVINGSTONE
PI EDINBURGH
PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE,
   LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND
SN 0260-6917
EI 1532-2793
J9 NURS EDUC TODAY
JI Nurse Educ. Today
PD JAN
PY 2022
VL 108
AR 105162
DI 10.1016/j.nedt.2021.105162
PG 7
WC Education, Scientific Disciplines; Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Nursing
GA XG7HN
UT WOS:000724919500026
PM 34624695
DA 2024-07-15
ER

PT J
AU Rousseau, C
   Beauregard, C
   Daignault, K
   Petrakos, H
   Thombs, BD
   Steele, R
   Vasiliadis, HM
   Hechtman, L
AF Rousseau, Cecile
   Beauregard, Caroline
   Daignault, Katherine
   Petrakos, Harriet
   Thombs, Brett D.
   Steele, Russell
   Vasiliadis, Helen-Maria
   Hechtman, Lily
TI A Cluster Randomized-Controlled Trial of a Classroom-Based Drama
   Workshop Program to Improve Mental Health Outcomes among Immigrant and
   Refugee Youth in Special Classes
SO PLOS ONE
LA English
DT Article
ID SELF-CONTAINED CLASSROOMS; DIFFICULTIES QUESTIONNAIRE; PSYCHOMETRIC
   PROPERTIES; ACADEMIC ENGAGEMENT; CHILDREN; INTERVENTION; STRENGTHS;
   STUDENTS; SCHOOLS; ADOLESCENTS
AB Objectives: The aim of this cluster randomized trial was to evaluate the effectiveness of a school-based theatre intervention program for immigrant and refugee youth in special classes for improving mental health and academic outcomes. The primary hypothesis was that students in the theatre intervention group would report a greater reduction in impairment from symptoms compared to students in the control and tutoring groups.
   Methods: Special classrooms in five multiethnic high schools were randomly assigned to theater intervention (n = 10), tutoring (n = 10) or control status (n = 9), for a total of 477 participants. Students and teachers were non-blinded to group assignment. The primary outcome was impairment from emotional and behavioural symptoms assessed by the Impact Supplement of the Strengths and Difficulties Questionnaire (SDQ) completed by the adolescents. The secondary outcomes were the SDQ global scores (teacher and youth reports), impairment assessed by teachers and school performance. The effect of the interventions was assessed through linear mixed effect models which incorporate the correlation between students in the same class, due to the nature of the randomization of the interventions by classroom.
   Results: The theatre intervention was not associated with a greater reduction in self-reported impairment and symptoms in youth placed in special class because of learning, emotional and behavioural difficulties than a tutoring intervention or a non-active control group. The estimates of the different models show a non-significant decrease in both self-reported and impairment scores in the theatre intervention group for the overall group, but the impairment score decreased significantly for first generation adolescents while it increased for second generation adolescents.
   Conclusion: The difference between the population of immigrant and refugee youth newcomers studied previously and the sample of this trial may explain some of the differences in the observed impact of the theatre intervention.
C1 [Rousseau, Cecile] McGill Univ, Div Social & Cultural Psychiat, Montreal, PQ, Canada.
   [Beauregard, Caroline] Univ Montreal, Dept Educ Psychol & Adult Educ, Montreal, PQ, Canada.
   [Daignault, Katherine; Steele, Russell] McGill Univ, Dept Math & Stat, Montreal, PQ, Canada.
   [Petrakos, Harriet] Concordia Univ, Dept Educ, Montreal, PQ, Canada.
   [Thombs, Brett D.] McGill Univ, Dept Psychiat, Lady Davis Inst Med Res, Montreal, PQ, Canada.
   [Vasiliadis, Helen-Maria] Univ Sherbrooke, Dept Community Hlth Sci, Sherbrooke, PQ J1K 2R1, Canada.
   [Hechtman, Lily] McGill Univ, Div Child Psychiat, Montreal, PQ, Canada.
C3 McGill University; Universite de Montreal; McGill University; Concordia
   University - Canada; Lady Davis Institute; McGill University; University
   of Sherbrooke; McGill University
RP Rousseau, C (corresponding author), McGill Univ, Div Social & Cultural Psychiat, Montreal, PQ, Canada.
EM cecile.rousseau@mcgill.ca
RI Vasiliadis, Helen-Maria/JXY-5848-2024; Beauregard,
   Caroline/HSG-3968-2023; Steele, Russell J/G-6926-2017
OI Beauregard, Caroline/0000-0002-0917-9102; 
FU Canadian Institute for Health Research [IRSC-229984]
FX This research was funded by a grant from the Canadian Institute for
   Health Research, No. IRSC-229984. The funder had no role in study
   design, data collection and analysis, decision to publish, or
   preparation of the manuscript.
CR Akhundov N, 1999, FORCED MIGRATION DEC, V1999, P20
   Anderson JA, 2001, J EMOT BEHAV DISORD, V9, P106, DOI 10.1177/106342660100900205
   [Anonymous], 2005, POSTTRAUMATIC STRESS
   Bibeau G, 1992, SANTE MENTALE VISAGE
   Bourdon KH, 2005, J AM ACAD CHILD PSY, V44, P557, DOI 10.1097/01.chi.0000159157.57075.c8
   Danev M., 1998, ART THERAPISTS REFUG
   Everitt B.S., 2008, CLIN TRIALS PSYCHIAT
   Glick JE, 2003, DEMOGRAPHY, V40, P759, DOI 10.1353/dem.2003.0034
   Goodman A, 2008, BMC PUBLIC HEALTH, V8, DOI 10.1186/1471-2458-8-258
   Goodman R, 1999, J CHILD PSYCHOL PSYC, V40, P791, DOI 10.1111/1469-7610.00494
   Goodman R, 2000, EUR CHILD ADOLES PSY, V9, P129, DOI 10.1007/s007870050008
   Goodman R, 2001, J AM ACAD CHILD PSY, V40, P1337, DOI 10.1097/00004583-200111000-00015
   Hodes M., 2000, Child Psychology and Psychiatry Review, V5, P57, DOI [10.1017/S136064170000215X, DOI 10.1017/S136064170000215X]
   Jordans MJD, 2010, J CHILD PSYCHOL PSYC, V51, P818, DOI 10.1111/j.1469-7610.2010.02209.x
   Kanoute F., 2002, Revue des sciences de l'education, V28, P171
   Lane KL, 2005, BEHAV DISORDERS, V30, P363
   Lane KL, 2005, BEHAV DISORDERS, V30, P349
   Layne CM, 2008, J AM ACAD CHILD PSY, V47, P1048, DOI 10.1097/CHI.0b013e31817eecae
   Lopez A, 1992, NUESTRO ORIGEN NUEST
   Manassis K, 2010, DEPRESSION ANXIETY
   MILLER KE, 1994, AM J ORTHOPSYCHIAT, V64, P346, DOI 10.1037/h0079548
   Moneta I, 2008, ART PSYCHOTHER, V35, P329, DOI 10.1016/j.aip.2008.07.001
   Nylund B.V., 1999, Forced Migration Review, V6, P16
   Rasco LM, 2004, MENTAL HEALTH OF REFUGEES, P375
   Reddy LA, 2009, J SCHOOL PSYCHOL, V47, P77, DOI 10.1016/j.jsp.2008.11.001
   Rousseau C, 2005, J CHILD PSYCHOL PSYC, V46, P180, DOI 10.1111/j.1469-7610.2004.00344.x
   Rousseau C, 1996, AM J ORTHOPSYCHIAT, V66, P239, DOI 10.1037/h0080175
   Rousseau C, 2008, CHILD ADOL PSYCH CL, V17, P533, DOI 10.1016/j.chc.2008.02.002
   Rousseau Cecile, 2007, Clin Child Psychol Psychiatry, V12, P451
   Rousseau C, 2012, CHILD ADOL MENT H-UK, V17, P187, DOI 10.1111/j.1475-3588.2011.00629.x
   Rumbaut Ruben G., 2001, Ethnicities: Children of Immigrants in America
   Stein BD, 2003, JAMA-J AM MED ASSOC, V290, P603, DOI 10.1001/jama.290.5.603
   Suárez-Orozco C, 2009, TEACH COLL REC, V111, P712
   Tol WA, 2008, JAMA-J AM MED ASSOC, V300, P655, DOI 10.1001/jama.300.6.655
   Tol WA, 2012, WORLD PSYCHIATRY, V11, P114, DOI 10.1016/j.wpsyc.2012.05.008
   Tucker CM, 2002, PSYCHOL SCHOOLS, V39, P477, DOI 10.1002/pits.10038
   Van Hook J, 2002, DEMOGRAPHY, V39, P639, DOI 10.1353/dem.2002.0042
   Wilson SJ, 2007, AM J PREV MED, V33, pS130, DOI 10.1016/j.amepre.2007.04.011
NR 38
TC 25
Z9 29
U1 0
U2 45
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD AUG 15
PY 2014
VL 9
IS 8
AR e104704
DI 10.1371/journal.pone.0104704
PG 9
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics
GA AN8UD
UT WOS:000340879300044
PM 25127251
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Burns, EC
   Martin, AJ
   Collie, RJ
AF Burns, Emma C.
   Martin, Andrew J.
   Collie, Rebecca J.
TI Adaptability, personal best (PB) goals setting, and gains in students'
   academic outcomes: A longitudinal examination from a social cognitive
   perspective
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Social cognitive theory; Adaptability; Goals; Engagement; Achievement
ID OF-FIT INDEXES; SELF-EFFICACY; HIGH-SCHOOL; INTERPERSONAL RELATIONSHIPS;
   LIFE-SPAN; ADOLESCENTS PERCEPTIONS; ACHIEVEMENT-MOTIVATION; AUTONOMY
   SUPPORT; TASK-VALUE; ENGAGEMENT
AB The present investigation examines how two novel constructs, adaptability (for self-regulation) and PB goal setting (for goal setting), operate alongside the more "traditional" constructs of the triadic model of social cognitive theory (SCT; Bandura, 1986) to predict students' academic gains over time. Given that the triadic model highlights the importance of self-regulation and goal setting in human motivation, it is important to revisit classic models (such as SCT) to ascertain the role and validity of these new and relevant constructs in seminal conceptualizing. A longitudinal process model explored the extent to which: social support from parents, peers, and teachers (environmental factors) predicted gains in students' self-efficacy, perceived control, adaptability, and PB goal setting (personal factors); self-efficacy, perceived control, and adaptability predicted growth in students' PB goal setting; and, PB goal setting predicted academic growth in engagement and achievement (behavioral factors). Data were collected via survey one year apart across the 2014 and 2015 academic years from N = 1481 students in nine Australian high schools. Longitudinal structural equation modelling indicated that parent, peer, and teacher social support significantly predicted gains in adaptability and self-efficacy; adaptability, self-efficacy, and teacher support significantly predicted gains in PB goal setting; and PB goal setting significantly predicted gains in both academic engagement and achievement. These findings extend and augment previous work by providing support for the positive role adaptability and PB goal setting play in student academic functioning over time. Similarly, this investigation confirms the viability of including adaptability and PB goal setting within SCT's triadic model and provides evidence for their impact within the larger psycho-educational terrain.
C1 [Burns, Emma C.; Martin, Andrew J.; Collie, Rebecca J.] Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia.
C3 University of New South Wales Sydney
RP Martin, AJ (corresponding author), Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia.
EM andrew.martin@unsw.edu.au
RI Burns, Emma/KHT-9036-2024
OI Martin, Andrew/0000-0001-5504-392X; Burns, Emma C/0000-0001-6323-1816
FU Australian Research Council [DP140104294]
FX This study was funded by the Australian Research Council (Grant
   #DP140104294).
CR Abbott-Chapman J, 2014, BRIT EDUC RES J, V40, P102, DOI 10.1002/berj.3031
   Alliman-Brissett A.E., 2004, Professional School Counseling, V7, P124
   Anastasi A., 1997, PSYCHOL TESTING
   Arbuckle J.L., 1996, ADV STRUCTURAL EQUAT, P243, DOI DOI 10.4324/9781315827414
   Archambault I, 2009, J ADOLESCENCE, V32, P651, DOI 10.1016/j.adolescence.2008.06.007
   Australian Curriculum Assessment Reporting Authority (ACARA), 2011, INT NAPLAN RES FACT
   BALTES PB, 1987, DEV PSYCHOL, V23, P611, DOI 10.1037/0012-1649.23.5.611
   Bandura A, 2003, J APPL PSYCHOL, V88, P87, DOI 10.1037/0021-9010.88.1.87
   BANDURA A, 1991, ORGAN BEHAV HUM DEC, V50, P248, DOI 10.1016/0749-5978(91)90022-L
   Bandura A, 2001, ANNU REV PSYCHOL, V52, P1, DOI 10.1146/annurev.psych.52.1.1
   BANDURA A, 1989, J PERS SOC PSYCHOL, V56, P805, DOI 10.1037/0022-3514.56.5.805
   Bandura A., 1986, SOCIAL FDN THOUGHT A
   Bandura A., 1997, SELF EFFICACY EXERCI, DOI DOI 10.1891/0889-8391.13.2.158
   Bandura A, 2006, PERSPECT PSYCHOL SCI, V1, P164, DOI 10.1111/j.1745-6916.2006.00011.x
   Ben-Eliyahu A, 2018, CONTEMP EDUC PSYCHOL, V53, P87, DOI 10.1016/j.cedpsych.2018.01.002
   Black AE, 2000, SCI EDUC, V84, P740, DOI 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3
   Bollen K.A., 1990, Sociological Methodology, V20, P115, DOI [10.2307/271084, DOI 10.2307/271084]
   Bong M, 2004, J EDUC RES, V97, P287, DOI 10.3200/JOER.97.6.287-298
   Bong M, 1997, J EDUC PSYCHOL, V89, P696, DOI 10.1037/0022-0663.89.4.696
   Bong M, 2001, J EDUC PSYCHOL, V93, P23, DOI 10.1037//0022-0663.93.1.23
   Brener ND, 2003, J ADOLESCENT HEALTH, V33, P436, DOI 10.1016/S1054-139X(03)00052-1
   Bryant F.B., 1995, Reading and understanding multivariate statistics, P99, DOI DOI 10.3109/07420528.2010.540363
   Burns EC., 2017, British Journal of Educational Psychology Monograph Series, V12, P111, DOI DOI 10.53841/BPSMONO.2017.CAT2023.8
   Burns E, 2014, AUST J GUID COUNS, V24, P227, DOI 10.1017/jgc.2014.17
   Callan GL, 2018, SCHOOL PSYCHOL QUART, V33, P103, DOI 10.1037/spq0000198
   Chen FF, 2005, STRUCT EQU MODELING, V12, P471, DOI 10.1080/10705510701301834
   Cheung GW, 2002, STRUCT EQU MODELING, V9, P233, DOI 10.1207/S15328007SEM0902_5
   Chou C., 1995, STRUCTURAL EQUATION, P37, DOI DOI 10.2307/2988418
   Cleary T., 2015, Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being, P3
   Cleary TJ, 2009, J SCHOOL PSYCHOL, V47, P291, DOI 10.1016/j.jsp.2009.04.002
   Collie RJ, 2017, CONTEMP EDUC PSYCHOL, V49, P355, DOI 10.1016/j.cedpsych.2017.04.001
   Collie RJ, 2017, EDUC PSYCHOL-UK, V37, P550, DOI 10.1080/01443410.2015.1127330
   Collie RJ, 2016, LEARN INDIVID DIFFER, V45, P65, DOI 10.1016/j.lindif.2015.12.002
   Cook TD, 2007, J RES ADOLESCENCE, V17, P325, DOI 10.1111/j.1532-7795.2007.00525.x
   Cooper KS, 2014, AM EDUC RES J, V51, P363, DOI 10.3102/0002831213507973
   DeShon RP, 2005, J APPL PSYCHOL, V90, P1096, DOI 10.1037/0021-9010.90.6.1096
   Diseth Å, 2012, EDUC PSYCHOL-UK, V32, P335, DOI 10.1080/01443410.2012.657159
   Elliot A.J., 2005, Handbook of competence and motivation, P52
   Elliot AJ, 2011, J EDUC PSYCHOL, V103, P632, DOI 10.1037/a0023952
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Frenzel AC, 2007, LEARN INSTR, V17, P478, DOI 10.1016/j.learninstruc.2007.09.001
   Green J, 2012, J ADOLESCENCE, V35, P1111, DOI 10.1016/j.adolescence.2012.02.016
   GROLNICK WS, 1991, J EDUC PSYCHOL, V83, P508, DOI 10.1037/0022-0663.83.4.508
   GROLNICK WS, 1989, J EDUC PSYCHOL, V81, P143, DOI 10.1037/0022-0663.81.2.143
   Hazari Z, 2010, J RES SCI TEACH, V47, P978, DOI 10.1002/tea.20363
   Heckhausen J, 2010, PSYCHOL REV, V117, P32, DOI 10.1037/a0017668
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Jang H, 2010, J EDUC PSYCHOL, V102, P588, DOI 10.1037/a0019682
   Johnson DW, 1999, THEOR PRACT, V38, P67, DOI 10.1080/00405849909543834
   Jones E, 2008, CONTEMP EDUC PSYCHOL, V33, P209, DOI 10.1016/j.cedpsych.2006.11.001
   Karabenick SA, 2007, EDUC PSYCHOL-US, V42, P139, DOI 10.1080/00461520701416231
   Lascano DIV, 2015, DEV PSYCHOL, V51, P124, DOI 10.1037/a0038433
   Lepper MR, 2005, J EDUC PSYCHOL, V97, P184, DOI 10.1037/0022-0663.97.2.184
   Liem GAD, 2012, LEARN INSTR, V22, P222, DOI 10.1016/j.learninstruc.2011.11.003
   Liem GAD, 2012, AUST PSYCHOL, V47, P3, DOI 10.1111/j.1742-9544.2011.00049.x
   Locke E.A., 2013, New Developments in Goal Setting and Task Performance, P623
   Locke EA, 2002, AM PSYCHOL, V57, P705, DOI 10.1037//0003-066X.57.9.705
   Marsh H.W., 2007, SELF CONCEPT THEORY
   Martin AJ, 2007, AUST J GUID COUNS, V17, P109, DOI 10.1375/ajgc.17.2.109
   Martin AJ, 2008, J SCHOOL PSYCHOL, V46, P53, DOI 10.1016/j.jsp.2007.01.002
   Martin AJ, 2017, EDUC PSYCHOL-UK, V37, P930, DOI 10.1080/01443410.2016.1202904
   Martin AJ, 2016, EDUC PSYCHOL-UK, V36, P1285, DOI 10.1080/01443410.2015.1093606
   Martin AJ, 2016, LEARN INDIVID DIFFER, V45, P222, DOI 10.1016/j.lindif.2015.12.014
   Martin AJ, 2015, BRIT J EDUC PSYCHOL, V85, P207, DOI 10.1111/bjep.12038
   Martin AJ, 2013, J EDUC PSYCHOL, V105, P728, DOI 10.1037/a0032794
   Martin AJ, 2006, BRIT J EDUC PSYCHOL, V76, P803, DOI 10.1348/000709905X55389
   Martin AJ, 2012, AUST J GUID COUNS, V22, P58, DOI 10.1017/jgc.2012.8
   Martin AJ, 2012, J EDUC PSYCHOL, V104, P1, DOI 10.1037/a0025988
   Martin AJ, 2010, LEARN INDIVID DIFFER, V20, P265, DOI 10.1016/j.lindif.2010.01.001
   Martin AJ, 2009, EDUC PSYCHOL MEAS, V69, P794, DOI 10.1177/0013164409332214
   Martin AJ, 2009, REV EDUC RES, V79, P327, DOI 10.3102/0034654308325583
   Maulana R, 2014, BRIT J EDUC PSYCHOL, V84, P459, DOI 10.1111/bjep.12031
   McArdle JJ, 2009, ANNU REV PSYCHOL, V60, P577, DOI 10.1146/annurev.psych.60.110707.163612
   McNeil L., 2000, Contradictions of school reform: Educational costs of standardized testing
   Meece JL, 2006, ANNU REV PSYCHOL, V57, P487, DOI 10.1146/annurev.psych.56.091103.070258
   MILLER RB, 1993, CONTEMP EDUC PSYCHOL, V18, P2, DOI 10.1006/ceps.1993.1002
   Muthen L. K., 1998, Mplus User's Guide
   Panadero E, 2017, FRONT PSYCHOL, V8, DOI 10.3389/fpsyg.2017.00422
   Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
   Reeve J, 2014, J EDUC PSYCHOL, V106, P527, DOI 10.1037/a0034934
   Reeve J, 2009, EDUC PSYCHOL-US, V44, P159, DOI 10.1080/00461520903028990
   Sattler JM, 2001, ASSESSMENT CHILDREN
   Schindler I, 2010, MOTIV EMOTION, V34, P168, DOI 10.1007/s11031-010-9157-x
   Schunk D. H., 2002, Development of Achievement Motivation, P15, DOI DOI 10.1016/B978-012750053-9/50003-6
   Seifert TL, 2001, BRIT J EDUC PSYCHOL, V71, P81, DOI 10.1348/000709901158406
   Senko C, 2011, EDUC PSYCHOL-US, V46, P26, DOI 10.1080/00461520.2011.538646
   Shrout PE, 2002, PSYCHOL METHODS, V7, P422, DOI 10.1037//1082-989X.7.4.422
   Skinner E.A., 1995, Perceived control, motivation, coping, V8, DOI DOI 10.4135/9781483327198
   SKINNER EA, 1990, J EDUC PSYCHOL, V82, P22, DOI 10.1037/0022-0663.82.1.22
   Skinner EA, 1996, J PERS SOC PSYCHOL, V71, P549, DOI 10.1037/0022-3514.71.3.549
   Soenens B, 2005, J YOUTH ADOLESCENCE, V34, P589, DOI 10.1007/s10964-005-8948-y
   Tads T. W., 2000, PRIMER LONGITUDINAL
   Tarbetsky AL, 2016, CONTEMP EDUC PSYCHOL, V47, P61, DOI 10.1016/j.cedpsych.2016.01.002
   Trusty J, 1997, J COUNS DEV, V75, P375, DOI 10.1002/j.1556-6676.1997.tb02353.x
   Usher E.L., 2006, J INVITATIONAL THEOR, V12, P7
   Usher EL, 2008, REV EDUC RES, V78, P751, DOI 10.3102/0034654308321456
   Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
   Wentzel KR, 2012, APPL PSYCHOL-INT REV, V61, P605, DOI 10.1111/j.1464-0597.2012.00508.x
   WENTZEL KR, 1994, J EDUC PSYCHOL, V86, P173, DOI 10.1037/0022-0663.86.2.173
   Wentzel KR, 1999, J EDUC PSYCHOL, V91, P76, DOI 10.1037/0022-0663.91.1.76
   Wigfield A, 1994, EDUC PSYCHOL REV, V6, P49, DOI 10.1007/BF02209024
   Winne P.H., 2008, MOTIVATION SELF REGU, P297, DOI DOI 10.4324/9780203831076
   ZIMMERMAN BJ, 1990, EDUC PSYCHOL, V25, P3, DOI 10.1207/s15326985ep2501_2
   Zimmerman BJ, 2002, THEOR PRACT, V41, P64, DOI 10.1207/s15430421tip4102_2
   ZIMMERMAN BJ, 1992, AM EDUC RES J, V29, P663, DOI 10.2307/1163261
   Zimmerman BJ, 2000, CONTEMP EDUC PSYCHOL, V25, P82, DOI 10.1006/ceps.1999.1016
NR 106
TC 67
Z9 87
U1 5
U2 42
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
EI 1090-2384
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD APR
PY 2018
VL 53
BP 57
EP 72
DI 10.1016/j.cedpsych.2018.02.001
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GK1OX
UT WOS:000435889200005
DA 2024-07-15
ER

PT J
AU Kilgus, SP
   Van Wie, MP
   Sinclair, JS
   Riley-Tillman, TC
   Herman, KC
AF Kilgus, Stephen P.
   Van Wie, Michael P.
   Sinclair, James S.
   Riley-Tillman, T. Chris
   Herman, Keith C.
TI Developing a Direct Rating Behavior Scale for Depression in Middle
   School Students
SO SCHOOL PSYCHOLOGY
LA English
DT Article
DE universal screening; direct behavior rating; behavioral assessment
ID MENTAL-HEALTH; ADOLESCENT DEPRESSION; CONCURRENT VALIDITY;
   SPECIAL-EDUCATION; INTERVENTION; RISK; SENSITIVITY; PREVALENCE;
   DISORDERS; CHILDREN
AB Research has supported the applied use of Direct Behavior Rating Single-Item Scale (DBR-SIS) targets of "academic engagement" and "disruptive behavior" for a range of purposes, including universal screening and progress monitoring. Though useful in evaluating social behavior and externalizing problems, these targets have limited utility in evaluating emotional behavior and internalizing problems. Thus, the primary purpose of this study was to support the initial development and validation of a novel DBR-SIS target of "unhappy," which was intended to tap into the specific construct of depression. A particular focus of this study was on the novel target's utility within universal screening. A secondary purpose was to further validate the aforementioned existing DBR-SIS targets. Within this study, 87 teachers rated 1,227 students across two measures (i.e., DBR-SIS and the Teacher Observation of Classroom Adaptation-Checklist [TOCA-C]) and time points (i.e., fall and spring). Correlational analyses supported the test-retest reliability of each DBR-SIS target, as well as its convergent and discriminant validity across concurrent and predictive comparisons. Receiver operating characteristic (ROC) curve analyses further supported (a) the overall diagnostic accuracy of each target (as indicated by the area under the curve [AUC] statistic), as well as (b) the selection of cut scores found to accurately differentiate at-risk and not at-risk students (as indicated by conditional probability statistics). A broader review of findings suggested that across the majority of analyses, the existing DBR-SIS targets outperformed the novel "unhappy" target.
   Impact and Implications
   Research suggests that although many students exhibit within internalizing concerns, schools struggle to identify them in a timely manner. The results of the study indicate how the Direct Behavior Rating Single-Item Scales (DBR-SIS) can be used to identify students exhibiting such concerns.
C1 [Kilgus, Stephen P.; Van Wie, Michael P.; Sinclair, James S.; Riley-Tillman, T. Chris; Herman, Keith C.] Univ Missouri, Dept Educ Sch & Counseling Psychol, 16 Hill Hall, Columbia, MO 65211 USA.
C3 University of Missouri System; University of Missouri Columbia
RP Kilgus, SP (corresponding author), Univ Missouri, Dept Educ Sch & Counseling Psychol, 16 Hill Hall, Columbia, MO 65211 USA.
EM kilguss@missouri.edu
OI Kilgus, Stephen/0000-0003-0218-1004; Riley-Tillman,
   Timothy/0000-0001-7057-0429
CR [Anonymous], 2017, Computer software
   Birmaher B, 1996, J AM ACAD CHILD PSY, V35, P1427, DOI 10.1097/00004583-199611000-00011
   Briesch AM, 2010, SCHOOL PSYCHOL REV, V39, P408
   Chafouleas S.M., 2011, Education and Treatment of Children, V34, P575, DOI [10.1353/etc.2011.0034, DOI 10.1353/ETC.2011.0034]
   Chafouleas SM, 2012, EXCEPT CHILDREN, V78, P491, DOI 10.1177/001440291207800406
   Chafouleas SM, 2012, J SCHOOL PSYCHOL, V50, P317, DOI 10.1016/j.jsp.2011.11.007
   Chafouleas SM, 2009, ASSES EFF INTERV, V34, P195, DOI 10.1177/1534508409340391
   Cook CR, 2011, ASSES EFF INTERV, V36, P71, DOI 10.1177/1534508410390486
   Costello EJ, 2011, J CHILD PSYCHOL PSYC, V52, P1015, DOI 10.1111/j.1469-7610.2011.02446.x
   Cyranowski JM, 2000, ARCH GEN PSYCHIAT, V57, P21, DOI 10.1001/archpsyc.57.1.21
   DiStefano C, 2013, PSYCHOL ASSESSMENT, V25, P467, DOI 10.1037/a0031393
   Fergusson DM, 2002, ARCH GEN PSYCHIAT, V59, P225, DOI 10.1001/archpsyc.59.3.225
   Fombonne E, 2001, BRIT J PSYCHIAT, V179, P210, DOI 10.1192/bjp.179.3.210
   Forness SR, 2005, BEHAV DISORDERS, V30, P311
   Forness SR, 2012, J EMOT BEHAV DISORD, V20, P4, DOI 10.1177/1063426611401624
   FUCHS LS, 1991, EXCEPT CHILDREN, V57, P488, DOI 10.1177/001440299105700603
   Grover RL, 2007, DEPRESS ANXIETY, V24, P410, DOI 10.1002/da.20241
   Hintze JM, 2000, SCHOOL PSYCHOL QUART, V15, P52, DOI 10.1037/h0088778
   Jenkins JR, 2007, SCHOOL PSYCHOL REV, V36, P582
   Kane MT, 2013, J EDUC MEAS, V50, P1, DOI 10.1111/jedm.12000
   Kessler RC, 2009, EPIDEMIOL PSICHIAT S, V18, P23, DOI 10.1017/S1121189X00001421
   Kilgus SP, 2015, SCHOOL PSYCHOL QUART, V30, P159, DOI 10.1037/spq0000118
   Kilgus SP, 2014, J SCHOOL PSYCHOL, V52, P377, DOI 10.1016/j.jsp.2014.06.002
   Kilgus SP, 2014, J SCHOOL PSYCHOL, V52, P63, DOI 10.1016/j.jsp.2013.11.002
   Klein DN, 2009, J AM ACAD CHILD PSY, V48, P703, DOI 10.1097/CHI.0b013e3181a56606
   Koth CW, 2009, MEAS EVAL COUNS DEV, V42, P15, DOI 10.1177/0748175609333560
   Kovacs M., 1992, Manual of the Children's Depression Inventory
   Lane KL, 2012, BEHAV DISORDERS, V37, P99
   Levitt JM, 2007, J SCHOOL PSYCHOL, V45, P163, DOI 10.1016/j.jsp.2006.11.005
   LEWINSOHN PM, 1993, J ABNORM PSYCHOL, V102, P133, DOI 10.1037/0021-843X.102.1.133
   Marder E, 2013, MMWR-MORBID MORTAL W, V62, P1
   Masten AS, 2005, DEV PSYCHOL, V41, P733, DOI 10.1037/0012-1649.41.5.733
   McIntosh K, 2014, J POSIT BEHAV INTERV, V16, P209, DOI 10.1177/1098300713491980
   Merikangas KR, 2010, J AM ACAD CHILD PSY, V49, P980, DOI 10.1016/j.jaac.2010.05.017
   Miller FG, 2015, SCHOOL PSYCHOL QUART, V30, P184, DOI 10.1037/spq0000085
   Nelson JR, 2002, J EMOT BEHAV DISORD, V10, P181
   NELSON WM, 1990, J CLIN CHILD PSYCHOL, V19, P254, DOI 10.1207/s15374424jccp1903_8
   Pas ET, 2011, PSYCHOL SCHOOLS, V48, P541, DOI 10.1002/pits.20577
   Pearcy M.T., 1993, J EMOT BEHAV DISORD, V1, P165, DOI [10.1177/2F106342669300100304, 10.1177/106342669300100304, DOI 10.1177/106342669300100304]
   Perroud N, 2009, NEUROPSYCHOPHARMACOL, V34, P2517, DOI 10.1038/npp.2009.81
   Petscher Y, 2011, ASSES EFF INTERV, V36, P158, DOI 10.1177/1534508410396698
   Reschly AL, 2009, J SCHOOL PSYCHOL, V47, P427, DOI 10.1016/j.jsp.2009.07.001
   Rohrer D., 2014, DIRECT BEHAV RATING
   Slade Eric P, 2002, Ment Health Serv Res, V4, P151, DOI 10.1023/A:1019711113312
   Smith RL, 2018, SCHOOL PSYCHOL QUART, V33, P83, DOI 10.1037/spq0000209
   Spielberger C.D., 1980, PRELIMINARY PROFESSI
   Streiner DL, 2007, CAN J PSYCHIAT, V52, P121, DOI 10.1177/070674370705200210
   von der Embse NP, 2016, PSYCHOL ASSESSMENT, V28, P1265, DOI 10.1037/pas0000253
   von der Embse NP, 2015, SCHOOL PSYCHOL QUART, V30, P244, DOI 10.1037/spq0000083
   Wang Z, 2015, J EXP EDUC, V83, P24, DOI 10.1080/00220973.2013.876230
   WATSON D, 1988, J ABNORM PSYCHOL, V97, P346, DOI 10.1037/0021-843X.97.3.346
   Weist MD, 1999, CLIN PSYCHOL REV, V19, P131, DOI 10.1016/S0272-7358(98)00068-3
   WERTHAMERLARSSON L, 1991, AM J COMMUN PSYCHOL, V19, P585, DOI 10.1007/BF00937993
NR 53
TC 5
Z9 8
U1 1
U2 6
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 2578-4218
EI 2578-4226
J9 SCHOOL PSYCHOL
JI School Psychol.
PD JAN
PY 2019
VL 34
IS 1
BP 86
EP 95
DI 10.1037/spq0000263
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HN8JM
UT WOS:000460441100009
PM 29911877
DA 2024-07-15
ER

PT J
AU Davidson, B
   Gillies, RA
   Pelletier, AL
AF Davidson, Bernard
   Gillies, Ralph A.
   Pelletier, Allen L.
TI Introversion and Medical Student Education: Challenges for Both Students
   and Educators
SO TEACHING AND LEARNING IN MEDICINE
LA English
DT Article
DE qualitative; student characteristics; student health; personality;
   assessment
ID NEO-PI-R; 5-FACTOR MODEL; PERSONALITY; EXTRAVERSION; PERFORMANCE;
   STRESS; SCALES; WORK
AB Issue: Introversion is one of the personality factors that has been shown to be associated with performance in medical school. Prior cross-sectional studies highlight performance evaluation differences between introverted and extraverted medical students, though the mechanisms and implications of these differences remain relatively unexplained and understudied. This gap in the literature has become more salient as medical schools are employing more interactive learning strategies into their curricula which may disproportionately challenge introverted learners. Evidence: In this article, we provide an overview and working definition of introversion as a valid construct occurring on a continuum. We apply a goodness of fit model to explore how various medical training contexts may be more or less challenging for introverted students and the potential consequences of a poor fit. As preliminary support for these hypothesized challenges, we share observations from students self-identified as introverts. Examples include introverted students feeling at times like misfits, questioning a need to change their identity to succeed in medical school, and being judged as underperformers. We offer pragmatic suggestions for improving the fit between introverted students and their training contexts, such as teachers and students pausing between a question being asked and the initial response being offered and teachers differentiating between anxious and introverted behaviors. We conclude with suggested areas for future qualitative and quantitative research to examine how medical school curricula and the teaching environment may be differentially impacting the learning and health of introverted and extraverted students. Implications: Extraverted behaviors will continue to be an important part of medical training and practice, but the merits of introverted behaviors warrant further consideration as both medical training and practice evolve. Educators who make manageable adjustments to current teaching practices can improve the learning for both introverted and extraverted styles of academic engagement.
C1 [Davidson, Bernard] Georgia Regents Univ, Dept Psychiat & Hlth Behav, Augusta, GA 30912 USA.
   [Gillies, Ralph A.; Pelletier, Allen L.] Georgia Regents Univ, Dept Family Med, Augusta, GA 30912 USA.
C3 University System of Georgia; Augusta University; University System of
   Georgia; Augusta University
RP Gillies, RA (corresponding author), Georgia Regents Univ, Dept Family Med, HB 3041, Augusta, GA 30912 USA.
EM rgillies@gru.edu
CR [Anonymous], 2012, QUIET POWER INTROVER
   [Anonymous], 1996, USING ACTIVE LEARNIN, DOI DOI 10.1002/TL.37219966709
   [Anonymous], 2020, FUNCT STRUCT MED SCH
   Aron EN, 1997, J PERS SOC PSYCHOL, V73, P345, DOI 10.1037/0022-3514.73.2.345
   Barlow D.H., 2007, MASTERY YOUR ANXIETY, V4th
   Blandin K, 2013, J ANAL PSYCHOL, V58, P118, DOI 10.1111/j.1468-5922.2013.02020.x
   Cain S, 2012, POW INTR VID TED TAL
   CARLSON JG, 1985, J PERS ASSESS, V49, P356, DOI 10.1207/s15327752jpa4904_3
   Costa PT, 1996, APPL PSYCHOL-INT REV, V45, P225
   Detsky AS, 2009, JAMA-J AM MED ASSOC, V301, P1379, DOI 10.1001/jama.2009.247
   DIGMAN JM, 1986, J PERS SOC PSYCHOL, V50, P116, DOI 10.1037/0022-3514.50.1.116
   Doherty EM, 2011, MED EDUC, V45, P132, DOI 10.1111/j.1365-2923.2010.03760.x
   Douglas C., 2005, CURRENT PSYCHOTHERAP, V7th, P96
   Eysenck H.J., 1967, The biological basis of personality
   Friedman Matthew., 2004, TRAUMA HLTH PHYS HLT, P157, DOI DOI 10.1037/10723-007
   Gardner WL, 1996, J MANAGE, V22, P45, DOI 10.1177/014920639602200103
   GIRELLI SA, 1993, J PERS ASSESS, V60, P290, DOI 10.1207/s15327752jpa6002_7
   Grimes J.O., 2010, Introversion and autism: A conceptual exploration of the placement of introversion on the autism spectrum
   Haight SJ, 2012, ACAD MED, V87, P476, DOI 10.1097/ACM.0b013e318248e9d0
   HENJUM A, 1982, EDUCATION, V103, P39
   Jung Carl, 1923, Psychological types
   Kagan J., 1994, GALENS PROPHECY TEMP
   Liaison Committee on Medical Education, LCME DAT COLL INSTR
   Lievens F, 2002, MED EDUC, V36, P1050, DOI 10.1046/j.1365-2923.2002.01328.x
   Little BR, 2010, ACTING OUT CHARACTER
   LYNN R, 1977, BRIT J SOC CLIN PSYC, V16, P131, DOI 10.1111/j.2044-8260.1977.tb00208.x
   LYNN R, 1975, BRIT J SOC CLIN PSYC, V14, P223, DOI 10.1111/j.2044-8260.1975.tb00175.x
   McClowry Sandra Graham, 2008, Eur J Dev Sci, V2, P120
   McCrae R. R., 2008, Handbook of personality: Theory and research, P139, DOI DOI 10.3905/JPE.2000.319978
   MCCRAE RR, 1992, J PERS, V60, P175, DOI 10.1111/j.1467-6494.1992.tb00970.x
   McManus IC, 2004, BMC MED, V2, DOI 10.1186/1741-7015-2-29
   Meyers I., 1998, MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator
   Meyers-Briggs I., 1985, Manual: A guide to the development and use of the Meyers-Briggs Type Indicator
   Mosak H.H., 2005, CURRENT PSYCHOTHERAP, P52
   Piedmont RL, 1997, J CROSS CULT PSYCHOL, V28, P131, DOI 10.1177/0022022197282001
   Pittenger D., 2005, CONSULT PSYCH J, V57, P210, DOI [10.1037/1065-9293.57.3.210, DOI 10.1037/1065-9293.57.3.210]
   Pittenger David J., 1993, Journal of Career Planning and Employment, V54, P48
   Terracciano A, 2005, PSYCHOL AGING, V20, P493, DOI 10.1037/0882-7974.20.3.493
   Tyssen R, 2007, MED EDUC, V41, P781, DOI 10.1111/j.1365-2923.2007.02802.x
   Yang J, 1999, PSYCHOL ASSESSMENT, V11, P359, DOI 10.1037/1040-3590.11.3.359
   Young MS, 2001, J PERS ASSESS, V76, P412, DOI 10.1207/S15327752JPA7603_04
NR 41
TC 31
Z9 38
U1 2
U2 57
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1040-1334
EI 1532-8015
J9 TEACH LEARN MED
JI Teach. Learn. Med.
PD JAN 2
PY 2015
VL 27
IS 1
BP 99
EP 104
DI 10.1080/10401334.2014.979183
PG 6
WC Education, Scientific Disciplines; Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Health Care Sciences & Services
GA AY6TA
UT WOS:000347697200013
PM 25584478
DA 2024-07-15
ER

PT J
AU Ketonen, EE
   Hotulainen, R
AF Ketonen, Elina E.
   Hotulainen, Risto
TI Development of low-stakes mathematics and literacy test scores during
   lower secondary school - A multilevel pattern-centered analysis of
   student and classroom differences
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Classroom effect; Low-stakes assessment; Longitudinal study; Multilevel
   model; Pattem-centered analysis
ID LATENT CLASS ANALYSIS; TEACHER EXPECTATIONS; ACADEMIC ENGAGEMENT;
   ACHIEVEMENT; PEER; CLIMATE; BELIEFS; LEVEL; TRAJECTORIES; COMPONENTS
AB The development of students' learning and test-taking behavior may derive from the social context and the group of peers they associate with daily for years. Consequently, it is assumed that students' academic achievements are to some degree affected by their classmates and the composition of the classroom. The present study provides evidence on how Finnish students (N = 5071) from different classrooms (N = 435) develop distinct patterns regarding their mathematics and literacy achievement during lower secondary school. We analysed longitudinal large-scale educational assessment data using a multilevel latent profile analysis (MLPA) to investigate the impact of classroom effect on students' achievement patterns, that is, on the development of students' low-stakes mathematics and literacy test scores from 7th to 9th grade. The results demonstrated the added value of modelling the multilevel structure inherent in educational assessment data: we identified four student achievement patterns that displayed different distributions across the school classes. More precisely, besides individual characteristics, the development of students' low-stakes mathematics and literacy test scores was associated with class-level factors and some of the classrooms seemed to have a stronger effect on students' test scores. These results suggest that classroom context is associated with students' achievement patterns, especially regarding the worst achieving students. The findings may reflect a combination of class placement practices as well as classroom and peer effect. Although the differences between Finnish schools have been one of the lowest in the OECD countries, the findings of the present study suggest that the classroom membership may create class level quality differences in both the preconditions and the development of learning.
C1 [Ketonen, Elina E.; Hotulainen, Risto] Univ Helsinki, Fac Educ Sci, Ctr Educ Assessment, Helsinki, Finland.
C3 University of Helsinki
RP Ketonen, EE (corresponding author), Univ Helsinki, Fac Educ Sci, POB 9, FIN-00014 Helsinki, Finland.
EM elina.e.ketonen@helsinki.fi
RI Ketonen, Elina/H-3353-2013
OI Ketonen, Elina E./0000-0002-9831-2023; Hotulainen,
   Risto/0000-0002-2198-4040
FU Academy of Finland project "Redefining adolescent learning: A
   multi-level longitudinal cohort study of adolescent learning, health,
   and well-being in educational transitions in Finland" [288208]; Faculty
   of Educational Sciences, University of Helsinki; Department of Education
   at the University of Oxford; Academy of Finland (AKA) [288208] Funding
   Source: Academy of Finland (AKA)
FX This study was supported by the Academy of Finland project "Redefining
   adolescent learning: A multi-level longitudinal cohort study of
   adolescent learning, health, and well-being in educational transitions
   in Finland" (288208). Elina E. Ketonen would like to thank the Faculty
   of Educational Sciences, University of Helsinki, for her mobility
   funding and to express her gratitude to the Department of Education at
   the University of Oxford for hosting her during her Fellowship at
   Oxford.
CR Acacio-Claro PJ, 2018, INT J ADOLESC YOUTH, V23, P382, DOI 10.1080/02673843.2017.1389759
   Altermatt ER, 2003, J EDUC PSYCHOL, V95, P111, DOI 10.1037/0022-0663.95.1.111
   [Anonymous], LEARNING WELL BEING
   [Anonymous], 2008, Education at a glance 2008: OECD indicators
   [Anonymous], ORG SCH TIM EUR PRIM
   [Anonymous], 2014, NO LIGHTS TIMMS PIRL
   [Anonymous], 2004, NAT COR CURR BAS ED
   [Anonymous], 2013, LATENT GOLD 5 0 UPGR
   [Anonymous], 2002, HIERARCHICAL LINEAR
   [Anonymous], 2012, CONSTRUCTION SELF DE
   [Anonymous], 2001, KNOWL SKILLS LIF 1 R
   [Anonymous], 2013, GEMEINSAM LEBEN
   [Anonymous], 2014, PERUSOPETUKSEN OPETU
   [Anonymous], WORKING PAPER
   [Anonymous], 2008, UNDERSTANDING PEER I
   [Anonymous], SCI COMP TOM WORLD R
   [Anonymous], 2013, PISA 2012 RESULTS WH, VIV, DOI [10.1787/9789264201156-en, DOI 10.1787/9789264201156-EN]
   Asparouhov T, 2008, ADVANCES IN LATENT VARIABLE MIXTURE MODELS, P27
   Attali Y, 2016, EDUC PSYCHOL MEAS, V76, P1045, DOI 10.1177/0013164416634789
   Auer MFF, 2016, APPL MEAS EDUC, V29, P144, DOI 10.1080/08957347.2016.1138959
   Bakk Z, 2013, SOCIOL METHODOL, V43, P272, DOI 10.1177/0081175012470644
   Bergman LR, 2010, Z PSYCHOL, V218, P155, DOI 10.1027/0044-3409/a000025
   Berisha AK, 2017, SCAND J EDUC RES, V61, P240, DOI 10.1080/00313831.2015.1120235
   Bowers AJ, 2012, J EDUC RES, V105, P176, DOI 10.1080/00220671.2011.552075
   BROPHY JE, 1983, J EDUC PSYCHOL, V75, P631, DOI 10.1037/0022-0663.75.5.631
   Cole JS, 2008, CONTEMP EDUC PSYCHOL, V33, P609, DOI 10.1016/j.cedpsych.2007.10.002
   Collins Courtney., 2013, DOES SORTING STUDENT
   Darling-Hammond L., 2000, Education Policy Analysis Archives, V8, P1, DOI [DOI 10.14507/EPAA.V8N1.2000, 10.14507/epaa.v8n1.2000]
   De Fraine B, 2003, BRIT EDUC RES J, V29, P841, DOI 10.1080/0141192032000137330
   Dicke T, 2018, J EDUC PSYCHOL, V110, P1112, DOI 10.1037/edu0000259
   Flunger B, 2015, LEARN INSTR, V39, P97, DOI 10.1016/j.learninstruc.2015.05.008
   Forgasz H., 2010, Australian Mathematics Teacher, V66, P31
   Geiser C, 2006, MULTIVAR BEHAV RES, V41, P261, DOI 10.1207/s15327906mbr4103_2
   Gibb SJ, 2008, AUST J EDUC, V52, P63, DOI 10.1177/000494410805200105
   Glock S, 2013, SOC PSYCHOL EDUC, V16, P111, DOI 10.1007/s11218-012-9197-z
   GOLDENBERG C, 1992, AM EDUC RES J, V29, P517, DOI 10.2307/1163256
   Hanushek EA, 2004, J HUM RESOUR, V39, P326, DOI 10.2307/3559017
   Harker R, 2004, SCH EFF SCH IMPROV, V15, P177, DOI 10.1076/sesi.15.2.177.30432
   Hart SA, 2016, J EDUC PSYCHOL, V108, P181, DOI 10.1037/edu0000045
   Hautamaki J., 2013, 347 U HELS DEP TEACH
   Hedges LV, 2007, EDUC EVAL POLICY AN, V29, P60, DOI 10.3102/0162373707299706
   Henry KL, 2010, STRUCT EQU MODELING, V17, P193, DOI 10.1080/10705511003659342
   Hickendorff M, 2009, PSYCHOMETRIKA, V74, P331, DOI 10.1007/s11336-008-9074-z
   Hienonen N, 2018, LEARN INSTR, V58, P80, DOI 10.1016/j.learninstruc.2018.05.005
   Jahnukainen M., 2015, European Journal of Special Needs Education, V31, P140, DOI DOI 10.1080/08856257.2015.1108042
   Jerrim J, 2016, ASSESS EDUC, V23, P495, DOI 10.1080/0969594X.2016.1147420
   Jussim L, 2005, PERS SOC PSYCHOL REV, V9, P131, DOI 10.1207/s15327957pspr0902_3
   Ketonen EE, 2016, LEARN INDIVID DIFFER, V51, P141, DOI 10.1016/j.lindif.2016.08.017
   Kindermann TA, 2007, CHILD DEV, V78, P1186, DOI 10.1111/j.1467-8624.2007.01060.x
   Koivuhovi S, 2019, SCAND J EDUC RES, V63, P427, DOI 10.1080/00313831.2017.1402364
   Kosunen S., 2016, URBAN EDUC, P1
   Lukociene O, 2010, STUD CLASS DATA ANAL, P241, DOI 10.1007/978-3-642-01044-6_22
   Makara KA, 2015, DEV PSYCHOL, V51, P473, DOI 10.1037/a0038801
   Mäkikangas A, 2018, ORGAN RES METHODS, V21, P931, DOI 10.1177/1094428118760690
   Marsh HW, 2012, EDUC PSYCHOL-US, V47, P106, DOI 10.1080/00461520.2012.670488
   Marsh HW, 2009, MULTIVAR BEHAV RES, V44, P764, DOI 10.1080/00273170903333665
   McKown C, 2008, J SCHOOL PSYCHOL, V46, P235, DOI 10.1016/j.jsp.2007.05.001
   Muthen L. K., 1998, Mplus User's Guide, V8th
   Nash R, 2003, SCH EFF SCH IMPROV, V14, P441, DOI 10.1076/sesi.14.4.441.17153
   OECD, 2016, PISA 2015 results (Volume I): Excellence and equity in education, DOI [DOI 10.1787/9789264266490-EN, https://doi.org/10.1787/9789264266490-en]
   Peetsma T, 2006, SCH EFF SCH IMPROV, V17, P275, DOI 10.1080/13803610500480114
   PINTRICH PR, 1990, J EDUC PSYCHOL, V82, P33, DOI 10.1037/0022-0663.82.1.33
   Reichelt M, 2019, BRIT J SOCIOL, V70, P1323, DOI 10.1111/1468-4446.12655
   Rosenthal R., 1968, Pygmalion in the classroom: Teacher expectation and pupils' intellectual development
   Rubie-Davies C., 2009, INT HDB RES TEACHERS, V21, DOI [10.1007/978-0-387-73317-3_43, DOI 10.1007/978-0-387-73317-3_43]
   Rubie-Davies CM, 2010, BRIT J EDUC PSYCHOL, V80, P121, DOI 10.1348/000709909X466334
   Ryan AM, 2001, CHILD DEV, V72, P1135, DOI 10.1111/1467-8624.00338
   Sammons P., 1993, British Educational Research Journal, V19, P381, DOI DOI 10.1080/0141192930190407
   Shin HY, 2014, DEV PSYCHOL, V50, P2462, DOI 10.1037/a0037922
   SLAVIN RE, 1990, REV EDUC RES, V60, P471, DOI 10.2307/1170761
   Stäbler F, 2017, J EDUC PSYCHOL, V109, P191, DOI 10.1037/edu0000135
   Thapa A, 2013, REV EDUC RES, V83, P357, DOI 10.3102/0034654313483907
   Thrupp M., 2002, INT J EDUC RES, V37, P483, DOI [DOI 10.1016/S0883-0355(03)00016-8, 10.1016/S0883-0355(03)00016-8]
   Thuneberg H, 2015, SCAND J EDUC RES, V59, P337, DOI 10.1080/00313831.2014.904426
   Tieso C., 2003, Roeper Review, V26, P29, DOI DOI 10.1080/02783190309554236
   Timmermans AC, 2018, EDUC RES EVAL, V24, P241, DOI 10.1080/13803611.2018.1550837
   Timmermans AC, 2015, BRIT J EDUC PSYCHOL, V85, P459, DOI 10.1111/bjep.12087
   van Barneveld C., 2013, Improving large-scale assessment in education: Theory, issues and practice, P43
   Van den Broeck A, 2010, J OCCUP ORGAN PSYCH, V83, P981, DOI 10.1348/096317909X481382
   Vermunt J. K., 2002, APPL LATENT CLASS AN, P89, DOI DOI 10.1017/CBO9780511499531.004
   Vermunt JK, 2010, POLIT ANAL, V18, P450, DOI 10.1093/pan/mpq025
   Warburton VE, 2017, CONTEMP EDUC PSYCHOL, V51, P303, DOI 10.1016/j.cedpsych.2017.08.001
   Wentzel KR, 2017, CONTEMP EDUC PSYCHOL, V49, P32, DOI 10.1016/j.cedpsych.2016.11.002
   WILLMS JD, 1985, OXFORD REV EDUC, V11, P33, DOI 10.1080/0305498850110103
NR 84
TC 1
Z9 1
U1 0
U2 3
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
EI 1090-2384
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD OCT
PY 2019
VL 59
AR 101793
DI 10.1016/j.cedpsych.2019.101793
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA JW8TQ
UT WOS:000503319800009
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Van Houtte, M
   Van Maele, D
AF Van Houtte, Mieke
   Van Maele, Dimitri
TI Students' Sense of Belonging in Technical/Vocational Schools Versus
   Academic Schools: The Mediating Role of Faculty Trust in Students
SO TEACHERS COLLEGE RECORD
LA English
DT Article
ID PSYCHOLOGICAL CLIMATE; SECONDARY-SCHOOLS; TRACKING; PERCEPTIONS;
   POLARIZATION; ATTACHMENT; CLASSROOM; CULTURE; CONNECTEDNESS; ACHIEVEMENT
AB Background: Since the late 1960s, research has demonstrated repeatedly that students in lower tracks achieve less as they develop an antischool culture to overcome the status deprivation resulting from being in a lower track. In quantitative large-scale research, this antischool culture is usually assessed using poor academic attitudes or study disengagement because antischool norms disengage students from the learning process. The extent to which students in different tracks feel embedded in their school communities-their sense of school belonging-has rarely been examined, although academic engagement and sense of belonging are related to each other and to achievement.
   Objective: This article examines students' sense of belonging in secondary schools that offer different tracks, and the role played by the faculty's trust in the students.
   Participants: The study is based on data from 3,475 students and 754 teachers in 28 technical/vocational schools and 3,376 students and 461 teachers in 22 academic schools in Flanders, the northern, Dutch-speaking part of Belgium.
   Research Design: Use is made of (stepwise) multilevel analyses (HLM6).
   Results: The analyses show that students in technical/vocational schools have a significant lower sense of belonging than students in academic schools. This association disappears if we take into account faculty trust in students. The association between school type and perceived teacher support, a subdimension of the sense of belonging, is not mediated by faculty trust, but is due to the lower GPA of students in technical/vocational schools.
   Conclusions: The results indicate that teachers play a crucial role in the divergent nature of students' social integration across different types of schools. In terms of strengthening students' connectedness to a technical/vocational school environment, our results indicate that strengthening teachers' level of trust in students could be crucial.
C1 [Van Houtte, Mieke; Van Maele, Dimitri] Univ Ghent, Dept Sociol, Res Grp CuDOS, Ghent, Belgium.
C3 Ghent University
RP Van Houtte, M (corresponding author), Univ Ghent, Dept Sociol, Res Grp CuDOS, Ghent, Belgium.
RI Van Maele, Dimitri/G-2849-2010
CR ABRAHAM J, 1989, BRIT J SOCIOL, V40, P46, DOI 10.2307/590290
   Anderman LH, 2003, J EXP EDUC, V72, P5, DOI 10.1080/00220970309600877
   [Anonymous], TIJDSCHRIFT SOCIOLOG
   [Anonymous], 2006, AKI Research Review
   [Anonymous], COEDUCATIE STUDIEKAN
   [Anonymous], 1993, The Journal of Early Adolescence, DOI [10.1177/0272431693013001002, DOI 10.1177/0272431693013001002]
   Araújo M, 2007, BRIT J SOCIOL EDUC, V28, P241, DOI 10.1080/01425690701192752
   Ball S.J., 1981, BEACHSIDE COMPREHENS
   BERENDS M, 1995, BRIT J SOCIOL EDUC, V16, P327, DOI 10.1080/0142569950160304
   Bidwell C.E., 2000, HDB SOCIOLOGY ED, P15
   Boaler J, 2000, BRIT EDUC RES J, V26, P631, DOI 10.1080/713651583
   BRADACH JL, 1989, ANNU REV SOCIOL, V15, P97, DOI 10.1146/annurev.so.15.080189.000525
   Bryk A., 2002, Trust in schools: A core resource for improvement
   Bryk A.S., 1993, CATHOLIC SCH COMMON
   Bryk AS, 1992, HIERARCHICAL LINEAR
   Carbonaro W, 2005, SOCIOL EDUC, V78, P27, DOI 10.1177/003804070507800102
   Catsambis S, 1999, RES SOC EDU, V12, P135
   Caughlan S, 2004, RES TEACH ENGL, V39, P20
   Coleman J.S., 1987, Public and private high schools: The impact of communities
   Coleman JC., 1990, The Foundations of Social Theory
   COLEMAN JS, 1988, AM J SOCIOL, V94, pS95, DOI 10.1086/228943
   Croninger RG, 2001, TEACH COLL REC, V103, P548, DOI 10.1111/0161-4681.00127
   Crosnoe R, 2004, SOCIOL EDUC, V77, P60, DOI 10.1177/003804070407700103
   Delrue K., 2003, ZURE DRUIVEN ZOETE K
   Department of Education, 2005, STAT JB VLAAMS OND S
   Duru-Bellat M, 1997, REV FR SOCIOL, V38, P759, DOI 10.2307/3322627
   Ennis CD, 2002, J CURRICULUM STUD, V34, P149, DOI 10.1080/00220270110096370
   ERIKSON R, 1979, BRIT J SOCIOL, V30, P415, DOI 10.2307/589632
   EVERTSON CM, 1982, ELEM SCHOOL J, V82, P329, DOI 10.1086/461271
   Faircloth BS, 2005, J YOUTH ADOLESCENCE, V34, P293, DOI 10.1007/s10964-005-5752-7
   Fang ZH, 1996, EDUC RES-UK, V38, P47, DOI 10.1080/0013188960380104
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   FINN JD, 1972, REV EDUC RES, V42, P387
   Fletcher A, 2009, J ADOLESCENT HEALTH, V45, P126, DOI 10.1016/j.jadohealth.2008.12.021
   Friedkin NE, 1997, SOCIOL EDUC, V70, P239, DOI 10.2307/2673266
   Gamoran A, 1995, AM EDUC RES J, V32, P687, DOI 10.3102/00028312032004687
   GLICK WH, 1985, ACAD MANAGE REV, V10, P601, DOI 10.2307/258140
   Goddard RD, 2001, ELEM SCHOOL J, V102, P3, DOI 10.1086/499690
   GOODENOW C, 1993, PSYCHOL SCHOOLS, V30, P79, DOI 10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X
   Goodlad J.I., 1984, PLACE CALLED SCH PRO
   Govier T., 1992, J SOC PHILOS, V23, P52, DOI DOI 10.1111/J.1467-9833.1992.TB00484.X
   Hallinan MT, 2008, SOCIOL EDUC, V81, P271, DOI 10.1177/003804070808100303
   HALLINAN MT, 1999, SOCIAL PSYCHOL ED, V0003
   Halpin A.W., 1959, The leader behavior of school superintendents
   Hansen D.T., 1998, Child and Adolescent Social Work Journal, V15, P391
   Hargreaves A., 1992, Understanding teacher development, P216
   Hargreaves D., 1967, SOCIAL RELATIONS SEC
   Hargreaves DH, 2001, BRIT EDUC RES J, V27, P487, DOI 10.1080/01411920120071489
   HOFSTEDE G, 1990, ADMIN SCI QUART, V35, P286, DOI 10.2307/2393392
   Hoy W.K., 1999, Journal of School Leadership, V9, P184, DOI [10.1177/105268469900900301, DOI 10.1177/105268469900900301, https://doi.org/10.1177/105268469900900301]
   Hoy W.K., 1985, Educational and Psychological Research, V5, P1
   Hoy WK, 2003, RES T EDUC ADM, P181
   Huisman M, 2000, QUAL QUANT, V34, P331, DOI 10.1023/A:1004782230065
   Ireson J, 2005, BRIT J EDUC PSYCHOL, V75, P297, DOI 10.1348/000709904X24762
   Jimerson S.R., 2003, CALIFORNIA SCH PSYCH, V8, P7, DOI [DOI 10.1007/BF03340893, 10.1007/BF03340893, 10.1007/bf03340893]
   Johnson MK, 2001, SOCIOL EDUC, V74, P318, DOI 10.2307/2673138
   JONES AP, 1979, ORGAN BEHAV HUM PERF, V23, P201, DOI 10.1016/0030-5073(79)90056-4
   Jones K, 1996, ETHICS, V107, P4, DOI 10.1086/233694
   JUSSIM L, 1986, PSYCHOL REV, V93, P429, DOI 10.1037/0033-295X.93.4.429
   Kelly S, 2008, SOCIOL EDUC, V81, P32, DOI 10.1177/003804070808100102
   Lacey Collin., 1970, Hightown Grammar: School as a Social System
   Leana CR, 1999, ACAD MANAGE REV, V24, P538, DOI 10.2307/259141
   Libbey HP, 2004, J SCHOOL HEALTH, V74, P274, DOI 10.1111/j.1746-1561.2004.tb08284.x
   Ma X, 2003, J EDUC RES, V96, P340, DOI 10.1080/00220670309596617
   MCALLISTER DJ, 1995, ACAD MANAGE J, V38, P24, DOI 10.5465/256727
   McLaughlin M.W., 1993, TEACHERSWORK, P79
   McMahon SD, 2009, ELEM SCHOOL J, V109, P267, DOI 10.1086/592307
   McNeely Clea A, 2002, J Sch Health, V72, P138
   Metz M.H., 1993, TEACHERSWORK, P104
   Metz M.H., 1978, CLASSROOMS CORRIDORS
   MIDGLEY C, 1988, J YOUTH ADOLESCENCE, V17, P543, DOI 10.1007/BF01537831
   MURPHY J, 1989, J CURRICULUM STUD, V21, P129, DOI 10.1080/0022027890210203
   Oakes J., 1985, KEEPING TRACK SCH ST
   Osterman KF, 2000, REV EDUC RES, V70, P323, DOI 10.2307/1170786
   Page R.N., 1991, Lower track classrooms
   Pelleriaux K., 2001, Demotie en burgerschap
   Persell C.J., 1977, Education and inequality: The roots and results of stratification in America's schools
   Rosenbaum J.E., 1976, MAKING INEQUALITY HI
   Rousseau DM, 1998, ACAD MANAGE REV, V23, P393, DOI 10.5465/AMR.1998.926617
   SCHWARTZ F, 1981, ANTHROPOL EDUC QUART, V12, P99, DOI 10.1525/aeq.1981.12.2.05x1887o
   Shamir B, 2003, ORGAN STUD, V24, P463, DOI 10.1177/0170840603024003912
   SHROUT PE, 1979, PSYCHOL BULL, V86, P420, DOI 10.1037/0033-2909.86.2.420
   Smerdon BA, 2002, SOCIOL EDUC, V75, P287, DOI 10.2307/3090280
   Smith P.A., 2001, J SCH LEADERSHIP, V11, P135
   Smyth J, 2004, BRIT J SOCIOL EDUC, V25, P19, DOI 10.1080/0142569032000155917
   StantonSalazar RD, 1997, HARVARD EDUC REV, V67, P1
   STANTONSALAZAR RD, 1995, SOCIOL EDUC, V68, P116, DOI 10.2307/2112778
   Stevens PAJ, 2008, BRIT J SOCIOL EDUC, V29, P175, DOI 10.1080/01425690701837539
   Stevens PAJ, 2007, SOCIOL EDUC, V80, P314, DOI 10.1177/003804070708000402
   Stevens PAJ, 2010, OXFORD REV EDUC, V36, P267, DOI 10.1080/03054981003629862
   Tan B., 1998, Tijdschrift voor Sociologie, V19, P169
   Thomas W., 1928, CHILD AM BEHAV PROBL
   Timmerman C., 2002, ALLOCHTONE JONGEREN
   Tschannen-Moran M, 2000, REV EDUC RES, V70, P547, DOI 10.2307/1170781
   Tschannen-Moran M., 2004, Trust matters; Leadership for successful schools
   Van de Gaer E, 2006, BRIT J SOCIOL EDUC, V27, P293, DOI 10.1080/01425690600750478
   Van Houtte M, 2006, J EDUC RES, V99, P247
   Van Houtte M, 2006, J CURRICULUM STUD, V38, P273, DOI 10.1080/00220270500363661
   Van Houtte M, 2004, AM J EDUC, V110, P354, DOI 10.1086/422790
   Van Houtte M., 2005, INVLOED STRUCT UNPUB
   Van Houtte M, 2009, AM EDUC RES J, V46, P943, DOI 10.3102/0002831209348789
   Van Houtte M, 2009, SOCIOL EDUC, V82, P217, DOI 10.1177/003804070908200302
   Van Maele D, 2009, EDUC ADMIN QUART, V45, P556, DOI 10.1177/0013161X09335141
   Van Petegem K, 2008, SOC INDIC RES, V85, P279, DOI 10.1007/s11205-007-9093-7
NR 104
TC 36
Z9 42
U1 1
U2 26
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0161-4681
EI 1467-9620
J9 TEACH COLL REC
JI Teach. Coll. Rec.
PD JUL
PY 2012
VL 114
IS 7
AR 070301
PG 36
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 003EN
UT WOS:000308591100001
DA 2024-07-15
ER

PT J
AU Li, N
   Fu, LX
   Yang, HW
   Zhao, WT
   Wang, XB
   Yan, YC
   Fu, YY
AF Li, Na
   Fu, Linxi
   Yang, Hewen
   Zhao, Wanting
   Wang, Xingbo
   Yan, Yingchun
   Fu, Yangyang
TI The relationship between mobile phone dependence and academic burnout in
   Chinese college students: a moderated mediator model
SO FRONTIERS IN PSYCHIATRY
LA English
DT Article
DE academic burnout; Chinese college students; love; mobile phone
   dependence; study engagement
ID SMARTPHONE ADDICTION; ENGAGEMENT; DEPRESSION; ANXIETY; PERFORMANCE;
   INTERNET; OUTCOMES; SLEEP
AB Objective: The aim of this study was to examine the correlation between the level of mobile phone dependence among college students and their experience of academic burnout. Additionally, the study sought to explore the potential mediating effect of study engagement and the moderating role of love. Methods: During October and December 2023, a cross-sectional study measuring mobile phone dependence, academic burnout, and study engagement among Chinese college students, using the UtrechtWork Engagement Scale-student (UWES-S), College Student Mobile Phone Dependence Questionnaire (CSMPDQ), and Academic Burnout Questionnaire (ABQ). To examine the hypothesis of mediating and moderating effect, SPSS PROCESS was utilized. Results: The predictive effect of mobile phone dependence on academic burnout was significant (beta = 0.410, t = 14.236, p < 0.001), and the predictive effect of mobile phone dependence on academic burnout remained significant when the mediating variable study engagement was introduced (beta = 0.308, t = 10.288, p < 0.001), mobile phone dependence had a significant predictive effect on study engagement (beta = -0.292, t = -11.639, p < 0.001), and study engagement had a significant positive predictive effect on academic burnout (beta = -0.270, t = -9.028, p < 0.001). Love significantly negatively predicted study engagement (beta = -0.564, t = -9.641, p < 0.001); and the interaction term for mobile phone dependence and love was significant (beta = -0.211, t = -3.688, p < 0.001), indicating a significant moderating effect of love between mobile phone dependence and study engagement. Conclusion: Mobile phones among college students has been found to have a direct correlation with academic burnout. It can also indirectly contribute to academic burnout by diminishing levels of academic engagement. This indirect relationship is further influenced by love. These findings can help researchers and educators better understand the underlying mechanisms between smartphone dependence and learning burnout in undergraduates.
C1 [Li, Na; Fu, Linxi; Yang, Hewen; Zhao, Wanting; Wang, Xingbo; Yan, Yingchun; Fu, Yangyang] Jining Med Univ, Sch Mental Hlth, Jining, Peoples R China.
C3 Jining Medical University
RP Yan, YC; Fu, YY (corresponding author), Jining Med Univ, Sch Mental Hlth, Jining, Peoples R China.
EM 214989529@qq.com; 971141369@qq.com
FU Jining Medical University [6001/600949001]
FX The author(s) declare financial support was received for the research,
   authorship, and/or publication of this article. This research was
   supported by Jining Medical University initial funding for doctoral
   research (Grant No. 6001/600949001). The funders had no role in study
   design, data collection and analysis, decision to publish, or
   preparation of the manuscript.
CR Bianchi A, 2005, CYBERPSYCHOL BEHAV, V8, P39, DOI 10.1089/cpb.2005.8.39
   Bilge F, 2014, KURAM UYGUL EGIT BIL, V14, P1721
   Billieux J, 2012, CURR PSYCHIATRY REV, V8, P299, DOI 10.2174/157340012803520522
   Cao XJ, 2022, WORLD J PSYCHIATR, V12, P1287, DOI 10.5498/wjp.v12.i10.1287
   Chao Z., 2017, China J Health Psychol, V25, DOI [10.13342/j.cnki.cjhp.2017.01.034, DOI 10.13342/J.CNKI.CJHP.2017.01.034]
   Chen GH., 2005, Psychology and training of college students
   Chen L, 2016, COMPUT HUM BEHAV, V55, P856, DOI 10.1016/j.chb.2015.10.030
   Chen PS, 2021, IRAN J PUBLIC HEALTH, V50, P2263, DOI 10.18502/ijph.v50i11.7582
   Collins WA, 2009, ANNU REV PSYCHOL, V60, P631, DOI 10.1146/annurev.psych.60.110707.163459
   FINN JD, 1993, J NEGRO EDUC, V62, P249, DOI 10.2307/2295464
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Gao WJ, 2023, WORLD J PSYCHIATR, V13, P361, DOI 10.5498/wjp.v13.i6.361
   Gayles JG, 2009, J HIGH EDUC-UK, V80, P315, DOI 10.1080/00221546.2009.11779015
   Haug S, 2015, J BEHAV ADDICT, V4, P299, DOI 10.1556/2006.4.2015.037
   He AM., 2019, psychol Dev Educ, V38, P391, DOI [10.16128/j.cnki.10053611.2019.02.041, DOI 10.16128/J.CNKI.10053611.2019.02.041]
   Hu SP, 2002, RES HIGH EDUC, V43, P555, DOI 10.1023/A:1020114231387
   Hussein H., 2021, Suez Canal University; Faculty Med, V2), DOI [10.21608/SCUMJ.2021.194046, DOI 10.21608/SCUMJ.2021.194046]
   Jamil Hasan, 2022, Avicenna J Med, V12, P111, DOI 10.1055/s-0042-1755181
   Jeong SH, 2016, COMPUT HUM BEHAV, V54, P10, DOI 10.1016/j.chb.2015.07.035
   Jiang S, 2021, J AFFECT DISORDERS, V295, P384, DOI 10.1016/j.jad.2021.08.085
   Ng KC, 2020, ADDICT BEHAV, V101, DOI 10.1016/j.addbeh.2019.04.033
   Ke D., 2021, SSRN Electron J, DOI [10.2139/ssrn.3811231, DOI 10.2139/SSRN.3811231]
   Kim SG, 2019, ANN GEN PSYCHIATR, V18, DOI 10.1186/s12991-019-0224-8
   King ALS, 2013, COMPUT HUM BEHAV, V29, P140, DOI 10.1016/j.chb.2012.07.025
   Laursen B, 2006, MERRILL PALMER QUART, V52, P572, DOI 10.1353/mpq.2006.0030
   Lee H, 2018, ASIAN NURS RES, V12, P91, DOI 10.1016/j.anr.2018.03.002
   Lemola S, 2015, J YOUTH ADOLESCENCE, V44, P405, DOI 10.1007/s10964-014-0176-x
   Lepp A, 2014, COMPUT HUM BEHAV, V31, P343, DOI 10.1016/j.chb.2013.10.049
   Li L, 2020, COMPUT EDUC, V159, DOI 10.1016/j.compedu.2020.104001
   Li N., 2013, J Shanghai Educ Res, V12), P22, DOI [10.16194/j.cnki.311059/g4.2013.12.008, DOI 10.16194/J.CNKI.311059/G4.2013.12.008]
   Liao YG., 2011, J Jimei University: Educ Sci Edition, V2, P39, DOI [10.3969/j.issn.16716493.2011.02.010, DOI 10.3969/J.ISSN.16716493.2011.02.010]
   Liu Y, 2022, FRONT PUBLIC HEALTH, V10, DOI 10.3389/fpubh.2022.938132
   Lu XH., 2016, China J Health Psychol, V24, P1564, DOI [10.13342/j.cnki.cjhp.2016.10.034, DOI 10.13342/J.CNKI.CJHP.2016.10.034]
   Mahmoudi A., 2012, Int J Sci Res, V2, P139, DOI [10.15373/22778179/DEC2013/46, DOI 10.15373/22778179/DEC2013/46]
   de Sousa JM, 2018, ACTA MEDICA PORT, V31, P454, DOI 10.20344/amp.9996
   Ng BD, 2005, CYBERPSYCHOL BEHAV, V8, P110, DOI 10.1089/cpb.2005.8.110
   Patrick H, 2007, J EDUC PSYCHOL, V99, P83, DOI 10.1037/0022-0663.99.1.83
   Pike GR, 2005, RES HIGH EDUC, V46, P185, DOI 10.1007/s11162-004-1599-0
   Randolph KA, 2006, J FAM ISSUES, V27, P933, DOI 10.1177/0192513X06287168
   Schaufeli WB, 2002, J CROSS CULT PSYCHOL, V33, P464, DOI 10.1177/0022022102033005003
   Shah P, 2021, J NEPAL MED ASSOC, V59, P346, DOI 10.31729/jnma.6420
   Singh LB, 2021, J INT EDUC BUS, V14, P219, DOI 10.1108/JIEB-03-2020-0020
   Stankovic M, 2021, PERS INDIV DIFFER, V168, DOI 10.1016/j.paid.2020.110342
   Thomée S, 2018, INT J ENV RES PUB HE, V15, DOI 10.3390/ijerph15122692
   Um YJ, 2019, INT J ENV RES PUB HE, V16, DOI 10.3390/ijerph16193534
   Wang JL, 2015, COMPUT HUM BEHAV, V53, P181, DOI 10.1016/j.chb.2015.07.005
   Wang ZX., 2013, The association between mobile phone dependence and impulsivity among college students
   [文敏 Wen Min], 2014, [北京大学学报. 自然科学版, Acta Scientiarum Naturalium Universitatis Pekinensis], V50, P388
   Wu R, 2023, PSYCHOL RES BEHAV MA, V16, P3171, DOI 10.2147/PRBM.S420711
   [吴艳 WU Yan], 2007, [中国临床心理学杂志, Chinese Journal of Clinical Psychology], V15, P118
   Xiang ZQ., 2022, China J Health Psychol, V30, P1394, DOI [10.13342/j.cnki.cjhp.2022.09.022, DOI 10.13342/J.CNKI.CJHP.2022.09.022]
   Yang XJ, 2019, J CHILD FAM STUD, V28, P822, DOI 10.1007/s10826-018-01323-2
   Young KS, 2007, CYBERPSYCHOL BEHAV, V10, P671, DOI 10.1089/cpb.2007.9971
   Yu WW, 2023, BMC PSYCHOL, V11, DOI 10.1186/s40359-023-01121-6
   Zarrett Nicole, 2006, New Dir Youth Dev, P13
   Zhang YW, 2007, PERS INDIV DIFFER, V43, P1529, DOI 10.1016/j.paid.2007.04.010
NR 56
TC 0
Z9 0
U1 4
U2 4
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-0640
J9 FRONT PSYCHIATRY
JI Front. Psychiatry
PD MAY 17
PY 2024
VL 15
AR 1382264
DI 10.3389/fpsyt.2024.1382264
PG 9
WC Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychiatry
GA SQ3R4
UT WOS:001235883100001
PM 38827446
OA gold
DA 2024-07-15
ER

PT J
AU Bender, O
   Khoury, J
   Hirsch, G
   Weinberg, E
   Sagy, N
   Buller, S
   -Levy, SL
   Blumer, S
   Bar, DZ
AF Bender, Omer
   Khoury, Jessica
   Hirsch, Gal
   Weinberg, Evgeny
   Sagy, Naor
   Buller, Shani
   -Levy, Shiri Lapides
   Blumer, Sigalit
   Bar, Daniel Z.
TI Immunorecognition of Streptococcus mutans secreted proteins protects
   against caries by limiting tooth adhesion
SO JOURNAL OF DENTISTRY
LA English
DT Article
DE Proteomics; Caries; SIgA; S. mutans
ID DENTAL-CARIES; EXPRESSION; DNAK; CELL
AB Introduction: Childhood caries, a prevalent chronic disease, affects 60-90 % of children in industrialized regions, leading to lesions in both primary and permanent teeth. This condition precipitates hospital admissions, emergency room visits, elevated treatment costs, and missed school days, thereby impeding the child's academic engagement and increasing the likelihood of caries into adulthood. Despite multiple identified risk factors, significant interpersonal variability remains unexplained. The immune system generates a unique antibody repertoire, essential for maintaining a balanced and healthy oral microbiome. Streptococcus mutans is a primary contributor to the development of caries. Methods: Employing mass spectrometry, we investigated the S. mutans proteins targeted by antibodies in children both with and without caries, delineating a fundamental suite of proteins discernible by the immune systems of a majority of individuals. Notably, this suite was enriched with proteins pivotal for bacterial adhesion. To ascertain the physiological implications of these discoveries, we evaluated the efficacy of saliva in thwarting S. mutans adherence to dental surfaces. Results: Antibodies in most children recognized a core set of ten S. mutans proteins, with additional proteins identified in some individuals. There was no significant difference in the proteins identified by children with or without caries, but there was variation in antibody binding intensity to some proteins. Functionally, saliva from caries-free individuals, but not children with caries, was found to hinder the binding of S. mutans to teeth. These findings delineate the S. mutans proteome targeted by the immune system and suggest that the inhibition of bacterial adherence to teeth is a primary mechanism employed by the immune system to maintain oral balance and prevent caries formation. Conclusions: These findings enhance our knowledge of the immune system's function in oral health maintenance and caries prevention, shedding light on how immunoglobulins interact with S. mutans proteins. Clinical Significance: Targeting S. mutans proteins implicated in bacterial adhesion could be a promising strategy for preventing childhood caries.
C1 [Bender, Omer; Khoury, Jessica; Hirsch, Gal; Weinberg, Evgeny; Sagy, Naor; Buller, Shani; Bar, Daniel Z.] Tel Aviv Univ, Fac Med, Goldschleger Sch Dent Med, Dept Oral Biol, IL-69978 Tel Aviv, Israel.
   [Weinberg, Evgeny] Tel Aviv Univ, Fac Med, Goldschleger Sch Dent Med, Dept Periodontol, IL-69978 Tel Aviv, Israel.
   [-Levy, Shiri Lapides; Blumer, Sigalit] Tel Aviv Univ, Fac Med, Goldschleger Sch Dent Med, Dept Pediat Dent, IL-69978 Tel Aviv, Israel.
C3 Tel Aviv University; Tel Aviv University; Tel Aviv University
RP Bar, DZ (corresponding author), Tel Aviv Univ, Fac Med, Goldschleger Sch Dent Med, Dept Oral Biol, IL-69978 Tel Aviv, Israel.
EM dbar@tauex.tau.ac.il
RI Bar, Daniel/JDD-8152-2023; Weinberg, Evgeny/ABA-4666-2020
OI Bar, Daniel/0000-0003-4074-2802; Weinberg, Evgeny/0000-0002-8010-8921;
   Bender, Omer/0000-0002-7769-5539; Sagy, Naor/0000-0002-6189-5704
CR Aja E, 2021, MICROBIOL SPECTR, V9, DOI 10.1128/Spectrum.01212-21
   Avilés-Reyes A, 2018, SCI REP-UK, V8, DOI 10.1038/s41598-018-23170-3
   Bednarski JJ, 2016, J EXP MED, V213, P209, DOI 10.1084/jem.20151048
   Bertolda BB, 2017, Braz. Cral Res., V31, P439
   Busscher HJ, 2008, APPL ENVIRON MICROB, V74, P2559, DOI 10.1128/AEM.02839-07
   Chesne-Seck ML, 2005, MOL BIOCHEM PARASIT, V144, P55, DOI 10.1016/j.molbiopara.2005.07.007
   Colombo NH, 2016, ARCH ORAL BIOL, V67, P22, DOI 10.1016/j.archoralbio.2016.03.006
   Dai GX, 2002, J BIOL CHEM, V277, P161, DOI 10.1074/jbc.M102259200
   Guy AJ, 2015, PLOS ONE, V10, DOI 10.1371/journal.pone.0141729
   Hanada N, 1998, Infect. Imumun., V36, P1999
   Hannig C, 2005, EUR J ORAL SCI, V113, P2, DOI 10.1111/j.1600-0722.2004.00180.x
   Harvey KL, 2019, FRONT MICROBIOL, V10, DOI 10.3389/fmicb.2019.02351
   Hashizume T, 2012, Int. J. Oral-Mad Sci., V10, P246
   Jakubovics NS, 2021, PERIODONTOL 2000, V86, P32, DOI 10.1111/prd.12361
   Jayaraman GC, 1997, MOL MICROBIOL, V25, P329, DOI 10.1046/j.1365-2958.1997.4671835.x
   Kazeminia M, 2020, HEAD FACE MED, V16, DOI 10.1186/s13005-020-00237-z
   Krzysciak W, 2014, EUR J CLIN MICROBIOL, V33, P499, DOI 10.1007/s10096-013-1993-7
   Lee YH, 2013, PLOS ONE, V8, DOI 10.1371/journal.pone.0067919
   Lemos JAC, 2002, J BACTERIOL, V184, P6357, DOI 10.1128/JB.184.22.6357-6366.2002
   Lemos JA, 2007, J BACTERIOL, V189, P1582, DOI 10.1128/JB.01655-06
   Letieri AD, 2019, J CLIN PEDIATR DENT, V43, P239, DOI 10.17796/1053-4625-43.4.3
   Li Y, 2020, BIOMED RES INT, V2020, DOI 10.1155/2020/2032057
   Lim Y, 2017, SCI REP-UK, V7, DOI 10.1038/s41598-017-07885-3
   MAldosari M, 2020, Fam. MedCommunity Health, V8, DOI [10.1136/fimch-2020-000583, DOI 10.1136/FIMCH-2020-000583]
   Marsh PD, 2016, PERIODONTOL 2000, V70, P80, DOI 10.1111/prd.12098
   Matsumoto-Nakano M, 2018, JPN DENT SCI REV, V54, P22, DOI 10.1016/j.jdsr.2017.08.002
   Mieher JL, 2018, INFECT IMMUN, V86, DOI 10.1128/IAI.00146-18
   Moutsopoulos NM, 2018, TRENDS IMMUNOL, V39, P276, DOI 10.1016/j.it.2017.08.005
   Parisotto TM, 2011, CARIES RES, V45, P377, DOI 10.1159/000330230
   Patel M, 2020, LETT APPL MICROBIOL, V70, P2, DOI 10.1111/lam.13218
   Pelaez-Prestel HF, 2021, INT J MOL SCI, V22, DOI 10.3390/ijms222212149
   Petersen PE, 2005, B WORLD HEALTH ORGAN, V83, P661
   Pitts NB, 2017, NAT REV DIS PRIMERS, V3, P1, DOI 10.1038/nrdp.2017.30
   Pyclik M, 2018, FRONT MICROBIOL, V9, DOI 10.3389/fmicb.2018.00125
   Seirawan H, 2012, AM J PUBLIC HEALTH, V102, P1729, DOI 10.2105/AJPH.2011.300478
   Shields RC, 2019, APPL ENVIRON MICROB, V85, DOI 10.1128/AEM.00620-19
   Smith DJ, 2002, CRIT REV ORAL BIOL M, V13, P335, DOI 10.1177/154411130201300404
   Smith DJ, 2003, INFECT IMMUN, V71, P1179, DOI 10.1128/IAI.71.3.1179-1184.2003
   Valachovic RW, 2018, ACAD MED, V93, P687, DOI 10.1097/ACM.0000000000002161
   Vrbic V, 2020, ORAL HLTH PREV DENT, V18, P185, DOI 10.3290/j.ohpd.a44309
   Widhianingsih D, 2021, J ASTHMA, V58, P1051, DOI 10.1080/02770903.2020.1753211
   Wu RQ, 2014, INT J ORAL SCI, V6, P125, DOI 10.1038/ijos.2014.48
NR 42
TC 1
Z9 1
U1 4
U2 5
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 0300-5712
EI 1879-176X
J9 J DENT
JI J. Dent.
PD FEB
PY 2024
VL 141
AR 104805
DI 10.1016/j.jdent.2023.104805
EA DEC 2023
PG 9
WC Dentistry, Oral Surgery & Medicine
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Dentistry, Oral Surgery & Medicine
GA EL0I1
UT WOS:001138959600001
PM 38101504
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Dong, Z
   Liu, HY
   Zheng, XQ
AF Dong, Zhe
   Liu, Haiyan
   Zheng, Xinqi
TI The influence of teacher-student proximity, teacher feedback, and
   near-seated peer groups on classroom engagement: An agent-based modeling
   approach
SO PLOS ONE
LA English
DT Article
ID SEATING LOCATION; ACADEMIC ENGAGEMENT; BEHAVIORAL ENGAGEMENT;
   ACHIEVEMENT; EDUCATION; RELATEDNESS; PERFORMANCE; MOTIVATION; CONTAGION;
   ECOLOGY
AB Fostering students' classroom engagement is a research hotspot in classroom teaching management. Enhancing classroom engagement requires consideration of the interactive effects of physical and interpersonal environments. Considering the characteristics of physical space, the teacher gives feedback on student engagement in terms of different seating positions. Further, near-seated peer group engagement has an impact, though previous research has found this to be inconsistent. The teacher and near-seated peer groups have different paths of influence on classroom engagement, and there is interplay between them. However, based on realistic classroom scenarios, it is difficult for traditional research methods to reveal how spatially heterogeneous and non-linear micro-interactions among teachers, students, and near-seated peer groups evolve into dynamic changes in macro-classroom engagement. Hence, this study utilized agent-based simulation to explore the non-linear dynamic mechanism underlying how teacher-student proximity, teacher feedback, and near-seated peer groups affect classroom engagement, thereby shedding light on the evolutionary features of classroom engagement. According to the results, the teacher's positive feedback promoted an S-shaped increase in classroom engagement, and the closer a student sat to the teacher, the greater the increase was. The level and homogeneity of near-seated peer group engagement were predictors of changes in classroom engagement. Moreover, the proximity of students to the teacher, teacher feedback, and near-seated peer groups had a joint effect on student engagement. The compensation effect of the teacher's positive feedback on the impact of low-engagement, near-seated peer groups was weaker than that of highly engaged, near-seated peer groups on the effects of the teacher's negative feedback. This suggests that the model of teacher-student proximity and teacher feedback effects differed from that of near-seated peer group influence, and the two interacted and showed asymmetry.
C1 [Dong, Zhe; Liu, Haiyan] Univ Geosci Beijing, Sch Econ & Management, Beijing, Peoples R China.
   [Zheng, Xinqi] Univ Geosci Beijing, Sch Informat Engn, Beijing, Peoples R China.
RP Liu, HY (corresponding author), Univ Geosci Beijing, Sch Econ & Management, Beijing, Peoples R China.
EM liuhy@cugb.edu.cn
RI Zheng, Xinqi/E-4894-2013
FU National Natural Science Foundation of China [71673256]; 2018 national
   virtual simulation experiment teaching project of the Ministry of
   Education [6-115]
FX This study was supported by the National Natural Science Foundation of
   China (Grand Number: 71673256; Haiyan Liu) and 2018 national virtual
   simulation experiment teaching project of the Ministry of Education
   (Grand Number: JGH [2019] No. 6-115; Xinqi Zheng). The funders had no
   role in study design, data collection and analysis, decision to publish,
   or preparation of the manuscript.
CR [Anonymous], 2011, INT J RES MARK, DOI [10.1016/j.ijresmar.2011.04.002, DOI 10.1016/j.ijresmar.2011.04.002]
   BECKER FD, 1973, SOCIOMETRY, V36, P514, DOI 10.2307/2786247
   Burgess LG, 2018, MIND BRAIN EDUC, V12, P164, DOI 10.1111/mbe.12178
   Cents-Boonstra M, 2021, RES PAP EDUC, V36, P754, DOI 10.1080/02671522.2020.1767184
   Cook CR, 2017, J POSIT BEHAV INTERV, V19, P67, DOI 10.1177/1098300716679137
   Currie CT, 2014, THESIS, DOI [10.15760/etd.1645, DOI 10.15760/ETD.1645]
   Dishion TJ, 2011, ANNU REV PSYCHOL, V62, P189, DOI 10.1146/annurev.psych.093008.100412
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Furrer C., 2014, NATL SOC STUDY ED, V113, P101, DOI DOI 10.1177/016146811411601319
   Gremmen MC, 2018, J APPL DEV PSYCHOL, V57, P42, DOI 10.1016/j.appdev.2018.04.004
   Griffith CR, 1921, PSYCHOL MONOGR, V30, P36, DOI 10.1037/h0093148
   Hendrickx MMHG, 2016, TEACH TEACH EDUC, V53, P30, DOI 10.1016/j.tate.2015.10.004
   HOLLIMAN WB, 1986, TEACH PSYCHOL, V13, P200, DOI 10.1207/s15328023top1304_7
   Hong SC, 2017, QUANT ECON, V8, P239, DOI 10.3982/QE434
   Jacobson MJ, 2019, EDUC RESEARCHER, V48, P112, DOI 10.3102/0013189X19826958
   Keller T, 2019, RES SOC STRAT MOBIL, V62, DOI 10.1016/j.rssm.2019.05.003
   Kindermann TA, 2007, CHILD DEV, V78, P1186, DOI 10.1111/j.1467-8624.2007.01060.x
   LEVINE DW, 1980, PERS SOC PSYCHOL B, V6, P409, DOI 10.1177/014616728063012
   Lewinski P, 2015, FRONT PSYCHOL, V6, DOI 10.3389/fpsyg.2015.00746
   Maroulis S, 2010, SCIENCE, V330, P38, DOI 10.1126/science.1195153
   Marshall PD, 2010, PSYCHOL REP, V107, P567, DOI 10.2466/11.22.PR0.107.5.567-577
   Mikami AY, 2017, J YOUTH ADOLESCENCE, V46, P2341, DOI 10.1007/s10964-017-0724-2
   MONTELLO DR, 1988, J ENVIRON PSYCHOL, V8, P149, DOI 10.1016/S0272-4944(88)80005-7
   Pianta RC, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P365, DOI 10.1007/978-1-4614-2018-7_17
   Quin D, 2017, REV EDUC RES, V87, P345, DOI 10.3102/0034654316669434
   Rozin P, 2001, PERS SOC PSYCHOL REV, V5, P296, DOI 10.1207/S15327957PSPR0504_2
   Ryan AM, 2000, EDUC PSYCHOL, V35, P101, DOI 10.1207/S15326985EP3502_4
   Shernoff DJ, 2017, J ENVIRON PSYCHOL, V49, P55, DOI 10.1016/j.jenvp.2016.12.002
   Shernoff DJ, 2013, ADV RESPONS ADOL DEV, P1, DOI 10.1007/978-1-4614-7089-2
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   SOMMER R, 1967, J APPL BEHAV SCI, V3, P489, DOI 10.1177/002188636700300404
   STIRES L, 1980, ENVIRON BEHAV, V12, P241, DOI 10.1177/0013916580122008
   Nguyen TD, 2018, J EDUC RES, V111, P163, DOI 10.1080/00220671.2016.1220359
   Vollet JW, 2017, J EDUC PSYCHOL, V109, P635, DOI 10.1037/edu0000172
   Wang MT, 2014, CHILD DEV PERSPECT, V8, P137, DOI 10.1111/cdep.12073
   Wilensky U., 2015, An Introduction to Agent-Based Modeling: Modeling Natural, Social, and Engineered Complex Systems with NetLogo
NR 37
TC 3
Z9 3
U1 10
U2 72
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD JAN 7
PY 2021
VL 16
IS 1
AR e0244935
DI 10.1371/journal.pone.0244935
PG 19
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics
GA PS6NW
UT WOS:000608044300113
PM 33411723
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Brasselet, C
   Guerrien, A
AF Brasselet, C.
   Guerrien, A.
TI Comparative study of motivational profiles of adolescents enrolled in
   general, technological and vocational secondary education
SO PSYCHOLOGIE FRANCAISE
LA French
DT Article
DE Academic motivation; Self-determination theory; Organization of the
   education system; School and vocational guidance
ID SELF-DETERMINATION THEORY; ACADEMIC MOTIVATION; AUTONOMY; PERFORMANCE;
   ACHIEVEMENT; PERSISTENCE; ADJUSTMENT; COMPETENCE; CLASSROOM
AB The present research investigated motivational profiles of high school students following general, technological or vocational education. The French educational system is defined by an implicit hierarchy: the general education is considered as the most prestigious one, while specific education such as technological or vocational education is perceived as more appropriated for students with learning difficulties. Those representations could induce differences in academic engagements' reasons. Nine hundred and forty-seven French students (552 following general, 222 following technological and 173 vocational education) completed the French version of the Academic Motivation Scale (AMS, Vallerand, Blais, Briere, & Benefice 1989). The AMS assesses various types of motivation defined by self-determination theory (Deci & Ryan, 2002). Cluster analysis revealed three distinctive motivational profiles present in all three types of education. In the first cluster, students' scores were moderate in autonomous and controlled motivation and low in amotivation (moderate autonomous - controlled profile). The second cluster was characterized by high levels of autonomous and controlled motivation and a low amotivation (high autonomous - controlled profile). Finally, the third cluster was defined by a low autonomous motivation, a moderate controlled motivation and high level of amotivation (controlled profile). In addition, we found an impact of secondary education's type on academic motivation. Technological education was associated with the controlled profile, whereas adolescents involved in vocational education were more numerous in the high autonomous-controlled profile. Students following the general education were over-represented in moderate autonomous-controlled profile. The results presented above might be of a great interest to career counseling professionals and professors, especially if discussed in line with self-determination theory, in terms of motivational remediation. (C) 2013 Societe francaise de psychologie. Published by Elsevier Masson SAS. All rights reserved.
C1 [Brasselet, C.; Guerrien, A.] Univ Lille Nord France, F-59000 Lille, France.
   [Brasselet, C.; Guerrien, A.] UDL3, PSITEC EA 4072, F-59653 Villeneuve Dascq, France.
C3 Universite de Lille
RP Brasselet, C (corresponding author), Univ Lille Nord France, F-59000 Lille, France.
EM celenie.brasselet@univ-lille3.fr
RI Brasselet, Célénie/AAC-3881-2019
CR Alivernini F, 2011, J EDUC RES, V104, P241, DOI 10.1080/00220671003728062
   Altintas E, 2014, CAN J BEHAV SCI, V46, P95, DOI 10.1037/a0027239
   [Anonymous], 2002, HDB SELF DETERMINATI
   [Anonymous], AUTO EFFICACITE SENT
   [Anonymous], 2005, EUROPEAN REV APPL PS, DOI DOI 10.1016/J.ERAP.2005.02.003
   Berthet T., 2008, PRATIQUES ORIENTATIO
   Black AE, 2000, SCI EDUC, V84, P740, DOI 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3
   Blanchard C., 2004, Revue des sciences de l'education, V30, P105, DOI DOI 10.7202/011772AR
   Blanchard S., 1997, L'Orientation Scolaire et Professionnelle, V26, P33
   Boiché JCS, 2008, J EDUC PSYCHOL, V100, P688, DOI 10.1037/0022-0663.100.3.688
   CAILLE J, 2005, ED FORMATIONS, V72, P77
   Chauchat H., 2006, ORIENTATION SCOLAIRE, V35, P555
   Deci E. L., 1985, INTRINSIC MOTIVATION
   Deschamps J. - C., 1982, ECHEC SCOLAIRE ELEVE
   Dumora B., 2004, ORIENTATION SCOLAIRE, V33, P191
   Duru-Bellat M., 2007, ORIENTATION SYSTEME
   Duru-Bellat M., 1997, ORIENTATION SCOLAIRE, V26, P459
   Forner Y., 2005, CARRIEROLOGIE, P183
   Gillet N, 2010, TRAV HUMAIN, V73, P141, DOI 10.3917/th.732.0141
   Gillet N, 2009, PSYCHOL FR, V54, P173, DOI 10.1016/j.psfr.2009.01.004
   Gillet N, 2013, J APPL SOC PSYCHOL, V43, P1200, DOI 10.1111/jasp.12083
   Gillet N, 2009, MOTIV EMOTION, V33, P49, DOI 10.1007/s11031-008-9115-z
   Guay F., 1997, Social Psychology of Education, V1, P211, DOI [10.1007/bf02339891, DOI 10.1007/BF02339891]
   Guay F, 2010, LEARN INDIVID DIFFER, V20, P644, DOI 10.1016/j.lindif.2010.08.001
   Guay F, 2008, CAN PSYCHOL, V49, P233, DOI 10.1037/a0012758
   Guerrien A, 2003, CAN PSYCHOL, V44, P394, DOI 10.1037/h0086961
   Guerrien A, 2010, ORIENTATION SCOLAIRE, V39, P437
   Guichard J., 2007, Orientation et insertion professionnelle, 75 concepts cles
   Hair J. F., 1998, MULTIVARIATE DATA AN
   Kaplan H, 2012, SOC PSYCHOL EDUC, V15, P251, DOI 10.1007/s11218-012-9178-2
   Kusurkar RA, 2013, ADV HEALTH SCI EDUC, V18, P57, DOI 10.1007/s10459-012-9354-3
   Lavigne GL, 2007, EUR J PSYCHOL EDUC, V22, P351, DOI 10.1007/BF03173432
   Lepper MR, 2005, J EDUC PSYCHOL, V97, P184, DOI 10.1037/0022-0663.97.2.184
   Mangard C., 2007, ORIENTATION SCOLAIRE, V36, P223
   Mansy-Dannay A., 2002, REV PSYCHOL ED, V7, P58
   Ministere de l'education nationale, 2011, REP REF STAT ENS FOR
   Miquelon P, 2005, PERS SOC PSYCHOL B, V31, P913, DOI 10.1177/0146167204272298
   Niemiec CP, 2006, J ADOLESCENCE, V29, P761, DOI 10.1016/j.adolescence.2005.11.009
   Niemiec CP, 2009, THEORY RES EDUC, V7, P133, DOI 10.1177/1477878509104318
   Otis N, 2005, J EDUC PSYCHOL, V97, P170, DOI 10.1037/0022-0663.97.2.170
   Ratelle CF, 2007, J EDUC PSYCHOL, V99, P734, DOI 10.1037/0022-0663.99.4.734
   Reeve J., 2002, HDB SELF DETERMINATI, P183
   Ryan R.M., 2009, HDB MOTIVATION SCH, P171, DOI DOI 10.4324/9780203879498
   Sarrazin P., 2006, Revue francaise de pedagogie, V157, P147, DOI DOI 10.4000/RFP.463
   Trouilloud D, 2006, J EDUC PSYCHOL, V98, P75, DOI 10.1037/0022-0663.98.1.75
   VALLERAND RJ, 1989, CAN J BEHAV SCI, V21, P323, DOI 10.1037/h0079855
   VALLERAND RJ, 1992, J PERS, V60, P599, DOI 10.1111/j.1467-6494.1992.tb00922.x
   Vansteenkiste M, 2004, J PERS SOC PSYCHOL, V87, P246, DOI 10.1037/0022-3514.87.2.246
NR 48
TC 1
Z9 1
U1 3
U2 37
PU ELSEVIER FRANCE-EDITIONS SCIENTIFIQUES MEDICALES ELSEVIER
PI ISSY-LES-MOULINEAUX
PA 65 RUE CAMILLE DESMOULINS, CS50083, 92442 ISSY-LES-MOULINEAUX, FRANCE
SN 0033-2984
J9 PSYCHOL FR
JI Psychol. Fr.
PD SEP
PY 2014
VL 59
IS 3
BP 199
EP 214
DI 10.1016/j.psfr.2013.11.005
PG 16
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA AO4KC
UT WOS:000341305300002
DA 2024-07-15
ER

PT J
AU Healy, S
   Aigner, CJ
   Haegele, JA
   Patterson, F
AF Healy, Sean
   Aigner, Carrie J.
   Haegele, Justin A.
   Patterson, Freda
TI Meeting the 24-hr movement guidelines: An update on US youth with autism
   spectrum disorder from the 2016 National Survey of Children's Health
SO AUTISM RESEARCH
LA English
DT Article
DE physical activity; screen-time; sleep; autistic; exercise; sedentary
   behavior; health; obesity
ID MEASURED PHYSICAL-ACTIVITY; SCHOOL-AGED CHILDREN; SEDENTARY BEHAVIORS;
   ACADEMIC ENGAGEMENT; ANTECEDENT EXERCISE; SLEEP PATTERNS;
   YOUNG-CHILDREN; MEDIA USE; ADOLESCENTS; OBESITY
AB The purpose of this study was to examine how adherence to the physical activity (PA), screen-time (ST), and sleep duration guidelines differ between youth with autism spectrum disorder (ASD) and youth with typical development (TD). A secondary objective was to assess how PA, ST, and sleep duration varied among youth with ASD by age and ASD severity. Utilizing the 2016 National Survey of Children's Health data, parental reports of time spent by youth in PA, ST, and sleep were used to determine adherence to the 24-hr movement guidelines for 1008 youth with ASD and 34 489 youth with TD. Multivariate logistic regression analyses determined that children with ASD were less likely to meet the guidelines for PA, ST, and sleep duration, and adolescents with ASD were less likely to meet the guidelines for PA and ST than participants with TD. Furthermore, logistic regression analyses determined adolescents with severe ASD to be less likely to meet the sleep guideline compared to adolescents with mild ASD. Overall, youth with ASD were significantly less likely to adhere to all three guidelines. The findings highlight the breadth of health behaviors that require intervention to counteract the poorer health status among youth with ASD. Autism Res 2019, 12: 941-951. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary New health recommendations suggest children and adolescents should have at least 1 hr of physical activity, no more than 2 hr of screen-time (e.g., television), and 9-11 hr of sleep (or 8-10 hr for children aged 14 or older) every day. This article looked at how children and adolescents with autism meet these new guidelines. The two main results were that: (a) children with autism were less likely to meet all three guidelines compared to children without autism, and (b) adolescents with autism were less likely to meet the guidelines for physical activity and screen-time.
C1 [Healy, Sean; Patterson, Freda] Univ Delaware, Dept Behav Hlth & Nutr, Newark, DE 19711 USA.
   [Aigner, Carrie J.] Humboldt State Univ, Dept Psychol, Arcata, CA 95521 USA.
   [Haegele, Justin A.] Old Dominion Univ, Dept Human Movement Sci, Norfolk, VA USA.
C3 University of Delaware; California State University System; California
   State Polytechnic University, Humboldt; Old Dominion University
RP Healy, S (corresponding author), Univ Delaware, Dept Behav Hlth & Nutr, Newark, DE 19711 USA.
EM healys@udel.edu
RI Patterson, Freda/T-9389-2019; Healy, Sean/ABE-5201-2021
OI Patterson, Freda/0000-0001-6561-3092; Healy, Sean/0000-0001-8209-0916;
   Haegele, Justin/0000-0002-8580-4782
FU NIGMS NIH HHS [P20 GM113125] Funding Source: Medline; NIMHD NIH HHS [R01
   MD012734] Funding Source: Medline
CR [Anonymous], 2014, 2014 STAT IND REP PH
   [Anonymous], 2008, 2008 PHYS ACT GUID A
   [Anonymous], 2015, WULFENIA J
   Ayvazoglu NR, 2015, RES DEV DISABIL, V47, P93, DOI 10.1016/j.ridd.2015.08.015
   Baker E, 2013, DEV NEUROREHABIL, V16, P155, DOI 10.3109/17518423.2013.765518
   Bandini LG, 2013, AUTISM, V17, P44, DOI 10.1177/1362361312437416
   Burton CE, 2013, FOCUS AUTISM DEV DIS, V28, P67, DOI 10.1177/1088357613478829
   Cannella-Malone HI, 2011, J POSIT BEHAV INTERV, V13, P230, DOI 10.1177/1098300711406122
   Caro K, 2017, INT J HUM-COMPUT ST, V105, P12, DOI 10.1016/j.ijhcs.2017.03.005
   Carson V, 2017, PREV MED, V95, P7, DOI 10.1016/j.ypmed.2016.12.005
   Celiberti DA, 1997, RES DEV DISABIL, V18, P139, DOI 10.1016/S0891-4222(96)00032-7
   Chaput JP, 2016, APPL PHYSIOL NUTR ME, V41, pS266, DOI 10.1139/apnm-2015-0627
   Chaput JP, 2014, INT J ENV RES PUB HE, V11, P12575, DOI 10.3390/ijerph111212575
   Chonchaiya W, 2011, ACTA PAEDIATR, V100, P1033, DOI 10.1111/j.1651-2227.2011.02166.x
   Cortesi F, 2010, SLEEP MED, V11, P659, DOI 10.1016/j.sleep.2010.01.010
   Corvey K, 2016, MATERN CHILD HLTH J, V20, P466, DOI 10.1007/s10995-015-1844-5
   Edwards J, 2017, J SPORT HEALTH SCI, V6, P17, DOI 10.1016/j.jshs.2016.09.004
   Eversole M, 2016, J AUTISM DEV DISORD, V46, P10, DOI 10.1007/s10803-015-2529-z
   Gillette MLD, 2015, J DEV BEHAV PEDIATR, V36, P489, DOI 10.1097/DBP.0000000000000198
   Healy S, 2019, AUTISM, V23, P1046, DOI 10.1177/1362361318791817
   Healy S, 2018, AUTISM RES, V11, P818, DOI 10.1002/aur.1955
   Healy S, 2017, J AUTISM DEV DISORD, V47, P49, DOI 10.1007/s10803-016-2920-4
   Hodge D, 2014, RES DEV DISABIL, V35, P1631, DOI 10.1016/j.ridd.2014.03.037
   Johnson CR, 2018, SLEEP MED, V44, P61, DOI 10.1016/j.sleep.2018.01.008
   Krakowiak P, 2008, J SLEEP RES, V17, P197, DOI 10.1111/j.1365-2869.2008.00650.x
   Liu XC, 2006, CHILD PSYCHIAT HUM D, V37, P179, DOI 10.1007/s10578-006-0028-3
   Macdonald Megan, 2011, BMC Res Notes, V4, P422, DOI 10.1186/1756-0500-4-422
   MacMullin JA, 2016, AUTISM, V20, P45, DOI 10.1177/1362361314566047
   Maternal and Child Health Bureau in collaboration with the US Census Bureau, 2018, 2016 NAT SURV CHILDR
   Mazurek MO, 2016, J AUTISM DEV DISORD, V46, P1906, DOI 10.1007/s10803-016-2723-7
   Mazurek MO, 2013, J AUTISM DEV DISORD, V43, P1258, DOI 10.1007/s10803-012-1659-9
   Mazurek MO, 2012, J AUTISM DEV DISORD, V42, P1757, DOI 10.1007/s10803-011-1413-8
   McCoy A, 2016, REV J AUTISM DEV DIS, V3, P48, DOI 10.1007/s40489-015-0065-6
   McCoy SM, 2016, J AUTISM DEV DISORD, V46, P2317, DOI 10.1007/s10803-016-2762-0
   Montes G, 2016, ACAD PEDIATR, V16, P122, DOI 10.1016/j.acap.2015.08.007
   Must A, 2017, CHILD OBES, V13, P25, DOI 10.1089/chi.2016.0079
   Must A, 2015, J PHYS ACT HEALTH, V12, P529, DOI 10.1123/jpah.2013-0271
   Must A, 2014, AUTISM, V18, P376, DOI 10.1177/1362361313479039
   National Physical Activity Plan Alliance, 2018, 2018 US REP CARD PHY
   Nicholson H, 2011, PSYCHOL SCHOOLS, V48, P198, DOI 10.1002/pits.20537
   Oriel KN, 2011, PEDIATR PHYS THER, V23, P187, DOI 10.1097/PEP.0b013e318218f149
   Orsmond GI, 2011, AUTISM, V15, P579, DOI 10.1177/1362361310386503
   Pan C-Y., 2005, Journal of Physical Activity and Health, V2, P412, DOI [DOI 10.1123/JPAH.2.4.412, 10.1123/jpah.2.4.412]
   Pan CY, 2008, J AUTISM DEV DISORD, V38, P1292, DOI 10.1007/s10803-007-0518-6
   Pan CY, 2016, PHYS THER, V96, P511, DOI 10.2522/ptj.20140353
   Pan CY, 2011, RES AUTISM SPECT DIS, V5, P657, DOI 10.1016/j.rasd.2010.08.001
   Paruthi S., 2015, AM J RESP CRIT CARE, V12, P1450, DOI 10.5664/jcsm.5866
   Pitetti KH, 2007, J AUTISM DEV DISORD, V37, P997, DOI 10.1007/s10803-006-0238-3
   Poitras VJ, 2016, APPL PHYSIOL NUTR ME, V41, pS197, DOI 10.1139/apnm-2015-0663
   Reynolds AM, 2011, PEDIATR CLIN N AM, V58, P685, DOI 10.1016/j.pcl.2011.03.009
   Richdale AL, 2009, SLEEP MED REV, V13, P403, DOI 10.1016/j.smrv.2009.02.003
   Roman-Viñas B, 2016, INT J BEHAV NUTR PHY, V13, DOI 10.1186/s12966-016-0449-8
   Russell S., 2018, EUROPEAN J ADAPTED P, V11, P1, DOI [10.5507/euj.2018.008, DOI 10.5507/EUJ.2018.008]
   Sam K.-L., 2015, INT J LEARN TEACH, DOI [10.18178/ijlt.1.2.98-103, DOI 10.18178/IJLT.1.2.98-103]
   Sandt DDR, 2005, ADAPT PHYS ACT Q, V22, P146, DOI 10.1123/apaq.22.2.146
   Saunders TJ, 2016, APPL PHYSIOL NUTR ME, V41, pS283, DOI 10.1139/apnm-2015-0626
   Shedlock K, 2016, J PEDIATR-US, V178, P183, DOI 10.1016/j.jpeds.2016.07.055
   Sivertsen B, 2012, AUTISM, V16, P139, DOI 10.1177/1362361311404255
   Skinner AC, 2016, OBESITY, V24, P1116, DOI 10.1002/oby.21497
   Sowa M, 2012, RES AUTISM SPECT DIS, V6, P46, DOI 10.1016/j.rasd.2011.09.001
   Srinivasan SM, 2014, PHYS THER, V94, P875, DOI 10.2522/ptj.20130157
   Stanish H, 2015, ADAPT PHYS ACT Q, V32, P302, DOI 10.1123/APAQ.2015-0038
   Stanish HI, 2017, J AUTISM DEV DISORD, V47, P785, DOI 10.1007/s10803-016-3001-4
   Stiller A, 2018, REV J AUTISM DEV DIS, V5, P227, DOI 10.1007/s40489-018-0135-7
   Tremblay MS, 2016, APPL PHYSIOL NUTR ME, V41, pIII, DOI 10.1139/apnm-2016-0203
   Tremblay MS, 2011, INT J BEHAV NUTR PHY, V8, DOI 10.1186/1479-5868-8-98
   Tyler Kiley, 2014, Autism Res Treat, V2014, P312163, DOI 10.1155/2014/312163
   van der Heijden KB, 2018, EUR CHILD ADOLES PSY, V27, P99, DOI 10.1007/s00787-017-1025-8
   van Ekris E, 2016, OBES REV, V17, P833, DOI 10.1111/obr.12426
   Veatch OJ, 2016, BEHAV SLEEP MED, V14, P665, DOI 10.1080/15402002.2015.1065408
   Wainer AL, 2011, RES AUTISM SPECT DIS, V5, P96, DOI 10.1016/j.rasd.2010.08.002
   Wu YH, 2017, OBES RES CLIN PRACT, V11, P140, DOI 10.1016/j.orcp.2016.05.005
NR 72
TC 45
Z9 49
U1 6
U2 40
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1939-3792
EI 1939-3806
J9 AUTISM RES
JI Autism Res.
PD JUN
PY 2019
VL 12
IS 6
BP 941
EP 951
DI 10.1002/aur.2095
PG 11
WC Behavioral Sciences; Psychology, Developmental
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Behavioral Sciences; Psychology
GA IB1IY
UT WOS:000470020100009
PM 30892834
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Zhang, JH
   Zeng, YL
AF Zhang, Jiahui
   Zeng, Youlai
TI Effect of College Students' Smartphone Addiction on Academic
   Achievement: The Mediating Role of Academic Anxiety and Moderating Role
   of Sense of Academic Control
SO PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT
LA English
DT Article
DE smartphone addiction; academic anxiety; sense of academic control;
   academic achievement
ID PERFORMANCE; EMOTIONS; MODEL; PREDICTORS; BEHAVIOR; STRESS; USAGE
AB Background: College students are the backbone of future national construction and shoulder the hope of the future development of the country and the nation. Smartphone addiction among college students will not only affect their own mental health and learning attitude, but it will also significantly affect their future academic achievement, academic emotion and academic engagement. However, the relationship between academic anxiety and academic control and academic achievement, as well as their internal mechanisms and boundary conditions, has received little attention. The purpose of this study is to examine whether and how smartphone addiction influences academic achievement. Purpose: This study aims to explore the mechanistic role of academic anxiety and academic control in the influence of smartphone addiction on academic achievement in college students, and hopes that the results can guide education and teaching. Methods: A sample of N=2097 participants, this study evaluated the relationship between smartphone addiction, academic control, academic anxiety and academic achievement among college students, and the participants filled in the college students' smartphone addiction scale, academic control questionnaire, academic anxiety questionnaire and grade points. Results: (1) There is a significant negative correlation between smartphone addiction and academic achievement; (2) academic anxiety serves as a complete mediator in the relationship between smartphone addiction and academic achievement; (3) the interaction between smartphone addiction and academic control moderates academic anxiety, with higher levels of academic control associated with a weaker impact of smartphone addiction on academic anxiety; (4) academic control also moderates the mediating role of academic anxiety between smartphone addiction and academic achievement, demonstrating a moderated mediating effect. Conclusion: Smartphone addiction had negative direct effect on academic achievement, as well as completely mediating effect through academic anxiety. Academic control moderated the relationship between of smartphone addiction and academic anxiety. This study enriches the research on the relationship between smartphone addiction and academic achievement in theory, and has important guiding significance for education and teaching in practice.
C1 [Zhang, Jiahui; Zeng, Youlai] Liaoning Normal Univ, Dept Educ, Dalian 116029, Liaoning, Peoples R China.
C3 Liaoning Normal University
RP Zeng, YL (corresponding author), Liaoning Normal Univ, Dept Educ, Dalian 116029, Liaoning, Peoples R China.
EM 382765058@qq.com
RI Zhang, Jiahui/AAV-4520-2021
OI Zhang, Jiahui/0000-0002-7702-6116; Zeng, Youlai/0000-0002-3241-9688
FU Liaoning Normal University High-end Research Achievements Cultivation
   Funding Program [23GDW001]; Liaoning Provincial Department of Education
   Category D-Youth Project [LJKQR20222507]; Liaoning Normal University
   teacher-guided undergraduate scientific research training project; 
   [CX202302007]
FX This work was funded by 2023 Liaoning Normal University High-end
   Research Achievements Cultivation Funding Program (23GDW001) , 2022
   Liaoning Provincial Department of Education Category D-Youth Project
   (LJKQR20222507) and 2023 Liaoning Normal University teacher-guided
   undergraduate scientific research training project (CX202302007) .
CR Adelantado-Renau M, 2019, JAMA PEDIATR, V173, P1058, DOI 10.1001/jamapediatrics.2019.3176
   Al-Kandari YY, 2021, INFORM COMMUN SOC, V24, P1925, DOI 10.1080/1369118X.2020.1749698
   Amez S, 2023, NEW MEDIA SOC, V25, P584, DOI 10.1177/14614448211012374
   Annoni AM, 2021, INT J ENV RES PUB HE, V18, DOI 10.3390/ijerph18052452
   BALLROKEACH SJ, 1976, COMMUN RES, V3, P3, DOI 10.1177/009365027600300101
   Bianchi A, 2005, CYBERPSYCHOL BEHAV, V8, P39, DOI 10.1089/cpb.2005.8.39
   Brumariu LE, 2023, DEV PSYCHOPATHOL, V35, P1597, DOI 10.1017/S0954579422000323
   Castagna PJ, 2021, APPL NEUROPSYCH-CHIL, V10, P53, DOI 10.1080/21622965.2019.1596809
   Çebi A, 2019, ADDICTA, V6, P449, DOI 10.15805/addicta.2019.6.3.0082
   Chen YG, 2022, J PSYCHOL AFR, V32, P61, DOI 10.1080/14330237.2021.2017154
   Chóliz M, 2010, ADDICTION, V105, P373, DOI 10.1111/j.1360-0443.2009.02854.x
   Darcin AE, 2016, BEHAV INFORM TECHNOL, V35, P520, DOI 10.1080/0144929X.2016.1158319
   Durak HY, 2019, SOC SCI J, V56, P492, DOI 10.1016/j.soscij.2018.09.003
   Elhai JD, 2020, J AFFECT DISORDERS, V274, P576, DOI 10.1016/j.jad.2020.05.080
   Feng EH, 2022, FRONT PSYCHOL, V13, DOI 10.3389/fpsyg.2022.895594
   Goetz T, 2008, ANXIETY STRESS COPIN, V21, P185, DOI 10.1080/10615800701628827
   Gogol K, 2016, FRONT PSYCHOL, V7, DOI 10.3389/fpsyg.2016.00356
   Gong RJ, 2021, INT J ENV RES PUB HE, V18, DOI 10.3390/ijerph18168614
   Gorday JY, 2022, CYBERPSYCH BEH SOC N, V25, P72, DOI 10.1089/cyber.2021.0062
   Guan J, 2021, INT J ENV RES PUB HE, V18, DOI 10.3390/ijerph18094974
   Gutiérrez-Puertas L, 2020, CIN-COMPUT INFORM NU, V38, P408, DOI 10.1097/CIN.0000000000000626
   Hao ZJ, 2021, FRONT PSYCHIATRY, V12, DOI 10.3389/fpsyt.2021.725740
   Hosen I, 2021, RISK MANAG HEALTHC P, V14, P3797, DOI 10.2147/RMHP.S325126
   Ibrahim NK, 2018, J RES HEALTH SCI, V18
   Jakobsen M, 2015, INT PUBLIC MANAG J, V18, P3, DOI 10.1080/10967494.2014.997906
   JESSOR R, 1987, BRIT J ADDICT, V82, P331
   Junco R, 2011, COMPUT EDUC, V56, P370, DOI 10.1016/j.compedu.2010.08.020
   Kardefelt-Winther D, 2014, COMPUT HUM BEHAV, V31, P351, DOI 10.1016/j.chb.2013.10.059
   Kates AW, 2018, COMPUT EDUC, V127, P107, DOI 10.1016/j.compedu.2018.08.012
   Korenblum CB, 2007, DEPRESS ANXIETY, V24, P227, DOI 10.1002/da.20237
   MCCANN SJH, 1984, J SOC PSYCHOL, V124, P257, DOI 10.1080/00224545.1984.9922858
   McEwan L, 1999, NURS EDUC TODAY, V19, P419, DOI 10.1054/nedt.1999.0327
   Nayak JK, 2018, COMPUT EDUC, V123, P164, DOI 10.1016/j.compedu.2018.05.007
   Ou-Yang Q, 2023, PSYCHOL HEALTH MED, V28, P1201, DOI 10.1080/13548506.2022.2148697
   Pekrun R, 2002, EDUC PSYCHOL-US, V37, P91, DOI 10.1207/S15326985EP3702_4
   Pekrun R, 2006, EDUC PSYCHOL REV, V18, P315, DOI 10.1007/s10648-006-9029-9
   Pekrun R, 2011, CONTEMP EDUC PSYCHOL, V36, P36, DOI 10.1016/j.cedpsych.2010.10.002
   Perry RP, 2007, SCHOLARSHIP OF TEACHING AND LEARNING IN HIGHER EDUCATION: AN EVIDENCE-BASED PERSPECTIVE, P477, DOI 10.1007/1-4020-5742-3_12
   Perry RP, 2003, CAN PSYCHOL, V44, P312, DOI 10.1037/h0086956
   Perry RP, 2001, J EDUC PSYCHOL, V93, P776, DOI 10.1037/0022-0663.93.4.776
   PERRY RP, 1987, RES HIGH EDUC, V27, P291, DOI 10.1007/BF00991660
   Sainio PJ, 2019, J LEARN DISABIL-US, V52, P287, DOI 10.1177/0022219419841567
   Samaha M, 2016, COMPUT HUM BEHAV, V57, P321, DOI 10.1016/j.chb.2015.12.045
   Smart J., 2005, Higher Education: Handbook of Theory and Research
   Stevic A, 2022, MOB MEDIA COMMUN, V10, P294, DOI 10.1177/20501579211051820
   Stupnisky RH, 2013, LEARN INDIVID DIFFER, V23, P151, DOI 10.1016/j.lindif.2012.07.008
   van Deursen AJAM, 2015, COMPUT HUM BEHAV, V45, P411, DOI 10.1016/j.chb.2014.12.039
   Violanti JM, 1998, ACCIDENT ANAL PREV, V30, P519, DOI 10.1016/S0001-4575(97)00094-8
   Wang CY, 2021, J AM COLL HEALTH, V71, P2123, DOI 10.1080/07448481.2021.1960849
   [熊婕 Xiong Jie], 2012, [中国心理卫生杂志, Chinese Mental Health Journal], V26, P222
   Yachan J., 2012, Sichuan Normal University, DOI [10.7666/d.y2094162, DOI 10.7666/D.Y2094162]
   You JW, 2014, COMPUT EDUC, V77, P125, DOI 10.1016/j.compedu.2014.04.018
   Zeidner M., 2007, EMOTION ED, P165, DOI DOI 10.1016/B978-012372545-5/50011-3
   Zhou D, 2022, COMPUT HUM BEHAV, V129, DOI 10.1016/j.chb.2021.107171
NR 54
TC 0
Z9 0
U1 34
U2 34
PU DOVE MEDICAL PRESS LTD
PI ALBANY
PA PO BOX 300-008, ALBANY, AUCKLAND 0752, NEW ZEALAND
SN 1179-1578
J9 PSYCHOL RES BEHAV MA
JI Psychol. Res. Behav. Manag.
PY 2024
VL 17
BP 933
EP 944
DI 10.2147/PRBM.S442924
PG 12
WC Psychology, Clinical; Psychiatry; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA KS7V2
UT WOS:001182029000001
PM 38464809
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Chinekezi, O
   Andress, L
   Agonafer, EP
   Massick, S
   Piepenbrink, S
   Sutton, KM
   Alberti, PM
   De la Torre, D
   Guillot-Wright, S
   Lee, M
AF Chinekezi, Olufunmilayo
   Andress, Lauri
   Agonafer, Etsemaye P.
   Massick, Susan
   Piepenbrink, Sarah
   Sutton, Karey M.
   Alberti, Philip M.
   De la Torre, Desiree
   Guillot-Wright, Shannon
   Lee, Marshala
TI From the national to the local: Issues of trust and a model for
   community-academic engagement
SO FRONTIERS IN PUBLIC HEALTH
LA English
DT Article
DE health equity; community engagement; trustworthiness; healthcare; social
   justice
AB Inequities in health and health care in the United States have persisted for decades, and the impacts on equity from the COVID-19 pandemic were no exception. In addition to the disproportionate burden of the disease across various populations, the pandemic posed several challenges, which exacerbated these existing inequities. This has undoubtedly contributed to deeply rooted public mistrust in medical research and healthcare delivery, particularly among historically and structurally oppressed populations. In the summer of 2020, given the series of social injustices posed by the pandemic and highly publicized incidents of police brutality, notably the murder of George Floyd, the Association of American Medical Colleges (AAMC) enlisted the help of a national collaborative, the AAMC Collaborative for Health Equity: Act, Research, Generate Evidence (CHARGE)1 to establish a three-way partnership that would gather and prioritize community perspectives and lived experiences from multiple regions across the US on the role of academic medicals centers (AMCs) in advancing health and social justice. Given physical gathering constraints posed by the pandemic, virtual interviews were conducted with 30 racially and ethnically diverse community members across the country who expressed their views on how medical education, clinical care, and research could or did impact their health experiences. These interviews were framed within the context of the relationship between historically oppressed groups and the COVID-19 vaccine clinical trials underway. From the three-way partnership formed with the AAMC, AAMC CHARGE participants, and 30 community members from racially and ethnically diverse groups, qualitative methods provided lived experiences supporting other literature on the lack of trust between oppressed communities and AMCs. This led to the development of the Principles of Trustworthiness (PoT) Toolkit, which features ten principles inspired by community members' insights into how AMCs can demonstrate they are worthy of their community's trust2. In the end, the three-way partnership serves as a successful model for other national medical and health organizations to establish community engaged processes that elicit and prioritize lived experiences describing relationships between AMCs and oppressed communities.
C1 [Chinekezi, Olufunmilayo] Natl Acad Sci Engn & Med, Washington, DC 20001 USA.
   [Andress, Lauri] Geisinger Commonwealth Sch Med, Dept Med Educ, Scranton, PA USA.
   [Agonafer, Etsemaye P.] Kaiser Permanente Bernard J Tyson Sch Med, Dept Hlth Syst Sci, Pasadena, CA USA.
   [Massick, Susan] Ohio State Univ, Dept Dermatol, Coll Med, Columbus, OH USA.
   [Piepenbrink, Sarah; Alberti, Philip M.] Assoc Amer Med Colleges, AAMC Ctr Hlth Justice, Washington, DC USA.
   [Sutton, Karey M.] MedStar Hlth Res Inst, Hlth Equity Res, Washington, DC USA.
   [De la Torre, Desiree] Childrens Natl Hosp, Community Affairs & Populat Hlth Improvement, Washington, DC USA.
   [Guillot-Wright, Shannon] Univ Texas Med Branch, Ctr Violence Prevent, Galveston, TX USA.
   [Lee, Marshala] ChristianaCare, Harrington Value Inst Community Partnership Fund, Wilmington, DE USA.
C3 National Academies of Sciences, Engineering & Medicine; Kaiser
   Permanente; University System of Ohio; Ohio State University;
   Association of American Medical Colleges; MedStar Health Research
   Institute; Children's National Health System; University of Texas
   System; University of Texas Medical Branch Galveston
RP Chinekezi, O (corresponding author), Natl Acad Sci Engn & Med, Washington, DC 20001 USA.
EM ochinekezi@nas.edu
RI andress, lauri/AID-9809-2022
OI andress, lauri/0000-0001-8326-9635; Alberti, Philip
   M/0000-0002-3381-4882
FU Centers for Disease Control and Prevention (CDC): Improving Clinical and
   Public Health Outcomes through National Partnerships to Prevent and
   Control Emerging and Re-Emerging Infectious Disease Threats [1
   NU50CK000586-01-00]
FX This work is funded by a cooperative agreement from the Centers for
   Disease Control and Prevention (CDC): Improving Clinical and Public
   Health Outcomes through National Partnerships to Prevent and Control
   Emerging and Re-Emerging Infectious Disease Threats (Award # 1
   NU50CK000586-01-00).
CR Alberti PM, 2018, ACAD MED, V93, P20, DOI 10.1097/ACM.0000000000001678
   Best AL, 2021, J HEALTH CARE POOR U, V32, P90, DOI 10.1353/hpu.2021.0010
   Brush Barbara L, 2011, Prog Community Health Partnersh, V5, P27, DOI 10.1353/cpr.2011.0003
   Gale NK, 2013, BMC MED RES METHODOL, V13, DOI 10.1186/1471-2288-13-117
   Lucero J.E., 2018, COMMUNITY BASED PART, V4th, P61
   Okonkwo NE, 2021, BMJ EVID-BASED MED, V26, P176, DOI 10.1136/bmjebm-2020-111426
   Organizing Committee for Assessing Meaningful Community Engagement in Health & Health Care Programs & Policies, 2022, Assessing Meaningful Community Engagement: A Conceptual Model to Advance Health Equity Through Transformed Systems for Health. NAM Perspectives. Commentary
   Prosek EA, 2021, J COUNS DEV, V99, P167, DOI 10.1002/jcad.12364
   Renjith V, 2021, INT J PREVENTIVE MED, V12, DOI 10.4103/ijpvm.IJPVM_321_19
   Tan H., 2009, INT J QUAL METH, V8, P1, DOI [10.1177/160940690900800401, DOI 10.1177/160940690900800401]
   Wesson DE, 2019, JAMA-J AM MED ASSOC, V322, P111, DOI 10.1001/jama.2019.1924
   Wilkins CH, 2018, MED CARE, V56, pS6, DOI 10.1097/MLR.0000000000000953
NR 12
TC 5
Z9 5
U1 0
U2 4
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
EI 2296-2565
J9 FRONT PUBLIC HEALTH
JI Front. Public Health
PD FEB 24
PY 2023
VL 11
DI 10.3389/fpubh.2023.1068425
PG 7
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 9T0MI
UT WOS:000946730100001
PM 36908463
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Groot, B
   Abma, T
AF Groot, Barbara
   Abma, Tineke
TI Ethics framework for citizen science and public and patient
   participation in research
SO BMC MEDICAL ETHICS
LA English
DT Article
DE Research ethics; Ethics framework; Ethics work; Citizen science; Patient
   and public engagement; Medical Research Ethics Committee
ID HEALTH RESEARCH; CARE
AB Background Citizen science and models for public participation in health research share normative ideals of participation, inclusion, and public and patient engagement. Academic researchers collaborate in research with members of the public involved in an issue, maximizing all involved assets, competencies, and knowledge. In citizen science new ethical issues arise, such as who decides, who participates, who is excluded, what it means to share power equally, or whose knowledge counts. This article aims to present an ethics framework that offers a lens of understanding and heuristic guidelines to deal with ethical issues in citizen science. Methods We conducted seven case studies between 2015 and 2021 to attune and validate the ethics framework for the context of citizen science. The cases related to studies with older adults, people with a psychiatric vulnerability, people dependent on community care, people who are unemployed or living in poverty or both, and young adults with respiratory disease. Results Ethics in citizen science reaches beyond the ethical issues in traditional biomedical and health research. It entails more than following procedures about informed consent and privacy and submitting a proposal to a Medical Research Ethics Committee. Ethics in citizen science relates to everyday ethical issues during the study, including relational and moral complexities concerning collaboration, sharing power, and democratic decision-making. Dealing with these issues requires ethics work of researchers. This entails seeing ethically salient issues and reflecting on everyday ethical issues. Ethics work consists of seven features: framing work, role work, emotion work, identity work, reason work, relationship work, and performance work. All are relevant for researchers in citizen science. Conclusions Ethical issues in citizen science often relate to power differentials, partnership, and collaboration between academics and non-academics. The ethics framework prepares researchers for the work needed in citizen science to act responsibly and offers a heuristic guide to reflect on ethics. Reflection on ethics is a pathway towards ethical citizen science, especially if researchers collaboratively reflect in partnership with non-academics who are subject to the moral issue.
C1 [Groot, Barbara; Abma, Tineke] Leiden Univ Med Ctr LUMC, Albinusdreef 2, NL-2333 ZA Leiden, Netherlands.
C3 Leiden University; Leiden University Medical Center (LUMC)
RP Groot, B (corresponding author), Leiden Univ Med Ctr LUMC, Albinusdreef 2, NL-2333 ZA Leiden, Netherlands.
EM b.c.groot-sluijsmans@lumc.nl
OI Groot, Barbara/0000-0001-7495-3048
CR Abma T., 2020, ETHICS WORK GOOD PAR, DOI [10.5553/BO/221335502020000006001, DOI 10.5553/BO/221335502020000006001]
   Abma T, 2019, AM J BIOETHICS, V19, P23, DOI 10.1080/15265161.2019.1619869
   Abma TA, 2017, BIOETHICS, V31, P144, DOI 10.1111/bioe.12319
   Abma TA, 2010, HEALTH EXPECT, V13, P160, DOI 10.1111/j.1369-7625.2009.00549.x
   Abma TA, 2009, QUAL HEALTH RES, V19, P401, DOI 10.1177/1049732309331869
   ARNSTEIN SR, 1969, J AM I PLANNERS, V35, P216, DOI 10.1080/01944366908977225
   Banks S., 2019, Ethics in participatory research for health and social wellbeing: Cases and commentaries
   Banks S, 2016, ETHICS SOC WELF, V10, P35, DOI 10.1080/17496535.2015.1126623
   Beauchamp T. L., 2012, Principles of Biomedical Ethics
   Bendien E, 2022, AGEING SOC, V42, P1014, DOI 10.1017/S0144686X20001336
   Bonney R, 2016, PUBLIC UNDERST SCI, V25, P2, DOI 10.1177/0963662515607406
   Brannelly T, 2018, INT J CARE CARING, V2, P367, DOI 10.1332/239788218X15351944886756
   Brown B., 2018, DARE LEAD BRAVE WORK
   Brydon-Miller M, 2018, UFAERDIGE FREMTID
   Chesser S, 2020, INT J SOC RES METHOD, V23, P497, DOI 10.1080/13645579.2019.1704355
   Dias N., 2019, PARTICIPATORY BUDGET
   Fiske A, 2019, J MED ETHICS, V45, P617, DOI 10.1136/medethics-2018-105253
   Frambach Janneke M, 2013, Acad Med, V88, P552, DOI 10.1097/ACM.0b013e31828abf7f
   Fricker M, 2008, THEORIA-SPAIN, V23, P69
   Fricker M, 2013, SYNTHESE, V190, P1317, DOI 10.1007/s11229-012-0227-3
   Green J., 2004, Qualitative Methods for Health Research
   Groot B., 2019, ETHICS PARTICIPATORY
   Groot B, 2020, Forum Qual Sozialforsch Forum Qual Soc Res, V21, P8
   Groot BC, 2019, EDUC ACTION RES, V27, P286, DOI 10.1080/09650792.2018.1450771
   Groot B.C., 2020, INT REV QUAL RES, V13, P200, DOI DOI 10.1177/1940844720933227
   Groot B.C., 2018, PARTICIPATORY HLTH R, P165, DOI DOI 10.1007/978-3-319-92177-8_11
   Groot B, 2021, PEDIATR PULM, V56, P211, DOI 10.1002/ppul.25150
   Groot B, 2022, CRIT PUBLIC HEALTH, V32, P230, DOI 10.1080/09581596.2020.1770694
   Groot BC, 2023, EDUC ACTION RES, V31, P556, DOI 10.1080/09650792.2021.1941164
   Groot BC., 2019, ARCH PSYCHOL, V3, P1, DOI 10.31296/aop.v3i3.99
   Groot BC., 2021, ETHICS PARTICIPATORY
   ICPHR (International Collaboration for Participatory Health Research), 2013, POS PAP 2 PART HLTH
   Kasperowski D, 2022, NORDIC J SCI TECHNOL, V9, P13
   Kemmis S., 2012, SAGE HDB ACTION RES, P121
   Lenette C., 2019, RES ALL, V3, P161, DOI [DOI 10.18546/RFA.03.2.04, 10.18546/RFA.03.2.04]
   Nierse C., 2019, COLLABORATIVE USER I
   Resnik DB, 2015, ENVIRON SCI POLICY, V54, P475, DOI 10.1016/j.envsci.2015.05.008
   Resnik David B., 2019, Citizen Science: Theory and Practice, V4, P1, DOI DOI 10.5334/CSTP.150
   Riesch H, 2014, PUBLIC UNDERST SCI, V23, P107, DOI 10.1177/0963662513497324
   Schaffer Marjorie A, 2009, Prog Community Health Partnersh, V3, P83, DOI 10.1353/cpr.0.0053
   Schipper K, 2010, QUAL INQ, V16, P501, DOI 10.1177/1077800410364351
   Schon D., 1983, REFLECTIVE PRACTITIO
   Sennett Richard., 2008, CRAFTSMAN
   Shamoo AE, 2009, RESPONSIBLE CONDUCT, DOI [10.1093/acprof:oso/9780195368246.001.0001, DOI 10.1093/ACPROF:OSO/9780195368246.001.0001]
   Smith E., 2019, CITIZ SCI THEORY PRA, V4, P10
   Solbakk JH, 2015, J MED ETHICS, V41, P12, DOI 10.1136/medethics-2014-102310
   Staley K., 2006, Clin Ethics, V1, P95, DOI [DOI 10.1258/147775006777254489, 10.1258/147775006777254489]
   Tronto J., 2013, Caring Democracy: Markets, Equality and Justice, DOI DOI 10.1111/PHC3.12819
   Wallerstein N., 2017, Community-based participatory research for health: Advancing social and health equity, V3rd, DOI DOI 10.1177/1524839918809007
   Weerman A., 2018, SOC WORK EDUC, V38, P1
   Wiggins A, 2019, AM J BIOETHICS, V19, P3, DOI 10.1080/15265161.2019.1619859
   Woolley JP, 2016, BMC MED ETHICS, V17, DOI 10.1186/s12910-016-0117-1
   Worsley JD, 2022, HEALTH EXPECT, V25, P2034, DOI 10.1111/hex.13261
NR 53
TC 17
Z9 17
U1 4
U2 22
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
SN 1472-6939
J9 BMC MED ETHICS
JI BMC Med. Ethics
PD MAR 13
PY 2022
VL 23
IS 1
AR 23
DI 10.1186/s12910-022-00761-4
PG 9
WC Ethics; Medical Ethics; Social Sciences, Biomedical
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics; Medical Ethics; Biomedical Social
   Sciences
GA ZS1KW
UT WOS:000768231800002
PM 35282819
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Jessani, NS
   Valmeekanathan, A
   Babcock, CM
   Ling, BN
AF Jessani, Nasreen S.
   Valmeekanathan, Akshara
   Babcock, Carly M.
   Ling, Brenton
TI Academic incentives for enhancing faculty engagement with
   decision-makers-considerations and recommendations from one School of
   Public Health
SO HUMANITIES & SOCIAL SCIENCES COMMUNICATIONS
LA English
DT Article
ID KNOWLEDGE TRANSFER; POLICY-MAKERS; UNIVERSITY; RESEARCHERS; STRATEGIES;
   IMPACT
AB In academia, faculty are bound by three pillars of scholarship: Teaching, Research and Service. Academic promotion and tenure depend on metrics of assessment for these three pillars. However, what is and is not acceptable as "service" is often nebulous and left to the discretion of internal committees. With evolving requirements by funders to demonstrate wider impacts of research, we were keen to understand the financial and non-financial incentives for academic faculty to engage in knowledge translation and research utilization. Between November 2017-February 2018, 52 faculty from one School of Public Health (SPH) were interviewed. Data was analyzed using Atlas.Ti and furthermore with framework analysis. The appeal of incentives varied according to personal values, previous experiences, relevance of research to decision-making, individual capacities, and comfort ranging from instinctive support to reflexive resistance. Discussions around types of incentives elicited a plethora of ideas within 4 different categories: (a) Monetary Support, (b) Professional Recognition, (c) Academic Promotion, and (d) Capacity Enhancement. However, concerns included adverse incentives, disadvantaging suboptimally-equipped faculty, risk of existing efforts going unnoticed, vaguely defined evaluation metrics, and the impacts on promotion given that engagement activities often occur outside of the traditional grant cycle. With a shift in funder requests to demonstrate greater social return on their research investments, as well as renewed global attention to research, science and evidence for decision making, SPHs such as this one, are likely going to be concerned about the implications of an enhanced "service" pillar on the other two pillars: teaching and research. The role of incentives in enhancing academic engagement with policy and practice is therefore neither simple nor universally ideal. A tempered approach that considers the various professional aspirations of faculty, the capacities required, organisational culture of values around specific discovery sciences, funder conditions, as well as alignment with the institution's mission is critical. Deliberations on incentives leads to a larger debate on how to we shift the culture of academia beyond incentives for individuals who are engagement-inclined to institutions that are engagement-ready, without imposing on or penalizing faculty who are choice-disengaged.
C1 [Jessani, Nasreen S.; Valmeekanathan, Akshara; Babcock, Carly M.; Ling, Brenton] Johns Hopkins Bloomberg Sch Publ Hlth, Dept Int Hlth, Baltimore, MD 21205 USA.
   [Jessani, Nasreen S.] Stellenbosch Univ, Dept Global Hlth, Ctr Evidence Based Hlth Care, Stellenbosch, South Africa.
   [Jessani, Nasreen S.] Univ Johannesburg, Africa Ctr Evidence, Johannesburg, South Africa.
   [Babcock, Carly M.] Maryland Dept Hlth, Baltimore, MD USA.
   [Ling, Brenton] Populat Hlth Alliance, Washington, DC USA.
C3 Johns Hopkins University; Johns Hopkins Bloomberg School of Public
   Health; Stellenbosch University; University of Johannesburg
RP Jessani, NS (corresponding author), Johns Hopkins Bloomberg Sch Publ Hlth, Dept Int Hlth, Baltimore, MD 21205 USA.; Jessani, NS (corresponding author), Stellenbosch Univ, Dept Global Hlth, Ctr Evidence Based Hlth Care, Stellenbosch, South Africa.; Jessani, NS (corresponding author), Univ Johannesburg, Africa Ctr Evidence, Johannesburg, South Africa.
EM njessani@jhu.edu
RI Jessani, Nasreen/AAB-5518-2020; Valmeekanathan, Akshara/AAJ-9731-2021
OI Jessani, Nasreen/0000-0002-1160-3099; Ling, Brenton/0000-0002-9927-8568
FU Lerner Center for Public Health Promotion at the Johns Hopkins Bloomberg
   School of Public Health
FX The authors thank the leadership at JHSPH for their support, as well as
   all the participants for their time and insights. We express gratitude
   to Prof. David R. Holtgrave and Dr. Melissa Davey-Rothwell for their
   support and invaluable contributions to various aspects of the study and
   to Prof. Janet DiPietro for her guidance and manuscript review. The
   study was conducted through support provided by The Lerner Center for
   Public Health Promotion at the Johns Hopkins Bloomberg School of Public
   Health. The content is solely the responsibility of the authors and does
   not necessarily represent the official views of the funder. This study
   was approved by the Institutional Review Board of the Johns Hopkins
   Bloomberg School of Public Health (#00006968). Respondents provided
   verbal consent to participate.
CR AHRC, 2018, ARTS HUM COUNC AHRC
   [Anonymous], 2009, RES EXC FRAM 2 CONS
   [Anonymous], 1992, Striking the Mother Lode in Science: The Importance of Age, Place, and Time
   [Anonymous], 2018, POW PUBL HLTH STRAT
   [Anonymous], 2017, ATLAS TI COMP SOFTW
   [Anonymous], 1999, ISS LINK EXCH RES DE
   [Anonymous], 2006, INCREASING EC IMPACT
   [Anonymous], 1988, FUT PUBL HLTH
   Askins Kye., 2009, EMOT SPACE SOC, V2, P4, DOI DOI 10.1016/J.EMOSPA.2009.03.005
   Ayah R, 2014, HEALTH RES POLICY SY, V12, DOI 10.1186/1478-4505-12-20
   Bingley A, 2002, SUBJECTIVITIES KNOWL, P208
   Boyer E.L., 1996, J PUBLIC OUTREACH, V1, P11, DOI [10.2307/3824459, DOI 10.2307/3824459]
   Boyer EL, 1996, QUEST, V48, P129, DOI 10.1080/00336297.1996.10484184
   Brownson RC, 2006, PUBLIC HEALTH REP, V121, P97, DOI 10.1177/003335490612100118
   Coburn AF, 1998, HEALTH AFFAIR, V17, P139, DOI 10.1377/hlthaff.17.1.139
   Deem R., 2008, HIGH EDUC POLICY, V21, P83, DOI [10.1057/palgrave.hep.8300179, DOI 10.1057/PALGRAVE.HEP.8300179]
   Denis Jean-Louis, 2003, J Health Serv Res Policy, V8 Suppl 2, P1, DOI 10.1258/135581903322405108
   Elliott H, 2000, J EPIDEMIOL COMMUN H, V54, P461, DOI 10.1136/jech.54.6.461
   Fowles J, 2016, PUBLIC ADMIN REV, V76, P790, DOI 10.1111/puar.12610
   Fraser Irene, 2004, Worldviews Evid Based Nurs, V1 Suppl 1, pS52, DOI 10.1111/j.1524-475X.2004.04044.x
   Friedman J., 2003, J. Technol. Transf, V28, P17, DOI [DOI 10.1023/A:1021674618658, 10.1023/A:1021674618658]
   Gale NK, 2013, BMC MED RES METHODOL, V13, DOI 10.1186/1471-2288-13-117
   Godfrey L, 2010, S AFR J SCI, V106, P34, DOI 10.4102/sajs.v106i5/6.247
   Goering Paula, 2003, J Health Serv Res Policy, V8 Suppl 2, P14, DOI 10.1258/135581903322405126
   Gordon A K, 1999, J Public Health Manag Pract, V5, P25
   Hansen ER, 2008, FEMINISMS GEOGRAPHY, P230
   Harvey WS, 2011, QUAL RES, V11, P431, DOI 10.1177/1468794111404329
   HRSA, 2005, PUBL HLTH WORKF STUD
   Jacobson N, 2004, SCI COMMUN, V25, P246, DOI 10.1177/1075547003262038
   Jessani N, 2017, EVID POLICY, V13, P225, DOI 10.1332/174426416X14595114153349
   Jessani NS, 2018, EVID POLICY, V14, P499, DOI 10.1332/174426418X15230282334424
   Jessani NS, 2018, HEALTH RES POLICY SY, V16, DOI 10.1186/s12961-018-0342-9
   Johns Hopkins Bloomberg School of Public Health, 2018, STUD BOD DIV J HOPK
   Johnson MT, 2022, STUD HIGH EDUC, V47, P194, DOI 10.1080/03075079.2020.1735333
   Jones AP, 2020, HEALTH TECHNOL ASSES, V24, P1, DOI 10.3310/hta24360
   Kothari A, 2013, HEALTH POLICY, V109, P187, DOI 10.1016/j.healthpol.2012.11.004
   Kothari A, 2011, KNOWL MAN RES PRACT, V9, P203, DOI 10.1057/kmrp.2011.16
   Lavis JN, 2003, MILBANK Q, V81, P221, DOI 10.1111/1468-0009.t01-1-00052
   Lavis John, 2003, J Health Serv Res Policy, V8, P165, DOI 10.1258/135581903322029520
   Lomas J, 2007, BRIT MED J, V334, P129, DOI 10.1136/bmj.39038.593380.AE
   Longest BB, 2010, AM J PUBLIC HEALTH, V100, P49, DOI 10.2105/AJPH.2009.164749
   Macfarlane B, 2008, J ACAD ETHICS, V6, P67, DOI 10.1007/s10805-008-9055-y
   Martens Patricia J, 2005, Healthc Policy, V1, P72
   McAneney H, 2010, SOC SCI MED, V70, P1492, DOI 10.1016/j.socscimed.2010.01.038
   McLean RKD, 2018, HEALTH RES POLICY SY, V16, DOI 10.1186/s12961-018-0316-y
   McVay AB, 2016, HEALTH RES POLICY SY, V14, DOI 10.1186/s12961-016-0113-4
   Merton R. K., 1973, The Sociology of Science, P267
   Mitton C, 2007, MILBANK Q, V85, P729, DOI 10.1111/j.1468-0009.2007.00506.x
   Moher D, 2018, PLOS BIOL, V16, DOI 10.1371/journal.pbio.2004089
   Mok KH, 2013, ASIA PAC EDUC REV, V14, P11, DOI 10.1007/s12564-013-9249-x
   NERC, 2017, INN FOLL ON CALL EN
   O'Neil E.H., 1993, HLTH PROFESSIONS ED
   Oliver K, 2014, HEALTH RES POLICY SY, V12, DOI 10.1186/1478-4505-12-34
   Pain R, 2011, AREA, V43, P183, DOI 10.1111/j.1475-4762.2010.00978.x
   Penfield T, 2014, RES EVALUAT, V23, P21, DOI 10.1093/reseval/rvt021
   Rabbani F, 2016, BMC PUBLIC HEALTH, V16, DOI 10.1186/s12889-016-3616-6
   Renwick K, 2020, HIGHER ED RES DEV, V39, P1
   Ross Suzanne, 2003, J Health Serv Res Policy, V8 Suppl 2, P26, DOI 10.1258/135581903322405144
   Rosse J., 1991, J BUS PSYCHOL, V5, P431, DOI DOI 10.1007/BF01014493
   Schieve L A, 1997, J Public Health Manag Pract, V3, P29
   Shin JC, 2009, ASIA PAC EDUC REV, V10, P1
   Sibbald SL, 2009, BMC HEALTH SERV RES, V9, DOI 10.1186/1472-6963-9-43
   Siegel D.S., 2003, The Journal of High Technology Management Research, V14, P111, DOI [DOI 10.1016/S1047-8310(03)00007-5, 10.1016/S1047-8310, DOI 10.1016/S1047-8310, 10.1016/s1047-8310(03)00007-5]
   SORENSEN AA, 1991, PUBLIC HLTH FACULTY
   Stamatakis KA, 2013, IMPLEMENT SCI, V8, DOI 10.1186/1748-5908-8-29
   Stromquist NP, 2007, HIGH EDUC, V53, P81, DOI 10.1007/s10734-005-1975-5
   Tang H.-H. H., 2020, null, V10, P93, DOI [10.1080/21568235.2019.1694424, DOI 10.1080/21568235.2019.1694424]
   UKRI, 2018, PATHW IMP
   Volmink J, 2018, RECONCEPTUALISING HL
   Wangenge-Ouma G, 2015, KNOWLEDGE PRODUCTION, V1st, P124
   Wilsdon J., 2015, The metric tide: Independent review of the role of metrics in research assessment and management, DOI [10.4135/9781473978782, DOI 10.13140/RG.2.1.4929.1363, DOI 10.4135/9781473978782]
   Zuckerman H., 1972, Aging and Society, Volume Three: A Sociolog y of Age Stratification, P292
NR 72
TC 15
Z9 18
U1 0
U2 5
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
EI 2662-9992
J9 HUM SOC SCI COMMUN
JI Hum. Soc. Sci. Commun.
PD NOV 11
PY 2020
VL 7
IS 1
AR 148
DI 10.1057/s41599-020-00629-1
PG 13
WC Humanities, Multidisciplinary; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Arts & Humanities - Other Topics; Social Sciences - Other Topics
GA OY0ZI
UT WOS:000593982800001
OA gold
DA 2024-07-15
ER

PT J
AU Agwu, UD
   Nmadu, J
AF Agwu, Udu David
   Nmadu, John
TI Students' interactive engagement, academic achievement and self concept
   in chemistry: an evaluation of cooperative learning pedagogy
SO CHEMISTRY EDUCATION RESEARCH AND PRACTICE
LA English
DT Article
ID EPISTEMIC BELIEFS; PERSONAL EPISTEMOLOGY; GENDER-DIFFERENCES;
   MOTIVATION; SCIENCE; IMPACT; SCHOOL; MATHEMATICS; EDUCATION;
   PERSPECTIVES
AB This study evaluated the effectiveness of interactive engagement pedagogy, specifically, cooperative learning pedagogy in improving students' academic achievement and academic self-concept in chemistry. A pre-test, post-test, non-equivalent, control group quasi-experimental design was adopted. The study was in senior secondary schools in one of Nigeria's North-central states. The focus was on senior secondary school class two (SS2) students of comparable academic abilities and a mean age of 15.42 years. The sample was 244 students. The chemistry achievement test on water (CATOW) and students' academic self-concept questionnaire (SASQ) were the instruments used in data collection. The CATOW was validated by experts while the SASQ was an adapted instrument that was already validated. The reliability coefficients were 0.82 determined with Kuder-Richardson's formula 20 for the CATOW and 0.78 determined with Cronbach's alpha for the SASQ. Mixed methods of data analyses were employed in the study, involving mean, standard deviation, analysis of variance, independent sample t-test, analysis of covariance, and Pearson's correlation statistics. The results show that interactive engagement pedagogy (cooperative learning strategy) improved the academic achievement and academic self-concept of the students in chemistry more than the conventional (lecture) method. The study also found a positive linear relationship between academic achievement and the academic self-concept of the students in chemistry. The implication was for the chemistry teachers in developing nations to structure the learning environments to be more learner-centered, and activity-based by creating cooperative and collaborative learning platforms that will help in improving students' academic achievement and self-concept. The study recommended that chemistry teachers desist from using teacher-centered pedagogies for lack of provisions for students' active engagement in the teaching-learning process. This study is novel because it evaluated the effectiveness of interactive engagement pedagogy (cooperative learning) in improving students' academic achievement and self-concept in chemistry in a developing nation and also identified some of the reasons for the lack of implementation of innovative pedagogies and possible remediation in developing nations, especially in Africa.
C1 [Agwu, Udu David; Nmadu, John] Alex Ekwueme Fed Univ, Fac Educ, Dept Sci Educ, Ndufu Alike AEFUNAI, Abakaliki, Ebonyi State, Nigeria.
RP Agwu, UD (corresponding author), Alex Ekwueme Fed Univ, Fac Educ, Dept Sci Educ, Ndufu Alike AEFUNAI, Abakaliki, Ebonyi State, Nigeria.
EM daviduduagwu@gmail.com; johnnmadusaba@gmail.com
CR Adegoke Benson Adesina, 2012, Physics Education, V47, P462, DOI 10.1088/0031-9120/47/4/462
   Ajayi V O., 2017, American Journal of Educational Research, V5, P839, DOI DOI 10.12691/EDUCATION-5-8-1
   Aksut, 2020, J TURKISH SCI ED, V17, P22, DOI [10.36681/tused.2020.11, DOI 10.36681/TUSED.2020.11]
   Angrist JD, 2004, AM ECON REV, V94, P1613, DOI 10.1257/0002828043052169
   [Anonymous], 1996, HDB ED PSYCHOL
   [Anonymous], 2004, NAT POL ED
   [Anonymous], 1990, Science for all Americans
   Apugliese A, 2017, CHEM EDUC RES PRACT, V18, P271, DOI 10.1039/c6rp00195e
   Bailey JA, 2003, J NATL MED ASSOC, V95, P383
   Balabanoff M, 2022, CHEM EDUC RES PRACT, V23, P348, DOI 10.1039/d1rp00270h
   Ballantine J, 2007, EDUC TRAIN, V49, P126, DOI 10.1108/00400910710739487
   Bamiro AO, 2015, SAGE OPEN, V5, DOI 10.1177/2158244014564754
   Barger MM, 2018, LEARN INDIVID DIFFER, V63, P89, DOI 10.1016/j.lindif.2018.03.006
   Barger MM, 2016, LEARN INDIVID DIFFER, V48, P1, DOI 10.1016/j.lindif.2016.04.002
   Bertucci A, 2010, J GEN PSYCHOL, V137, P256, DOI 10.1080/00221309.2010.484448
   Bong M, 1999, EDUC PSYCHOL-US, V34, P139, DOI 10.1207/s15326985ep3403_1
   Bowen CW, 2000, J CHEM EDUC, V77, P116, DOI 10.1021/ed077p116
   Brownlee J., 2001, Teach. High. Educ., V6, P247
   Bruce M. K., 2003, STAT REASONING PSYCH
   Buehl MM, 2005, AM EDUC RES J, V42, P697, DOI 10.3102/00028312042004697
   Canelas DA, 2017, CHEM EDUC RES PRACT, V18, P441, DOI 10.1039/c7rp00014f
   Champagne FA, 2005, CURR OPIN NEUROBIOL, V15, P704, DOI 10.1016/j.conb.2005.10.001
   Chen JA, 2012, LEARN INDIVID DIFFER, V22, P724, DOI 10.1016/j.lindif.2012.07.013
   Cheung PC, 2001, ASIAN J SOC PSYCHOL, V4, P1, DOI 10.1111/1467-839X.00072
   Choi N, 2005, PSYCHOL SCHOOLS, V42, P197, DOI 10.1002/pits.20048
   Cokley K, 2007, EDUC PSYCHOL MEAS, V67, P88, DOI 10.1177/0013164406288175
   Creswell JW., 2009, Research design: Qualitative, quantitative, and mixed methods approaches, V3rd ed, DOI DOI 10.3109/08941939.2012.723954
   Curran-Everett D, 2008, ADV PHYSIOL EDUC, V32, P203, DOI 10.1152/advan.90123.2008
   Dai T, 2014, CONTEMP EDUC PSYCHOL, V39, P262, DOI 10.1016/j.cedpsych.2014.06.002
   Doymus K, 2010, ETR&D-EDUC TECH RES, V58, P671, DOI 10.1007/s11423-010-9157-2
   Duran D, 2005, LEARN INSTR, V15, P179, DOI 10.1016/j.learinstruc.2005.04.002
   Garaigordobil M, 2009, SPAN J PSYCHOL, V12, P149, DOI 10.1017/S1138741600001566
   Gietz C, 2014, CAN J SCH PSYCHOL, V29, P161, DOI 10.1177/0829573514540415
   Glaser R., 1991, LEARN INSTR, V1, P129, DOI DOI 10.1016/0959-4752(91)90023-2
   Greene JA, 2008, EDUC PSYCHOL-US, V43, P142, DOI 10.1080/00461520802178458
   Guay F, 2003, J EDUC PSYCHOL, V95, P124, DOI 10.1037/0022-0663.95.1.124
   Guthrie G, 2018, ROUTL RES INT COMP E, P1
   Hake R, 2002, CONSERV ECOL, V5
   Harley K, 2000, INT J EDUC DEV, V20, P287, DOI 10.1016/S0738-0593(99)00079-6
   Hawes H., 1990, QUESTION QUALITY PRI
   Hmelo-Silver CE, 2004, EDUC PSYCHOL REV, V16, P235, DOI 10.1023/B:EDPR.0000034022.16470.f3
   Hofer BK, 2002, PERSONAL EPISTEMOLOGY: THE PSYCHOLOGY OF BELIEFS ABOUT KNOWLEDGE KNOWING, P3
   Inuwa U, 2018, INT J INSTR, V11, P577, DOI 10.12973/iji.2018.11436a
   Jaenisch R, 2003, NAT GENET, V33, P245, DOI 10.1038/ng1089
   Johnson D., 1998, LEARNING TOGETHER AL, V5th
   Johnson D.W., 2018, ACTIVE LEARNING BEYO, DOI DOI 10.5772/INTECHOPEN.81086
   Johnson D.W., 2009, REACHING OUT INTERPE, V10th
   Johnson D.W., 1999, JALT APPL MAT, P23
   Johnson D.W., 2013, Cooperation in the Classroom, V8th
   Johnson DW, 2005, GENET SOC GEN PSYCH, V131, P285, DOI 10.3200/MONO.131.4.285-358
   Johnson DW, 2007, COMPUT-SUPP COLLAB L, V8, P9
   Johnson DW, 2009, EDUC RESEARCHER, V38, P37, DOI 10.3102/0013189X08330540
   Khanyane M, 2016, AFR J RES MATH SCI T, V20, P278, DOI 10.1080/18117295.2016.1228826
   Kifer E.W., 2002, 2 ANAL TIMSS DATA, P251
   Kovas Y, 2007, J LEARN DISABIL-US, V40, P554, DOI 10.1177/00222194070400060601
   Lewis SE, 2005, J CHEM EDUC, V82, P135, DOI 10.1021/ed082p135
   Lim DH, 2009, EDUC TECHNOL SOC, V12, P282
   Liu WC, 2005, ASIA PAC EDUC REV, V6, P20, DOI 10.1007/BF03024964
   Ma X, 1997, EDUC PSYCHOL REV, V9, P89, DOI 10.1023/A:1024785812050
   MARSH HW, 1990, J EDUC PSYCHOL, V82, P107, DOI 10.1037/0022-0663.82.1.107
   Marsh HW, 1997, J EDUC PSYCHOL, V89, P41, DOI 10.1037/0022-0663.89.1.41
   McConnell MM, 2019, CAN J ANESTH, V66, P864, DOI 10.1007/s12630-019-01405-9
   Messier P. W., 2003, TRADITIONAL TEACHING
   Michael J, 2006, ADV PHYSIOL EDUC, V30, P159, DOI 10.1152/advan.00053.2006
   Molla E, 2018, EDUC RES INT, V2018, DOI 10.1155/2018/6202484
   Muis KR, 2004, REV EDUC RES, V74, P317, DOI 10.3102/00346543074003317
   Muis KR, 2007, EDUC PSYCHOL-US, V42, P173, DOI 10.1080/00461520701416306
   Muis KR, 2013, J EDUC PSYCHOL, V105, P213, DOI 10.1037/a0029690
   Muwanga-Zake J.W.F., 2000, Journal of the South African Association for Research in Mathematics, Science, and Technology Education, V4, P1, DOI DOI 10.1080/10288457.2000.10756114
   Nwagbo C., 2006, International journal of Educational Research, V45, P216, DOI [10.1016/j.ijer.2006.11.004, DOI 10.1016/J.IJER.2006.11.004]
   O'Sullivan M, 2004, INT J EDUC DEV, V24, P585, DOI 10.1016/S0738-0593(03)00018-X
   Ogbu J.U., 1992, EDUC RESEARCHER, V21, P5, DOI DOI 10.3102/0013189X021008005
   OKEBUKOLA PA, 1990, J RES SCI TEACH, V27, P661, DOI 10.1002/tea.3660270706
   Paulson DR, 1999, J CHEM EDUC, V76, P1136, DOI 10.1021/ed076p1136
   Palomino MDP, 2017, SAGE OPEN, V7, DOI 10.1177/2158244017708818
   Piaget J., 1926, LANGUAGE THOUGHTS CH
   Rahman T, 2020, J RES SCI TEACH, V57, P765, DOI 10.1002/tea.21610
   REYNOLDS WM, 1988, J PERS ASSESS, V52, P223, DOI 10.1207/s15327752jpa5202_4
   Sachs G.T., 2003, RELC Journal, V4, P338, DOI DOI 10.1177/003368820303400305
   Sahin A, 2011, ASIA PAC EDUC REV, V12, P427, DOI 10.1007/s12564-010-9135-8
   Samuel NNC, 2021, EDUC RES INT, V2021, DOI 10.1155/2021/6698808
   Schraw G, 2005, J CHEM EDUC, V82, P637
   Schuell T.J., 1996, HDB ED PSYCHOL, P726
   Schweisfurth M, 2011, INT J EDUC DEV, V31, P425, DOI 10.1016/j.ijedudev.2011.03.005
   Slavin R., 1995, Cooperative learning: Theory, research, and practice
   Slavin RE, 1996, CONTEMP EDUC PSYCHOL, V21, P43, DOI 10.1006/ceps.1996.0004
   Slavin RE, 2011, EDUC PSYCHOL HANDB, P344
   Sriprakash A, 2010, INT J EDUC DEV, V30, P297, DOI 10.1016/j.ijedudev.2009.11.010
   Tabulawa R., 2013, TEACHING LEARNING CO
   Tan IGC, 2007, J EDUC RES, V100, P142, DOI 10.3200/JOER.100.3.142-154
   Tauritz RL, 2012, LEARNING FOR SUSTAINABILITY IN TIMES OF ACCELERATING CHANGE, P299
   Thanh-Pham T., 2010, International Education Studies, V3, P12, DOI [10.5539/ies.v3n3p12, DOI 10.5539/IES.V3N3P12]
   Theobald EJ, 2020, P NATL ACAD SCI USA, V117, P6476, DOI 10.1073/pnas.1916903117
   Todd A, 2005, INT J EDUC DEV, V25, P221, DOI 10.1016/j.ijedudev.2004.08.003
   Tran V.D., 2014, INT J HIGHER ED, V3, P131, DOI DOI 10.5430/IJHE.V3N2P131
   Tran V.D., 2012, International Education Studies, V5, P86, DOI [10.5539/ies.v5n1p86, DOI 10.5539/IES.V5N1P86]
   Tran V. D., 2013, International Journal o fHigher Education, V2, P101, DOI [DOI 10.5430/IJHE.V2N4PL01, DOI 10.5430/IJHE.V2N4P101]
   Trautwein U, 2007, CONTEMP EDUC PSYCHOL, V32, P348, DOI 10.1016/j.cedpsych.2005.11.003
   Udu D. A., 2018, SCI ED INT, V29, P220
   Udu D. A., 2017, AFR J SCI TECHNOL MA, V3, P133
   Valentine JC, 2004, EDUC PSYCHOL-US, V39, P111, DOI 10.1207/s15326985ep3902_3
   Van Wyk M.M., 2011, J SOCIAL SCI, V26, P183, DOI [10.1080/09718923.2011.11892895, DOI 10.1080/09718923.2011.11892895]
   Vygotsky L., 1978, MIND SOC DEV HIGHER, DOI 10.2307/j.ctvjf9vz4
   Warfa ARM, 2016, J CHEM EDUC, V93, P248, DOI 10.1021/acs.jchemed.5b00608
   West African Examination Council, 2018, CHIEF EX REP
   Wilkins JLM, 2004, J EXP EDUC, V72, P331, DOI 10.3200/JEXE.72.4.331-346
   Wilkins JLM, 2003, J EDUC RES, V97, P52, DOI 10.1080/00220670309596628
   Wilson SB, 2016, J CHEM EDUC, V93, P1686, DOI 10.1021/acs.jchemed.5b00862
   Wood WB, 2003, SCIENCE, V302, P1510, DOI 10.1126/science.1091803
   Yamarik S, 2007, J ECON EDUC, V38, P259, DOI 10.3200/JECE.38.3.259-277
   Zain Z.M., 2009, Canadian Social Science, V5, P92, DOI 1942918271.
   Zenda R, 2017, INFORM LEARN SCI, V118, P170, DOI 10.1108/ILS-03-2017-0014
   Zheng CM, 2014, J LEARN DISABIL-US, V47, P462, DOI 10.1177/0022219412469688
NR 113
TC 6
Z9 6
U1 7
U2 49
PU ROYAL SOC CHEMISTRY
PI CAMBRIDGE
PA THOMAS GRAHAM HOUSE, SCIENCE PARK, MILTON RD, CAMBRIDGE CB4 0WF, CAMBS,
   ENGLAND
SN 1109-4028
EI 1756-1108
J9 CHEM EDUC RES PRACT
JI Chem. Educ. Res. Pract.
PD APR 5
PY 2023
VL 24
IS 2
BP 688
EP 705
DI 10.1039/d2rp00148a
EA JAN 2023
PG 18
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA C3AA2
UT WOS:000919267500001
DA 2024-07-15
ER

PT J
AU Nagy, RP
   Martin, AJ
   Collie, RJ
AF Nagy, Robin P. P.
   Martin, Andrew J. J.
   Collie, Rebecca J. J.
TI Disentangling motivation and engagement: Exploring the role of effort in
   promoting greater conceptual and methodological clarity
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE motivation; effort; engagement; academic development; validity;
   multilevel
ID ACADEMIC-ACHIEVEMENT; STUDENT ENGAGEMENT; CONSTRUCT-VALIDITY; SCHOOL
   ENGAGEMENT; GENDER; MASCULINITY; VALIDATION; TEACHERS; CLIMATE; VALUES
AB Conflation over motivation and engagement has historically impeded research and practice. One reason for this is because definition and measurement have often been too general or diffuse-especially in the case of engagement. Recently conceptual advances aimed at disentangling facets of engagement and motivation have highlighted a need for better psychometric precision-particularly in the case of engagement. To the extent that engagement is inadequately assessed, motivation research involving engagement continues to be hampered. The present study investigates multidimensional effort (a specific facet of engagement) and how it relates to motivation. In particular, we examine the associations between specific positive and negative motivation factors and dimensions of effort, thereby shedding further insight into how different types of motivation interplay with different types of engagement. Drawing on data from a sample of 946 Australian high school students in 59 mathematics classrooms at five schools, this study hypothesized a tripartite model of academic effort in terms of operative, cognitive, and social-emotional dimensions. A novel nine-item self-report Effort Scale measuring each of the three factors was developed and tested for internal and external validity-including its relationship with multidimensional motivation. Multilevel confirmatory factor analyses were conducted to test the factor structure and validity of multidimensional effort. Additionally, doubly-latent multilevel structural equation models were conducted to explore the hypothesized motivation -> engagement (effort) process, and the role of student- and classroom-level background attributes as predictors of both motivation and effort. Results supported the hypothesized model of tripartite effort and its distinctiveness from motivation, and showed that key dimensions of motivation predicted effort at student- and classroom-levels. This study provides implications and suggestions for future motivation research and theorizing by (1) establishing evidence for the validity of a novel engagement framework (multidimensional effort), and (2) supporting future measurement and practice in academic engagement juxtaposed with multidimensional motivation-critical for better understanding engagement, and motivation itself.
C1 [Nagy, Robin P. P.; Martin, Andrew J. J.; Collie, Rebecca J. J.] Univ New South Wales, Sch Educ, Sydney, NSW, Australia.
C3 University of New South Wales Sydney
RP Martin, AJ (corresponding author), Univ New South Wales, Sch Educ, Sydney, NSW, Australia.
EM andrew.martin@unsw.edu.au
FU Australian Government; NSW Department of Education Waratah
FX We acknowledge the Australian Government RTP Scholarship and NSW
   Department of Education Waratah Scholarship in support of RN's Ph.D
   research into high school students' effort.
CR Ainley M, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P283, DOI 10.1007/978-1-4614-2018-7_13
   AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
   Appleton JJ, 2006, J SCHOOL PSYCHOL, V44, P427, DOI 10.1016/j.jsp.2006.04.002
   Australian Bureau of Statistics, 2016, CENS POP HOUS SOC EC
   Australian Curriculum Assessment and Reporting Authority, FDN YEAR 10 CURR MAT
   Bandura A, 2001, ANNU REV PSYCHOL, V52, P1, DOI 10.1146/annurev.psych.52.1.1
   Bandura A., 2011, Handbook of social psychological theories, P349, DOI [10.4135/9781446249215.N18, DOI 10.4135/9781446249215.N18]
   Blatchford P., 2011, APA ED PSYCHOL HDB V, V2, P530
   Byrne B, 2010, INTERNATIONAL HANDBOOK OF PSYCHOLOGY IN EDUCATION, P3
   Carbonaro W, 2005, SOCIOL EDUC, V78, P27, DOI 10.1177/003804070507800102
   Christenson SL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P813, DOI 10.1007/978-1-4614-2018-7
   Cleary TJ, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P237, DOI 10.1007/978-1-4614-2018-7_11
   Cole DA, 2014, PSYCHOL METHODS, V19, P300, DOI 10.1037/a0033805
   Collie RJ, 2019, EDUC PSYCHOL-UK, V39, P489, DOI 10.1080/01443410.2018.1537480
   Collie RJ, 2017, CONTEMP EDUC PSYCHOL, V49, P355, DOI 10.1016/j.cedpsych.2017.04.001
   Connell RW, 2005, GENDER SOC, V19, P829, DOI 10.1177/0891243205278639
   Covington MV, 2000, ANNU REV PSYCHOL, V51, P171, DOI 10.1146/annurev.psych.51.1.171
   Eccles JS, 2020, CONTEMP EDUC PSYCHOL, V61, DOI 10.1016/j.cedpsych.2020.101859
   Eccles JS, 2002, ANNU REV PSYCHOL, V53, P109, DOI 10.1146/annurev.psych.53.100901.135153
   Elliot A.J., 2005, Handbook of competence and motivation, P52
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Glass G.V., 1979, EDUC EVAL POLICY AN, V1, P2
   Gogol K, 2014, CONTEMP EDUC PSYCHOL, V39, P188, DOI 10.1016/j.cedpsych.2014.04.002
   Gottfried AE, 2007, INT J BEHAV DEV, V31, P317, DOI 10.1177/0165025407077752
   Hayduk L.A., 1987, Structural Equation Modeling with LISREL
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Jackson C, 2009, J GENDER STUD, V18, P341, DOI 10.1080/09589230903260019
   Jacobs JE, 2002, CHILD DEV, V73, P509, DOI 10.1111/1467-8624.00421
   Kim Hae-Young, 2013, Restor Dent Endod, V38, P52
   Lazarus R., 1984, Eur. J. Personal., DOI DOI 10.1002/PER.2410010304
   Lei H, 2018, SOC BEHAV PERSONAL, V46, P517, DOI 10.2224/sbp.7054
   Liem GAD, 2012, AUST PSYCHOL, V47, P3, DOI 10.1111/j.1742-9544.2011.00049.x
   Marsh H.W., 1997, The measurement of physical self-concept: A construct validation approach, P27
   Marsh H.W., 2002, PSYCHOLOGY, V9, P459, DOI [DOI 10.12681/PSY_HPS.24074, https://doi.org/10.12681/psy_hps.24074]
   Marsh HW, 2008, J EDUC PSYCHOL, V100, P78, DOI 10.1037/0022-0663.100.1.78
   Martin A. J., 2022, MOTIVATION ENGAGEMEN
   Martin A. J., 2022, Handbook of research on student engagement, V2nd
   Martin A.J., 2005, Australian Journal of Education, V49, P320, DOI DOI 10.1177/000494410504900308
   Martin AJ, 2003, CONTEMP EDUC PSYCHOL, V28, P1, DOI 10.1016/S0361-476X(02)00008-5
   Martin AJ, 2008, J PSYCHOEDUC ASSESS, V26, P168, DOI 10.1177/0734282907313767
   Martin AJ, 2007, BRIT J EDUC PSYCHOL, V77, P413, DOI 10.1348/000709906X118036
   Martin AJ, 2020, EDUC PSYCHOL-UK, V40, P1113, DOI 10.1080/01443410.2018.1545997
   Martin AJ, 2017, LEARN INDIVID DIFFER, V55, P150, DOI 10.1016/j.lindif.2017.03.013
   Martin AJ, 2016, LEARN INDIVID DIFFER, V45, P222, DOI 10.1016/j.lindif.2015.12.014
   Martin AJ, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P303, DOI 10.1007/978-1-4614-2018-7_14
   Martin AJ, 2009, EDUC PSYCHOL MEAS, V69, P794, DOI 10.1177/0013164409332214
   Martino W, 1999, BRIT J SOCIOL EDUC, V20, P239, DOI 10.1080/01425699995434
   Martino W., 2000, Canadian Jounal of Education/Revue canadienne de l'education, V25, P102
   McClelland D. C., 1967, ACHIEVING SOC, DOI 10.1037/14359-000
   McNeish D, 2018, PSYCHOL METHODS, V23, P412, DOI 10.1037/met0000144
   Meece JL, 2006, J SCHOOL PSYCHOL, V44, P351, DOI 10.1016/j.jsp.2006.04.004
   Morgan L, 2022, EDUC RES-UK, V64, P41, DOI 10.1080/00131881.2021.1988865
   Morin AJS, 2014, J EXP EDUC, V82, P143, DOI 10.1080/00220973.2013.769412
   Muthen LK., 2022, MPLUS USERS GUIDE, DOI DOI 10.1111/J.1600-0447.2011.01711.X
   Nagy R., 2016, Journal of Learning Analytics, V3, P165, DOI 10.18608/jla.2016.32.8
   Nagy R.P., 2013, AUST MATH TEACH, V69, P20
   Nagy R.P., 2021, ROLE EFFORT HIGH SCH, DOI 10.17605/OSF.IO/2GKAF
   NSW Education Standards Authority, 2019, NSW SYLLABUS AUSTR C
   Quintero M, 2022, BRIT J EDUC PSYCHOL, V92, P955, DOI 10.1111/bjep.12482
   Reeve J, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P149, DOI 10.1007/978-1-4614-2018-7_7
   Reschly AL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P3, DOI 10.1007/978-1-4614-2018-7_1
   Ryan RM, 2017, SELF-DETERMINATION THEORY: BASIC PSYCHOLOGICAL NEEDS IN MOTIVATION, DEVELOPMENT, AND WELLNESS, P1, DOI 10.1521/978.14625/28806
   Schunk DH, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P219, DOI 10.1007/978-1-4614-2018-7_10
   Thomson S., 2016, PISA 2015: A first look at Australia's results
   Thomson S., 2019, PISA 2018 BRIEF STUD
   Voelkl KE, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P193, DOI 10.1007/978-1-4614-2018-7_9
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Wang MT, 2012, J RES ADOLESCENCE, V22, P31, DOI 10.1111/j.1532-7795.2011.00753.x
   Warrington M, 2011, GENDER EDUC, V23, P153, DOI 10.1080/09540251003674121
   Watt HMG, 2012, DEV PSYCHOL, V48, P1594, DOI 10.1037/a0027838
   Weiner B, 2010, EDUC PSYCHOL-US, V45, P28, DOI 10.1080/00461520903433596
   Wentzel K, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P479, DOI 10.1007/978-1-4614-2018-7_23
   Wentzel KR, 2017, CONTEMP EDUC PSYCHOL, V49, P32, DOI 10.1016/j.cedpsych.2016.11.002
   Wigfield A, 2000, CONTEMP EDUC PSYCHOL, V25, P68, DOI 10.1006/ceps.1999.1015
   Wigfield A, 2010, DEV REV, V30, P1, DOI 10.1016/j.dr.2009.12.001
   Wilkie KJ., 2019, Affect and mathematics education, P165, DOI [10.1007/978-3-030-13761-8_8, DOI 10.1007/978-3-030-13761-8_8]
   Yang XT, 2021, J SCI EDUC TECHNOL, V30, P380, DOI 10.1007/s10956-020-09877-x
   Zhang X, 2017, NAT COMMUN, V8, P1, DOI [10.1038/ncomms14542, 10.1038/ncomms15280]
NR 78
TC 4
Z9 4
U1 0
U2 7
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD DEC 13
PY 2022
VL 13
AR 1045717
DI 10.3389/fpsyg.2022.1045717
PG 19
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 7J4YR
UT WOS:000904589200001
PM 36582314
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Weerasinghe, IMS
   Dedunu, HH
AF Weerasinghe, I. M. S.
   Dedunu, H. H.
TI Do demographic factors matter in university-industry knowledge exchange?
   a study based on Sri Lankan university system
SO JOURNAL OF KNOWLEDGE MANAGEMENT
LA English
DT Article
DE Knowledge exchange; Moderation; Demographic factors; Academic
   contribution
ID OPEN INNOVATION; ACADEMIC ENGAGEMENT; TECHNOLOGY-TRANSFER;
   COMMERCIALIZATION; RESEARCHERS; SCIENCE; UK; COLLABORATION; SECTORS;
   FACULTY
AB Purpose This study aims to identify the effect of demographic factors on the relationship between academic contribution and university-industry knowledge exchange in Sri Lanka. Design/methodology/approach This study is of quantitative and explanatory type , which applied the deductive research method, and is conducted with minimum interference of researcher taking individual academics as the unit of analysis. The study collected data from 178 academics randomly through a structured questionnaire designed to analyze through statistical package for the social sciences and analysis of a moment structure statistical software. A structural equation model is applied to collected data to explore the moderating impact of the demographic factor on the university-industry knowledge exchange. Findings Overall involvement of academic staff in joint research, contract research, human resource mobility and the training with industry were was low in Sri Lanka. However, all four independent variables significantly associated with the knowledge exchange process from which only joint research and training had a statistically significant effect on university-industry knowledge exchange . Concerning demographic factors, only the quality of academic research significantly moderated the relationship between academic contribution and university-industry knowledge exchange process in Sri Lanka. Research limitations/implications This study considered only the university side of the university-industry knowledge exchange process. Practical implications This paper implies that gender, age and area of specialization did not have significant power to moderate the relationship between academic contribution and university-industry knowledge exchange process. Originality/value There is a lack of research literature discussing the moderating effect of demographic factors on the university-industry knowledge exchange process. In Sri Lanka, money and commercial benefits that received through industry partnerships had not been valued by academics. The majority considered the connection with industry and exchange knowledge as a responsibility that they should perform in return to free education received from grade one to graduation.
C1 [Weerasinghe, I. M. S.] Rajarata Univ Sri Lanka, Fac Management Studies, Dept Business Management, Anuradhapura, Sri Lanka.
   [Dedunu, H. H.] Rajarata Univ Sri Lanka, Fac Management Studies, Dept Accountancy & Finance, Anuradhapura, Sri Lanka.
C3 Rajarata University of Sri Lanka; Rajarata University of Sri Lanka
RP Weerasinghe, IMS (corresponding author), Rajarata Univ Sri Lanka, Fac Management Studies, Dept Business Management, Anuradhapura, Sri Lanka.
EM salindaw@mgt.rjt.ac.lk
RI Weerasinghe, Salinda/AAM-8963-2021
OI Weerasinghe, Salinda/0000-0002-9222-6618
FU Rajarata University of Sri Lanka
FX This project is awarded a grant from the Rajarata University of Sri
   Lanka; hence, we should thank the university at first and would like to
   thank all who helped us to collect data and information for this study.
CR Ahrweiler P, 2011, J PROD INNOVAT MANAG, V28, P218, DOI 10.1111/j.1540-5885.2010.00793.x
   Ankrah S, 2015, SCAND J MANAG, V31, P387, DOI 10.1016/j.scaman.2015.02.003
   Azagra-Caro JM, 2006, RES POLICY, V35, P37, DOI 10.1016/j.respol.2005.08.007
   Balconi M, 2006, RES POLICY, V35, P1616, DOI 10.1016/j.respol.2006.09.018
   Balogun A.G., 2014, IFE PsychologIA: An International Journal, V22, P42
   Baraldi E, 2014, IND MARKET MANAG, V43, P382, DOI 10.1016/j.indmarman.2013.12.006
   Bekkers R., 2015, RES POLICY, V9, P1, DOI [10.1108/00251741211194921, DOI 10.1108/00251741211194921]
   Bekkers R, 2008, RES POLICY, V37, P1837, DOI 10.1016/j.respol.2008.07.007
   Belitski M, 2019, RES POLICY, V48, P601, DOI 10.1016/j.respol.2018.10.011
   Bercovitz J, 2008, ORGAN SCI, V19, P69, DOI 10.1287/orsc.1070.0295
   Blackman C., 1993, IND HIGHER ED
   Blumenthal D, 1996, NEW ENGL J MED, V335, P1734, DOI 10.1056/NEJM199612053352305
   Boardman PC, 2009, TECHNOVATION, V29, P142, DOI 10.1016/j.technovation.2008.03.008
   Buttel FH, 2002, RURAL SOCIOL, V67, P24, DOI 10.1111/j.1549-0831.2002.tb00092.x
   Calderini M, 2005, IND CORP CHANGE, V14, P279, DOI 10.1093/icc/dth054
   Chatman J.A., 2017, ACAD MANAGEMENT J, V44
   Chesbrough H, 2012, RES TECHNOL MANAGE, V55, P20, DOI 10.5437/08956308X5504085
   Cricelli L, 2010, J KNOWL MANAG, V14, P348, DOI 10.1108/13673271011050094
   D'Este P, 2007, RES POLICY, V36, P1295, DOI 10.1016/j.respol.2007.05.002
   D'Ippolito B, 2019, RES POLICY, V48, P1282, DOI 10.1016/j.respol.2019.01.011
   Dahlander L, 2010, RES POLICY, V39, P699, DOI 10.1016/j.respol.2010.01.013
   de Wit-de Vries E, 2019, J TECHNOL TRANSFER, V44, P1236, DOI 10.1007/s10961-018-9660-x
   Degl'Innocenti M, 2019, RES POLICY, V48, DOI 10.1016/j.respol.2019.05.002
   Di Gregorio D, 2003, RES POLICY, V32, P209, DOI 10.1016/S0048-7333(02)00097-5
   Feldman M, 2015, MULTILEVEL ISSUES SO
   Garrick J., 2004, J EUR IND TRAIN, V28, P329
   Gertner D., 2013, U IND COLLABORATION, DOI [10.1108/13673271111151992, DOI 10.1108/13673271111151992]
   Geuna A, 2009, MINERVA, V47, P93, DOI 10.1007/s11024-009-9118-2
   Giuliani E, 2010, RES POLICY, V39, P748, DOI 10.1016/j.respol.2010.03.007
   Grimpe C, 2010, J TECHNOL TRANSFER, V35, P637, DOI 10.1007/s10961-009-9140-4
   Guerrero M, 2014, SMALL BUS ECON, V43, P57, DOI 10.1007/s11187-013-9526-4
   Hair J. F., 2006, MULTIVARIATE DATA AN, DOI DOI 10.1016/J.IJPHARM.2011.02.019
   Howells J, 2012, INT J ENTREP BEHAV R, V18, P440, DOI 10.1108/13552551211239483
   Johnston L, 2010, INT J ENTREP BEHAV R, V16, P540, DOI 10.1108/13552551011082498
   Jonsson L, 2015, J KNOWL ECON, V6, P522, DOI 10.1007/s13132-015-0254-7
   Kitson M., 2010, CAMBRIDGE CTR BUSINE, DOI 10.5255/UKDA-SN-6462-1
   Kondo Masayuki, 2011, Journal of Knowledge-Based Innovation in China, V3, P15, DOI 10.1108/17561411111120846
   Lee SM, 2012, MANAGE DECIS, V50, P147, DOI 10.1108/00251741211194921
   Lee Y.S., 2000, Journal of Technology Transfer, V25, P111, DOI DOI 10.1023/A:1007895322042
   Lin Min-Wei., 2006, Journal of Technology Transfer, V31, P269
   Link AN, 2007, IND CORP CHANGE, V16, P641, DOI 10.1093/icc/dtm020
   MANSFIELD E, 1991, RES POLICY, V20, P1, DOI 10.1016/0048-7333(91)90080-A
   Mansfield E, 1998, RES POLICY, V26, P773, DOI 10.1016/S0048-7333(97)00043-7
   Melese T, 2009, NAT MED, V15, P502, DOI 10.1038/nm0509-502
   Mitton C, 2007, MILBANK Q, V85, P729, DOI 10.1111/j.1468-0009.2007.00506.x
   Mowery DC, 2015, RES POLICY, V44, P50, DOI 10.1016/j.respol.2014.07.019
   Muscio A, 2013, J TECHNOL TRANSFER, V38, P486, DOI 10.1007/s10961-012-9262-y
   Oliver A.L., 2004, SCAND J MANAG, V20, P151, DOI DOI 10.1016/J.SCAMAN.2004.06.002
   Padilla-Meléndez A, 2012, INT J ENTREP BEHAV R, V18, P417, DOI 10.1108/13552551211239474
   Perkmann M., 2013, Research Policy, V42, P423, DOI 10.1016/j.respol.2012.09.007
   Perkmann M, 2007, INT J MANAG REV, V9, P259, DOI 10.1111/j.1468-2370.2007.00225.x
   Perkmann M, 2013, RES POLICY, V42, P423, DOI 10.1016/j.respol.2012.09.007
   Poyago-Theotoky J, 2002, OXFORD REV ECON POL, V18, P10, DOI 10.1093/oxrep/18.1.10
   Razak AA, 2017, INT J INOV SCI, V9, P296, DOI 10.1108/IJIS-05-2017-0035
   Scandura A, 2016, RES POLICY, V45, P1907, DOI 10.1016/j.respol.2016.06.009
   Schartinger D, 2002, RES POLICY, V31, P303, DOI 10.1016/S0048-7333(01)00111-1
   Secundo G, 2019, BUS PROCESS MANAG J, V25, P144, DOI 10.1108/BPMJ-06-2017-0173
   Sengupta A, 2017, RES POLICY, V46, P881, DOI 10.1016/j.respol.2017.03.008
   Siegel D.S., 2003, ASSESSING IMPACT ORG, DOI [10.1016/S0048-7333(01)00196-2., DOI 10.1016/S0048-7333(01)00196-2]
   Sinnewe E, 2016, RES POLICY, V45, P195, DOI 10.1016/j.respol.2015.09.005
   Striukova L, 2015, EUR J INNOV MANAG, V18, P471, DOI 10.1108/EJIM-10-2013-0098
   Tartari V, 2015, RES POLICY, V44, P1176, DOI 10.1016/j.respol.2015.01.014
   Zenger T.R., 2017, ACAD MANAGEMENT J, V32
NR 63
TC 4
Z9 4
U1 1
U2 35
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1367-3270
EI 1758-7484
J9 J KNOWL MANAG
JI J. Knowl. Manag.
PD JUN 21
PY 2021
VL 25
IS 5
BP 973
EP 988
DI 10.1108/JKM-02-2020-0092
EA JUN 2020
PG 16
WC Information Science & Library Science; Management
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science; Business & Economics
GA SW1CD
UT WOS:000547274600001
DA 2024-07-15
ER

PT J
AU Knio, K
AF Knio, Karim
TI Rethinking the Multilateral Order Between Liberal Internationalism and
   Neoliberalism/Neoliberalisation Processes
SO POLITICS AND GOVERNANCE
LA English
DT Article
DE commodification; crisis management; developing countries; knowledge
   production; liberal internationalism; marketisation; multilateralism;
   neoliberalisation; neoliberalism; world order
ID AUTHORITY; POWER
AB Discourses on multilateralism and liberal internationalism are replete with warnings about crises. However, theories often only address crises in pragmatic terms, as if they were discreet and isolated phenomena that have little to do with globalized structural tendencies and the specific limitations of knowledge production within the field of international relations (IR). This article initiates a process of reflection on the nature of the crisis of liberal internationalism and the multilateral world order with the help of the pedagogy of crises framework. It identifies the biases contained within IR research and knowledge production as integral to the crises themselves because of the limitations of their engagement with crises solely at the crisis management level. Acknowledging and situating these biases allows us to build a perspective around the notion of crisis of crisis management. This perspective entails a combination of the study of liberal internationalism and neoliberalism to better explain the nature and dynamics of the multilateral world order. This endeavour can offer a fresh take on analysing case studies related to developing countries and outlines a critical focus to inform further research. A brief review of the Chilean example is featured to support this argument, as it shows how the processes that unfold within the multilateral world order are articulated within a local context, and also points to the intimate relations between knowledge production and policy implementation. The article demonstrates the impossibility of understanding the multilateral world order without due consideration of the dialectical relationship between neoliberalism and liberal internationalism. Historically, analyses have focused on neoliberalism as something embedded within liberal internationalism while, in fact, processes of neoliberalisation have become a framework of reference in themselves. That is to say, liberal internationalism, and the study of it, are but a few of the elements that comprise contemporary neoliberalism. Given this, it is argued that systematic academic engagement with neoliberalism/neoliberalisation is essential for a proper understanding of the multilateral world order.
C1 [Knio, Karim] Erasmus Univ, Inst Social Studies, Rotterdam, Netherlands.
C3 Erasmus University Rotterdam - Excl Erasmus MC; Erasmus University
   Rotterdam
RP Knio, K (corresponding author), Erasmus Univ, Inst Social Studies, Rotterdam, Netherlands.
EM knio@iss.nl
CR Alexander WilliamL., 2009, LOST LONG TRANSITION
   Ambrosius LloydE., 1991, WILSONIAN STATECRAFT
   [Anonymous], 2012, NEOLIBERALISM FREE M
   [Anonymous], 2008, NEO LIBERAL IDEOLOGY
   Brenner N, 2010, GLOBAL NETW, V10, P182, DOI 10.1111/j.1471-0374.2009.00277.x
   Bresler R.J., 1973, POLIT SOC, V3, P245, DOI 10.1177/
   Cahill D., 2012, Neoliberalism: Beyond the Free Market, P110
   Caporaso J, 1998, J EUR PUBLIC POLICY, V5, P1, DOI 10.1080/13501768880000011
   CAPORASO JA, 1992, INT ORGAN, V46, P599, DOI 10.1017/S0020818300027843
   Carr E.:., 2016, The Twenty Years Crisis, 1919-1939: An Introduction to the Study of International Relations
   Castree N, 2006, ENVIRON PLANN A, V38, P1, DOI 10.1068/a38147
   Cohen HG, 2018, AM J INT LAW, V112, P47, DOI 10.1017/ajil.2018.11
   Cox Robert., 1992, REV INT STUD, V18, P161, DOI DOI 10.1017/S0260210500118832
   Cox RobertW., 1983, MILLENNIUM-J INT ST, V12, P162, DOI [10.1177/03058298830120020701, DOI 10.1177/03058298830120020701]
   Dean M, 2014, J SOCIOL, V50, P150, DOI 10.1177/1440783312442256
   Deudney D, 1999, REV INT STUD, V25, P179, DOI 10.1017/S0260210599001795
   DOUGLASS PF, 1957, ANN AM ACAD POLIT SS, V313, pR9, DOI 10.1177/000271625731300102
   Downs GW, 1998, INT ORGAN, V52, P397, DOI 10.1162/002081898753162866
   Dunne T, 2010, MILLENNIUM-J INT ST, V38, P535, DOI 10.1177/0305829810366476
   EGERTON GW, 1983, INT HIST REV, V5, P496, DOI 10.1080/07075332.1983.9640326
   Finnemore M, 2005, REV INT STUD, V31, P187, DOI 10.1017/S0260210505006856
   Flockhart T., 2018, RSA J, V164, P26
   Garreton M.A., 2004, Incomplete democracy: political democratization in Chile and Latin America
   Gilpin Robert., 1987, POLITICAL EC INT REL
   Guzzini S., 2005, ALLEGED UNIPOLARITY
   Hampson FO, 2011, GLOBAL GOV, V17, P299, DOI 10.1163/19426720-01703003
   Held D, 2015, JPN J POLIT SCI, V16, P414, DOI 10.1017/S146810991500016X
   Helleiner E, 2019, REV INT POLIT ECON, V26, P1112, DOI 10.1080/09692290.2019.1607767
   HOFFMANN S, 1995, FOREIGN POLICY, P159, DOI 10.2307/1148964
   Huneeus Carlos., 2007, The Pinochet Regime
   Hurd I, 2005, INT ORGAN, V59, P495, DOI 10.1017/S0020818305050186
   Ikenberry GJ, 2018, ETHICS INT AFF, V32, P17, DOI 10.1017/S0892679418000072
   Ikenberry GJ, 2009, PERSPECT POLIT, V7, P71, DOI 10.1017/S1537592709090112
   Jacobs G., 2020, CADMUS, V4, P5
   Jessop B., 2018, PEDAGOGY ECO NOMIC P
   KEOHANE RO, 1974, WORLD POLIT, V27, P39, DOI 10.2307/2009925
   Keohane RO, 2012, INT RELAT, V26, P125, DOI 10.1177/0047117812438451
   Keohane RobertO., 1973, Survival, V15, P158, DOI [10.1080/00396337308441409, DOI 10.1080/00396337308441409]
   Knio K., IN PRESS
   Koivisto M, 2010, MILLENNIUM-J INT ST, V38, P615, DOI 10.1177/0305829810363509
   Macartney H., 2010, Variegated Neoliberalism
   Mandelbaum Michael., 1978, INT SECURITY, V2, P81
   McGregor JA, 2022, CAMB REV INT AFF, V35, P888, DOI 10.1080/09557571.2020.1784849
   Mearsheimer JohnJ., 2018, The Great Delusion
   Mitrany David., 1976, The functional theory of politics
   Murphy C. N., 2004, GLOBAL I MARGINALIZA
   Nefedov BI, 2021, SRAVN POLIT, V12, P21, DOI 10.24411/2221-3279-2021-10025
   Nicoli F, 2020, J EUR INTEGR, V42, P897, DOI 10.1080/07036337.2019.1670658
   ODonnell G., 2013, COMP POLIT, V2
   PARSONS T, 1961, BERKELEY J SOCIOL, V6, P115
   Polanyi Karl., 2001, The Great Transformation: The Political and Economic Origins of Our Time, V2nd
   Read Jason., 2009, A Foucault for the 21st Century: Governmentality, Bio-politics and Discipline in the New Millennium, P2
   RUGGIE JG, 1982, INT ORGAN, V36, P379, DOI 10.1017/S0020818300018993
   RUGGIE JG, 1992, INT ORGAN, V46, P561, DOI 10.1017/S0020818300027831
   Scott DA, 2013, INT RELAT, V27, P30, DOI 10.1177/0047117812463153
   SMITH DM, 1969, CAN HIST REV, V50, P209
   Spieker J, 2014, INT HIST REV, V36, P919, DOI 10.1080/07075332.2014.900814
   Waltz K., 2018, Man, the State, and War: A Theoretical Analysis
   Waltz K. N., 1967, INT POLITICS FOREIGN, P304
   Weiss TG, 2014, INT STUD QUART, V58, P207, DOI 10.1111/isqu.12082
NR 60
TC 1
Z9 1
U1 0
U2 0
PU COGITATIO PRESS
PI LISBON
PA RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL
SN 2183-2463
J9 POLITICS GOV
JI Politics Gov.
PY 2022
VL 10
IS 2
BP 6
EP 14
DI 10.17645/pag.v10i2.5116
PG 9
WC Political Science
WE Social Science Citation Index (SSCI)
SC Government & Law
GA 1G2PJ
UT WOS:000795694700002
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Magoi, JS
   Aspura, MKYI
   Abrizah, A
AF Magoi, Joshua Sani
   Aspura, M. K. Yanti Idaya
   Abrizah, A.
TI Social media engagement in developing countries Boon or bane for
   academic libraries?
SO INFORMATION DEVELOPMENT
LA English
DT Article
DE social media; Web 2.0; social media engagement; academic libraries;
   developing countries; structured literature review
ID WEB 2.0; NETWORKING TOOLS; HIGHER-EDUCATION; SERVICES; ADOPTION;
   IMPLEMENTATION; KNOWLEDGE
AB The progressiveness of social media in academic libraries is the gear to achieve the libraries' objectives, particularly in term of facilities and services. In addition, academic librarians have been using social media as a key medium for marketing, communication, and collaboration. However, social media use in academic libraries, especially in developing countries, is not without controversy. Studies indicate that social networking by academic librarians is ineffective use of librarians' time and effort. The usefulness of and the hindrances in social media engagement for academic libraries in developing countries have yet to be established. For this reason, this review aims to identify the boons and the banes of social media engagement for academic libraries in developing countries in two continents, Asia and Africa. A structured literature review was conducted using methods promulgated by the Center for Reviews and Disseminations but adapted to the particular needs of this review. Various online databases were used for the review. The keywords/phrases used for the search were: social media, web 2.0, social media engagement, academic libraries, and developing countries; and after a profound scrutiny, 50 articles were found useful for the review. The result shows that there is a continued increase of published literature on social media in academic libraries in the developing countries. A substantial amount of literature emphasises the benefits of social media usefulness in academic libraries under five major themes - marketing and promotion of library services; professional/self-development;, social interaction; media sharing; and communication. A few articles express the distress in implementing social media in academic library services. The usefulness of and the hindrances in social media engagement reported in the literature should inform practicing librarians contemplating implementation of social media and guide formal social media application in library services. More so, this study will shape Library and Information Science (LIS) researchers to scope out areas of needs for future research.
C1 [Magoi, Joshua Sani; Abrizah, A.] Univ Malaya, Dept Lib & Informat Sci, Fac Comp Sci & Informat Technol, Kuala Lumpur, Malaysia.
   [Magoi, Joshua Sani] Kaduna State Univ, Kaduna, Nigeria.
   [Aspura, M. K. Yanti Idaya] Univ Malaya, Fac Comp Sci & Informat Technol, Kuala Lumpur, Malaysia.
C3 Universiti Malaya; Universiti Malaya
RP Abrizah, A (corresponding author), Univ Malaya, Dept Lib & Informat Sci, Fac Comp Sci & Informat Technol, Kuala Lumpur, Malaysia.
EM magoijoshua@gmail.com; yanti@um.edu.my; abrizah@um.edu.my
RI Abdullah, Abrizah/B-8125-2010; Khalid, Yanti Idaya Aspura binti
   Mohd/J-5876-2015
OI Khalid, Yanti Idaya Aspura binti Mohd/0000-0002-7642-469X
CR Abrizah A, 2016, J ACAD LIBR, V42, P636, DOI 10.1016/j.acalib.2016.08.010
   Adebayo AO, 2015, AFRICAN S ONLINE J A, V5, P98
   Adeleke AA, 2012, ELECTRON LIBR, V30, P507, DOI 10.1108/02640471211252210
   Adetola AA, 2016, INFORM KNOWLEDGE MAN, V6, P43
   Agosto DE, 2005, LIBR INFORM SCI RES, V27, P141, DOI 10.1016/j.lisr.2005.01.002
   Agyekum B.O., 2016, International Journal of Innovative Research and Development, V5, P158
   Ahenkorah-Marfo M, 2016, REF SERV REV, V44, P219, DOI 10.1108/RSR-01-2016-0001
   Akeriwa M, 2015, INFORM DEV, V31, P284, DOI 10.1177/0266666913515898
   Akporhonor B.A., 2015, INFORM KNOWLEDGE MAN, V5, P1
   Al-Kharousi R, 2016, ELECTRON LIBR, V34, P332, DOI 10.1108/EL-06-2014-0101
   Aloini D, 2014, LECT NOTES INFORM SY, P171
   [Anonymous], 2016, INT J ADV LIB INFORM
   [Anonymous], 2015, World Economic and Financial Surveys
   [Anonymous], 2014, CANC DISCOV, V4, pOF5
   [Anonymous], 2013, Proceedings of the American Society for Information Science and Technology
   Ansari M., 2016, KNOWLEDGE LIB, V3, P57
   Anunobi C., 2012, Developing country studies, V2, P7
   Anyanwu Ossai-Onah., 2013, Information Impact: Journal of Information and Knowledge Management, V4, P46
   Anyaoku EN, 2012, AFR J LIBR ARCH INFO, V22, P31
   Arif M, 2012, ELECTRON LIBR, V30, P469, DOI 10.1108/02640471211252184
   Baro Emmanuel E., 2013, OCLC Systems & Services, V29, P170, DOI 10.1108/OCLC-12-2012-0042
   Batikas M, 2013, ASSESSING BENEFITS S
   Bicen H, 2011, PROCD SOC BEHV, V28, DOI 10.1016/j.sbspro.2011.11.174
   Casey ME, 2006, LIBR J, V131, P40
   Chinwe NE, 2012, LIB PHILOS PRACTICE, V84
   Chisenga J, 2012, 20 STAND C E CEMTR S
   Chu SKW, 2013, J LIBR INF SCI, V45, P64, DOI 10.1177/0961000611434361
   Chua AYK, 2010, LIBR INFORM SCI RES, V32, P203, DOI 10.1016/j.lisr.2010.01.002
   Daluba N E., 2013, Academic Research International, V4, P536
   Dickson A, 2010, NEW LIB WORLD, V111, P468, DOI 10.1108/03074801011094840
   Dissemination C.for R., 2009, CRD's guidance for undertaking reviews in health care
   Essam M, 2016, ELECT LIB, V34, P371
   Fasola OS, 2015, KNOWLEDGE LIB, V2
   Gardois P, 2012, HEALTH INFO LIBR J, V29, P90, DOI 10.1111/j.1471-1842.2012.00984.x
   Gbaje E.S., 2014, Information and Knowledge Management, V4
   Gonzalez-Fernandez-Villavicencio N., 2014, The profitability of libraries using social media, P561
   Hazidah NA, 2013, 34 ANN AITUL C 14 18
   Huang H, 2015, J ASSOC INF SCI TECH, V66, P1150, DOI 10.1002/asi.23251
   Jones MJ, 2019, J LIBR INF SCI, V51, P3, DOI 10.1177/0961000616668959
   Kenchakkanavar A Y., 2015, International Research: Journal of Library Information Science, V5, P548
   Kibugi S., 2013, J APPROPRIATE LIB IN, V47, P100
   Kim YM, 2010, J ACAD LIBR, V36, P211, DOI 10.1016/j.acalib.2010.03.003
   Koo C, 2015, INFORM DEV, V31, P421, DOI 10.1177/0266666913516883
   Kwanya T, 2012, SCECSAL 20 C INF SUS, P139
   Linh NC, 2008, LIBR HI TECH, V26, P630, DOI 10.1108/07378830810920950
   Lwoga ET, 2014, ELECTRON LIBR, V32, P183, DOI 10.1108/EL-06-2012-0058
   Mabweazara RM, 2016, S AFR J LIBR INF, V82, P1, DOI 10.7553/82-1-1571
   Mahmood K, 2011, PROGRAM-ELECTRON LIB, V45, P365, DOI 10.1108/00330331111182085
   Maness J.M., 2006, Webology, V3
   Mansor Y., 2010, Webology, V7, pa81
   Mon L, 2015, SOCIAL MEDIA LIB SER, DOI [10.2200/S00634ED1V01Y201503ICR040, DOI 10.2200/S00634ED1V01Y201503ICR040]
   Mustafa A'dillah, 2016, International Journal of Computer Theory and Engineering, V8, P260, DOI 10.7763/IJCTE.2016.V8.1055
   Noorhidawati A, 2015, LIBRI INT J LIB INFO, V65, P34
   Omeluzor SU, 2016, DESIDOC J LIB INF TE, V36, P269, DOI 10.14429/djlit.36.5.10174
   Omobolanle F, 2015, ELECT LIB, V33, P870
   Onuoha U.D., 2013, Information Management and Business Review, V5, P136
   Owusu-Ansah C M., 2015, Journal of Balkan Libraries Union, V3, P30
   Quadri G O., 2016, Journal of Library and Information Services in Distance Learning, V10, P30, DOI DOI 10.1080/1533290X.2016.1156597
   Raghavendra N, 2014, UGC SPONS 2 DAY NAT
   Rehman UA, 2011, LIB PHILOS PRACTICE
   Riza AyuA R. Abrizah A., 2011, INT INFORM LIB REV, V43, P239
   Sekyere K., 2009, NEBRASKA LIB ASS Q, V40, P22
   Sheikh A., 2016, Pakistan Library Information Science Journal, V47, P45
   Siddike MAK, 2015, EDUC INFORM, V31, P143, DOI 10.3233/EFI-150955
   Sobaih AE, 2016, COMPUT HUM BEHAV, V58, P296, DOI 10.1016/j.chb.2016.01.002
   Sonawane KS, 2015, KNOWLEDGE LIB, V2
   Stuart D, 2010, RES INFORM       AUG
   Tait E, 2016, PALGR COMMUN, V2, DOI 10.1057/palcomms.2016.70
   Taylor Francis, 2014, USE SOCIAL MEDIA LIB
   Tella Adeyinka, 2013, New Review of Academic Librarianship, V19, P274, DOI 10.1080/13614533.2013.809289
   Tella A., 2015, Social media strategies from dynamic library service development
   Tess PA, 2013, COMPUT HUM BEHAV, V29, pA60, DOI 10.1016/j.chb.2012.12.032
   Tranfield D, 2003, BRIT J MANAGE, V14, P207, DOI 10.1111/1467-8551.00375
   Tripathi Manorama, 2010, International Information and Library Review, V42, P195, DOI 10.1016/j.iilr.2010.07.005
   Wordofa KH, 2014, ELECTRON LIBR, V32, P262, DOI 10.1108/EL-07-2012-0077
   Xu C, 2009, J ACAD LIBR, V35, P324, DOI 10.1016/j.acalib.2009.04.003
   Xu JH, 2015, J ACAD LIBR, V41, P21, DOI 10.1016/j.acalib.2014.10.012
   Zhu QD, 2016, LIBR HI TECH, V34, P615, DOI 10.1108/LHT-05-2016-0055
   Zohoorian-Fooladi N, 2014, INFORM DEV, V30, P159, DOI 10.1177/0266666913481689
NR 79
TC 13
Z9 13
U1 4
U2 81
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0266-6669
EI 1741-6469
J9 INFORM DEV
JI Inf. Dev.
PD JUN
PY 2019
VL 35
IS 3
BP 374
EP 387
DI 10.1177/0266666917748985
PG 14
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA IC2BC
UT WOS:000470763400004
OA Bronze
DA 2024-07-15
ER

PT J
AU Tam, KI
   Philpott-Robinson, K
   Johnson, T
   Lane, AE
AF Tam, Kit Iong
   Philpott-Robinson, Kelsey
   Johnson, Tennille
   Lane, Alison E.
TI Measurement of School Engagement in Elementary School Students: A
   Scoping Review
SO AMERICAN JOURNAL OF OCCUPATIONAL THERAPY
LA English
DT Article
ID RANDOMIZED CONTROLLED-TRIAL; LOW-INTENSITY STRATEGIES; ACADEMIC
   ENGAGEMENT; EMOTIONAL PARTICIPATION; EMPOWERING TEACHERS; MENTAL-HEALTH;
   SHOW ME; CLASSROOM; OUTCOMES; CHILD
AB Importance: School engagement is the extent to which students commit to and participate in school activities, including internal thoughts, emotions, and observable behaviors. It is critical to children's academic outcomes and mental health. Occupational therapy practitioners support children at school to maintain mental well-being and meet their school outcomes. However, how occupational therapy practitioners should measure school engagement among elementary school students remains unclear. Objective: To identify and characterize how elementary school students' school engagement is currently measured.Data Sources: PsycINFO, Eric, CINAHL, and A1 Education databases. Two reviewers screened titles and abstracts, and one reviewer completed full-text screening and data extraction using Excel.Study Selection: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guided this review. Studies published between 2015 and 2021 were included if full text was available, written in English, and used a measure designed for elementary school-age students. Studies were excluded if they used no school engagement measurement; used only infant, adolescent, or adult scales; were not available for review; and did not meet the inclusion criteria.Findings: The review included 125 studies. A range of self-report, observational, teacher-report, and caregiver -report measures of school engagement were identified. Behavioral school engagement was most commonly measured. Included studies were primarily published in education and psychology fields, with none published in occupational therapy journals.Conclusions and Relevance: A range of school engagement measurements can be found in the literature, but no consensus exists on a validated school engagement measurement for occupational therapy practice.What This Article Adds: This review provides occupational therapy practitioners with a comprehensive understanding of (1) the importance of school engagement to mental health and (2) the range of behavioral, cognitive, and emotional engagement measures currently available for use with elementary school-age children, thereby enhancing the profession's knowledge and scope of practice in school engagement.
C1 [Tam, Kit Iong] Univ Newcastle, Coll Hlth Med & Wellbeing, Occupat Therapy, Callaghan, NSW, Australia.
   [Philpott-Robinson, Kelsey] La Trobe Univ, Coll Sci Hlth & Engn, Olga Tennison Autism Res Ctr, Bundoora, Vic, Australia.
   [Philpott-Robinson, Kelsey] Univ Newcastle, Coll Hlth Med & Wellbeing, Dept Occupat Therapy, Callaghan, NSW, Australia.
   [Johnson, Tennille] Univ Newcastle, Coll Hlth Med & Wellbeing, Occupat Therapy Clin, Callaghan, NSW, Australia.
   [Lane, Alison E.] La Trobe Univ, Coll Sci Hlth & Engn, Olga Tennison Autism Res Ctr, Bundoora, Vic, Australia.
C3 University of Newcastle; La Trobe University; University of Newcastle;
   University of Newcastle; La Trobe University
RP Philpott-Robinson, K (corresponding author), La Trobe Univ, Coll Sci Hlth & Engn, Olga Tennison Autism Res Ctr, Bundoora, Vic, Australia.; Philpott-Robinson, K (corresponding author), Univ Newcastle, Coll Hlth Med & Wellbeing, Dept Occupat Therapy, Callaghan, NSW, Australia.
EM K.Philpott-Robinson@latrobe.edu.au
RI Philpott-Robinson, Kelsey/AAV-3372-2021; Lane, Alison/AEC-4848-2022
OI Philpott-Robinson, Kelsey/0000-0003-1888-3895; Lane,
   Alison/0000-0003-0378-9716
CR Akalin S, 2015, EDUC SCI-THEOR PRACT, V15, P739, DOI 10.12738/estp.2015.3.2543
   Amato-Zech NA, 2006, PSYCHOL SCHOOLS, V43, P211, DOI 10.1002/pits.20137
   Anthony CJ, 2017, SCHOOL PSYCHOL QUART, V32, P552, DOI 10.1037/spq0000205
   Archambault I, 2020, TEACH TEACH, V26, P428, DOI 10.1080/13540602.2020.1863208
   Archambault I, 2017, J EDUC RES, V110, P188, DOI 10.1080/00220671.2015.1060931
   Archambault I, 2016, MERRILL PALMER QUART, V62, P207
   Archambault I, 2014, CAN J BEHAV SCI, V46, P275, DOI 10.1037/a0031951
   Argyriadi A., 2017, CURRIC PERSPECT, V37, P25, DOI DOI 10.1007/S41297-016-0005-3
   Arksey H., 2005, INT J SOC RES METHOD, V8, P19, DOI DOI 10.1080/1364557032000119616
   Arnesen A, 2018, EMOT BEHAV DIFFIC, V23, P39, DOI 10.1080/13632752.2017.1316473
   Bailey B, 2021, J INTELLECT DISABILI, V25, P370, DOI 10.1177/1744629519883159
   Baum C.M., 2015, OCCUPATIONAL THERAPY, VFourth, P49
   Bear G. G., 2018, INT J SCH ED PSYCHOL, V7, P18, DOI [10.1080/21683603.2017.1376725, DOI 10.1080/21683603.2017.1376725]
   Bear G.G., 2014, Technical manual for Delaware surveys of school climate, bullying victimization, student engagement, and positive, punitive, and social emotional learning techniques
   Bear GG, 2018, SCHOOL PSYCHOL QUART, V33, P323, DOI 10.1037/spq0000247
   Blair C, 2015, ANNU REV PSYCHOL, V66, P711, DOI 10.1146/annurev-psych-010814-015221
   Bond Lyndal, 2007, J Adolesc Health, V40, DOI 10.1016/j.jadohealth.2006.10.013
   Bonnard M, 2016, BRIT J OCCUP THER, V79, P188, DOI 10.1177/0308022615612807
   Bossaert G, 2011, J APPL DEV PSYCHOL, V32, P47, DOI 10.1016/j.appdev.2010.12.002
   Brigman G., 2010, Student success skills: Group counseling manual, V3rd
   Brigman G, 2015, MEAS EVAL COUNS DEV, V48, P3, DOI 10.1177/0748175614544545
   Bruhn A, 2018, J POSIT BEHAV INTERV, V20, P31, DOI 10.1177/1098300717713441
   Buhs ES, 2018, J EDUC PSYCHOL, V110, P338, DOI 10.1037/edu0000224
   Bunch-Crump KR, 2017, J POSIT BEHAV INTERV, V19, P216, DOI 10.1177/1098300717696939
   Cahill SM, 2020, AM J OCCUP THER, V74, DOI 10.5014/ajot.2020.744001
   Callahan CM, 2020, J ADV ACAD, V31, P470, DOI 10.1177/1932202X20929963
   Canales Y., 2020, THESIS COLL WILLIAM, DOI [10.25774/w4-z43v-zg57, DOI 10.25774/W4-Z43V-ZG57]
   Case-Smith J., 2014, Occupational therapy for children and adolescents, P65
   Case-Smith J., 2015, Occupational therapy for children and adolescents, V7th
   Chand ONeal I., 2017, THESIS CLAREMONT GRA
   Charkhabi M, 2019, PLOS ONE, V14, DOI 10.1371/journal.pone.0225542
   Chen HT, 2016, INT J SCI EDUC, V38, P170, DOI 10.1080/09500693.2015.1134849
   Clark GF, 2019, AM J OCCUP THER, V73, DOI 10.5014/ajot.2019.733001
   Cook CR, 2018, SCHOOL PSYCHOL QUART, V33, P561, DOI 10.1037/spq0000233
   Corrigan S. B., 2019, THESIS SHENANDOAH U
   Dejager BW, 2015, J APPL SCH PSYCHOL, V31, P369, DOI 10.1080/15377903.2015.1084966
   Dennison J., 2020, THESIS LINDENWOOD U
   Derri V, 2015, EUR J TEACH EDUC, V38, P234, DOI 10.1080/02619768.2014.947024
   DiPerna J.C., 2000, The Academic Competence Evaluation Scales
   DiPerna JC, 2018, J EDUC PSYCHOL, V110, P1, DOI 10.1037/edu0000191
   Duh-Leong C, 2020, J DEV BEHAV PEDIATR, V41, P1, DOI 10.1097/DBP.0000000000000720
   Dunstan L, 2017, AUST J EDUC, V61, P250, DOI 10.1177/0004944117732637
   Ennis RP, 2020, J POSIT BEHAV INTERV, V22, P78, DOI 10.1177/1098300719870438
   Ennis RP, 2018, PREV SCH FAIL, V62, P176, DOI 10.1080/1045988X.2017.1408055
   Ennis RP, 2018, REM SPEC EDUC, V39, P77, DOI 10.1177/0741932517734634
   Erdogdu M.Y., 2016, Educational Research and Reviews, V11, P2057
   Fallon LM, 2020, J POSIT BEHAV INTERV, V22, P246, DOI 10.1177/1098300719872778
   Fergusson DM, 2005, J CHILD PSYCHOL PSYC, V46, P837, DOI 10.1111/j.1469-7610.2004.00387.x
   Fergusson DM, 2005, J CHILD PSYCHOL PSYC, V46, P850, DOI 10.1111/j.1469-7610.2005.01472.x
   Fletcher AK, 2016, EDUC RES-UK, V58, P400, DOI 10.1080/00131881.2016.1235909
   Florez I.R., 2011, YC Young Children, V66, P46
   Folsom J. S., 2017, ED OUTCOMES ASS IMPL
   Fredricks JA, 2005, SEARCH I SER DEV ATT, P305
   Fredricks JA, 2016, LEARN INSTR, V43, P1, DOI 10.1016/j.learninstruc.2016.02.002
   Fredricks JA, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P763, DOI 10.1007/978-1-4614-2018-7_37
   Garnett BR, 2017, HEALTH EDUC J, V76, P89, DOI 10.1177/0017896916652432
   Garrett-Peters PT, 2019, DEV PSYCHOL, V55, P1480, DOI 10.1037/dev0000720
   Georgiou Y, 2021, TECHTRENDS, V65, P38, DOI 10.1007/s11528-020-00543-y
   Gesualdi D., 2019, A phenomenological study of student engagement in an urban K-8 school
   Glanville JL, 2007, EDUC PSYCHOL MEAS, V67, P1019, DOI 10.1177/0013164406299126
   Grajo LC, 2020, AM J OCCUP THER, V74, DOI 10.5014/ajot.2020.039016
   Groenewald CB, 2020, CLIN J PAIN, V36, P693, DOI 10.1097/AJP.0000000000000850
   Hamilton -Hankins O. J., 2017, THESIS U S CAROLINA
   Harvey Susan P, 2018, Contemp Sch Psychol, V22, P303, DOI 10.1007/s40688-017-0143-0
   Heemskerk C.H. H. M., 2020, Frontline Learning Research, V8, P38, DOI DOI 10.14786/FLR.V8I6.613
   Heemskerk CHHM, 2020, J SCI MED SPORT, V23, P586, DOI 10.1016/j.jsams.2019.12.012
   Hilton A, 2018, INT J SCI MATH EDUC, V16, P145, DOI 10.1007/s10763-016-9771-5
   Hirsch SE., 2020, Journal of Special Education Apprenticeship, V9, P1
   Hodges A, 2020, RES DEV DISABIL, V97, DOI 10.1016/j.ridd.2019.103550
   Hofstra MB, 2002, J AM ACAD CHILD PSY, V41, P182, DOI 10.1097/00004583-200202000-00012
   Holland M.L., 2017, EMOTIONAL BEHAV PROB, V2nd
   Hollo A, 2015, PREV SCH FAIL, V59, P30, DOI 10.1080/1045988X.2014.919140
   Holyfield C, 2019, LANG SPEECH HEAR SER, V50, P693, DOI 10.1044/2019_LSHSS-19-0007
   Hong W, 2020, EDUC PSYCHOL-UK, V40, P666, DOI 10.1080/01443410.2020.1719981
   Hosan NE, 2017, SCHOOL PSYCHOL REV, V46, P201, DOI 10.17105/SPR-2017-0043.V46-2
   Hughes K, 2018, SCHOOL PSYCHOL QUART, V33, P94, DOI 10.1037/spq0000201
   Hustus CL, 2020, J EMOT BEHAV DISORD, V28, P29, DOI 10.1177/1063426618806281
   Hwang S, 2020, J ABNORM CHILD PSYCH, V48, P1183, DOI 10.1007/s10802-020-00663-2
   Johnson R.B., 2003, SAGE Handbook of Mixed Methods in Social and Behavioural Research, P297
   Jordan A., 2018, Exceptionality Education International, V28, P28, DOI DOI 10.5206/EEI.V28I3.7770
   Jules MA, 2021, CLIN CHILD PSYCHOL P, V26, P110, DOI 10.1177/1359104520972447
   Kilgus SP, 2016, J APPL SCH PSYCHOL, V32, P24, DOI 10.1080/15377903.2015.1084965
   Kleinert W.L., 2017, School Psychology Forum, V11, P5
   Ladd GW, 2009, J EDUC PSYCHOL, V101, P190, DOI 10.1037/a0013153
   Lam SF, 2014, SCHOOL PSYCHOL QUART, V29, P213, DOI 10.1037/spq0000057
   Le Lant C., 2015, THESIS FLINDERS U
   Leatham L., 2017, THESIS UTAH STATE U
   Leis Micela, 2015, J Appl Meas, V16, P251
   LeJeune LM, 2021, J POSIT BEHAV INTERV, V23, P118, DOI 10.1177/1098300720929680
   Lekwa AJ, 2019, SCHOOL PSYCHOL, V34, P109, DOI 10.1037/spq0000268
   Levy A.J., 2016, Science Educator, V25, P10
   Libbey HP, 2004, J SCHOOL HEALTH, V74, P274, DOI 10.1111/j.1746-1561.2004.tb08284.x
   Linnenbrink-Garcia L, 2018, J EDUC PSYCHOL, V110, P1026, DOI 10.1037/edu0000245
   Liu RD, 2018, EDUC PSYCHOL-UK, V38, P3, DOI 10.1080/01443410.2017.1359238
   Lui M, 2020, J CHILD FAM STUD, V29, P1548, DOI 10.1007/s10826-019-01655-7
   Lui M, 2017, INT J DISABIL DEV ED, V64, P624, DOI 10.1080/1034912X.2017.1315803
   Luo Y., 2015, International Electronic Journal of Elementary Education, V8, P133
   MacFarland A. M., 2017, STUDENT WORK
   Mandich A., 2015, OCCUPATIONAL THERAPY, V7th, P304
   Mariani M., 2015, The Professional Counselor, V5, P341, DOI [DOI 10.15241/MM.5.3.341, 10.15241/mm.5.3.341]
   Martin AJ, 2018, J EDUC PSYCHOL, V110, P27, DOI 10.1037/edu0000205
   Martin TG, 2017, SCHOOL PSYCHOL INT, V38, P184, DOI 10.1177/0143034316683765
   Mason RA, 2020, EXCEPT CHILDREN, V86, P413, DOI 10.1177/0014402919893693
   Maxwell D.O., 2015, ASIA PACIFIC FORUM S, V16, P1, DOI DOI 10.1177/0143034316683765
   Maykel C, 2018, J APPL SCH PSYCHOL, V34, P259, DOI 10.1080/15377903.2017.1403402
   McDaniel SC, 2016, J EMOT BEHAV DISORD, V24, P42, DOI 10.1177/1063426615573262
   McKellar SE, 2020, TEACH TEACH EDUC, V89, DOI 10.1016/j.tate.2019.102936
   Moher D, 2010, INT J SURG, V8, P658, DOI [10.1186/2046-4053-4-1, 10.1016/j.ijsu.2010.07.299, 10.1136/bmj.b2535, 10.1371/journal.pmed.1000097, 10.1016/j.ijsu.2010.02.007, 10.1136/bmj.b2700, 10.1136/bmj.i4086]
   Mooney J, 2016, CONTEMP EDUC PSYCHOL, V47, P11, DOI 10.1016/j.cedpsych.2016.04.006
   Morinaj J., 2017, FRONT LEARNING RES, V5, P36, DOI [10.14786/ flr.v5i2.298, DOI 10.14786/FLR.V5I2.298, 10.14786/flr.v5i2.298]
   Musti-Rao S, 2015, REM SPEC EDUC, V36, P154, DOI 10.1177/0741932514541485
   Neiffer J. P., 2018, THESIS U MONTANA
   New South Wales Centre for Education Statistics and Evaluation, 2016, LEARNING CURVE
   New South Wales Centre for Education Statistics and Evaluation, 2017, LEARNING CURVE
   Nix RL, 2016, J CONSULT CLIN PSYCH, V84, P310, DOI 10.1037/a0039937
   O'Neal CR, 2019, SCHOOL PSYCHOL INT, V40, P598, DOI 10.1177/0143034319875176
   O'Toole N, 2015, AUST EDUC RES, V42, P1, DOI 10.1007/s13384-014-0145-0
   Oga-Baldwin WLQ, 2017, CONTEMP EDUC PSYCHOL, V49, P140, DOI 10.1016/j.cedpsych.2017.01.010
   Olivier E, 2020, J YOUTH ADOLESCENCE, V49, P2327, DOI 10.1007/s10964-020-01295-x
   Owens JS, 2020, SCH MENT HEALTH, V12, P38, DOI 10.1007/s12310-019-09347-9
   Petursdottir AL, 2019, BEHAV INTERVENT, V34, P323, DOI 10.1002/bin.1670
   Raghavendra P, 2012, AUGMENT ALTERN COMM, V28, P33, DOI 10.3109/07434618.2011.653604
   Raney M, 2017, COGENT EDUC, V4, DOI 10.1080/2331186X.2017.1399969
   Rauer W., 2003, FEESS 3-4: Fragebogen zur Erfassung emotionaler und sozialer Schulerfahrungen von Grundschulkindern dritter und vierter Klassen; Manual
   Reddy LA, 2021, J SCHOOL PSYCHOL, V86, P151, DOI 10.1016/j.jsp.2021.04.001
   Reinke C, 2011, 2011 INTERNATIONAL CONFERENCE ON DISTRIBUTED COMPUTING IN SENSOR SYSTEMS AND WORKSHOPS (DCOSS)
   Reitz SM, 2020, AM J OCCUP THER, V74, DOI 10.5014/ajot.2020.743003
   Reschly A.L., 2020, EVIDENCE BASED PRACT, DOI 10.1007/978-3-030-37285-9
   Richmond J, 2016, INT J MUSIC EDUC, V34, P143, DOI 10.1177/0255761415584289
   Rimm-Kaufman SE, 2015, J EDUC PSYCHOL, V107, P170, DOI 10.1037/a0037252
   Robinson A, 2018, GIFTED CHILD QUART, V62, P130, DOI 10.1177/0016986217738049
   Robson DA, 2020, PSYCHOL BULL, V146, P324, DOI 10.1037/bul0000227
   Rothenbusch S, 2018, GIFTED CHILD QUART, V62, P230, DOI 10.1177/0016986217752100
   Sabin J.T., 2015, J ORG ED LEADERSHIP, V1, P1
   Sakiz G, 2017, RES SCI TECHNOL EDUC, V35, P108, DOI 10.1080/02635143.2017.1278683
   Sakr M, 2016, J LEARN SCI, V25, P51, DOI 10.1080/10508406.2015.1115761
   Schabracqm M., 2003, COUNS PSYCHOL Q, V16, P53, DOI 10.1080/0951507031000152650
   Schardt AA, 2019, J POSIT BEHAV INTERV, V21, P42, DOI 10.1177/1098300718773462
   Sengupta-Irving T, 2015, J LEARN SCI, V24, P550, DOI 10.1080/10508406.2014.928214
   Shapiro E. S., 2011, ACAD SKILLS PROBLEMS, V4th, P67
   Simmons ES, 2016, J AUTISM DEV DISORD, V46, P320, DOI 10.1007/s10803-015-2573-8
   Skinner EA, 2016, DEV PSYCHOL, V52, P2099, DOI 10.1037/dev0000232
   Skinner EA, 2009, EDUC PSYCHOL MEAS, V69, P493, DOI 10.1177/0013164408323233
   Skues JL, 2016, INT J DISABIL DEV ED, V63, P224, DOI 10.1080/1034912X.2015.1070951
   Smith RL, 2018, SCHOOL PSYCHOL QUART, V33, P83, DOI 10.1037/spq0000209
   Smithers LG, 2018, NAT HUM BEHAV, V2, P867, DOI 10.1038/s41562-018-0461-x
   Stipek D, 2017, PSYCHOL SCHOOLS, V54, P773, DOI 10.1002/pits.22034
   Strickland-Cohen MK, 2015, J POSIT BEHAV INTERV, V17, P83, DOI 10.1177/1098300714554714
   Sun FR, 2021, INTERACT LEARN ENVIR, V29, P3, DOI 10.1080/10494820.2018.1558258
   Sutherland R, 2021, J MED INTERNET RES, V23, DOI 10.2196/25256
   Svestkova O, 2008, Prague Med Rep, V109, P268
   Taylor DB, 2020, J RES TECHNOL EDUC, V52, P515, DOI 10.1080/15391523.2020.1747577
   Teel J., 2020, THESIS GARDNER WEBB
   Threlfall JM, 2017, SCH MENT HEALTH, V9, P194, DOI 10.1007/s12310-017-9207-6
   Tiberi A. A., 2021, THESIS WILMINGTON U
   Timostsuk I, 2020, EDUC 3-13, V48, P960, DOI 10.1080/03004279.2019.1680722
   Tomaso CC, 2021, EARLY CHILD RES Q, V57, P251, DOI 10.1016/j.ecresq.2021.06.009
   Torrington J, 2021, J COMPUT ASSIST LEAR, V37, P1107, DOI 10.1111/jcal.12549
   Tricco AC, 2018, ANN INTERN MED, V169, P467, DOI 10.7326/M18-0850
   Turner K, 2019, ISS EDUC RES, V29, P282
   Veritas Health Innovation, 2020, Covidence
   Volpe R.J., 2010, Cooperative learning observation code for kids
   Volpe RJ, 2020, SCH MENT HEALTH, V12, P77, DOI 10.1007/s12310-019-09338-w
   Wang MT, 2013, DEV PSYCHOL, V49, P1266, DOI 10.1037/a0030028
   Watling R., 2015, OCCUPATIONAL THERAPY, V7th, P374
   Welsh JA, 2020, EARLY CHILD RES Q, V53, P151, DOI 10.1016/j.ecresq.2020.03.009
   Wilcox G., 2016, School Psychology Forum, V10, P397
   Yang CY, 2018, SCHOOL PSYCHOL REV, V47, P45, DOI 10.17105/SPR-2017-0003.V47-1
   Yang CY, 2018, SCHOOL PSYCHOL QUART, V33, P54, DOI 10.1037/spq0000250
   Yi H, 2020, EUR J PSYCHOL EDUC, V35, P429, DOI 10.1007/s10212-019-00431-x
   Zee M, 2020, J RES CHILD EDUC, V34, P477, DOI 10.1080/02568543.2019.1701589
   Zhang ZH, 2018, J EXP EDUC, V86, P610, DOI 10.1080/00220973.2017.1335684
   Zhen R, 2021, CURR PSYCHOL, V40, P2543, DOI 10.1007/s12144-019-00202-3
   Zhen R, 2020, BRIT J EDUC PSYCHOL, V90, P618, DOI 10.1111/bjep.12320
   Zhu XX, 2019, CHILD YOUTH SERV REV, V99, P286, DOI 10.1016/j.childyouth.2019.01.024
   Zimmerman KN, 2020, BEHAV DISORDERS, V45, P207, DOI 10.1177/0198742919874050
NR 176
TC 1
Z9 1
U1 12
U2 16
PU AMER OCCUPATIONAL THERAPY ASSOC, INC
PI BETHESDA
PA 4720 MONTGOMERY LANE, BETHESDA, MD 20814-3425 USA
SN 0272-9490
EI 1943-7676
J9 AM J OCCUP THER
JI Am. J. Occup. Ther.
PD MAY-JUN
PY 2023
VL 77
IS 3
AR 7703205150
DI 10.5014/ajot.2023.050036
PG 13
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA M9XY5
UT WOS:001033682400002
PM 37352433
DA 2024-07-15
ER

PT J
AU Assari, S
   Mistry, R
   Lee, DB
   Caldwell, CH
   Zimmerman, MA
AF Assari, Shervin
   Mistry, Ritesh
   Lee, Daniel B.
   Caldwell, Cleopatra Howard
   Zimmerman, Marc A.
TI Perceived Racial Discrimination and Marijuana Use a Decade Later; Gender
   Differences Among Black Youth
SO FRONTIERS IN PEDIATRICS
LA English
DT Article
DE blacks; African Americans; gender; racial discrimination; substance use
ID STRESSFUL LIFE EVENTS; AFRICAN-AMERICAN; SUBSTANCE USE; PSYCHOLOGICAL
   DISTRESS; MENTAL-HEALTH; DEPRESSIVE SYMPTOMS; PSYCHIATRIC-DISORDERS;
   ACADEMIC ENGAGEMENT; PARENTAL SUPPORT; JOHN HENRYISM
AB Background: Researchers have reported gender differences in the association between perceived racial discrimination (PRD) and substance use including marijuana use (MU). A limited number of longitudinal studies, however, have documented the long-term effect of PRD during adolescence on subsequent MU in young adulthood.
   Objective: In the current longitudinal study, we tested gender differences in the association between baseline PRD during adolescence and subsequent MU during young adulthood within Black population.
   Methods: A cohort of 595 Black (278 male and 317 female) ninth grade students were followed for 13 years from 1999 (mean age 20) to 2012 (mean age 33). Participants were selected from an economically disadvantaged urban area in the Midwest, United States. The independent variable was PRD measured in 1999. The outcome was average MU between 2000 and 2012 (based on eight measurements). Covariates included age, socio-demographics (family structure, and parental employment), and substance use by friends and parents. Gender was the focal moderator. Linear regression was used for statistical analysis.
   Results: In the pooled sample, PRD in 1999 was not associated with average MU between 2000 and 2012. We did, however, find an interaction effect between baseline PRD and gender on average MU, suggesting stronger association for males than females. In gender-specific models, baseline PRD predicted average MU between 2000 and 2012 for males, but not for females.
   Conclusion: Exposure to PRD during late adolescence may have a larger role on MU of male than female Black young adults. Although we found that males are more vulnerable to the effects of PRD on MU, PRD should be prevented regardless of race, gender, and other social identities. While PRD is pervasive among Black Americans, exposure to PRD increase the risk of MU for Black males. Hence, substance use prevention efforts for Black males, in particular, should emphasize coping with PRD.
C1 [Assari, Shervin] Charles R Drew Univ Med & Sci, Dept Family Med, 1621 E 120th St, Los Angeles, CA 90059 USA.
   [Assari, Shervin] Univ Michigan, Dept Psychiat, Ann Arbor, MI 48109 USA.
   [Assari, Shervin; Caldwell, Cleopatra Howard] Univ Michigan, Sch Publ Hlth, Ctr Res Ethn Culture & Hlth, Ann Arbor, MI 48109 USA.
   [Mistry, Ritesh; Lee, Daniel B.; Caldwell, Cleopatra Howard; Zimmerman, Marc A.] Univ Michigan, Sch Publ Hlth, Dept Hlth Behav & Hlth Educ, Ann Arbor, MI 48109 USA.
   [Zimmerman, Marc A.] Univ Michigan, Sch Publ Hlth, Prevent Res Ctr, Ann Arbor, MI 48109 USA.
C3 Charles R. Drew University of Medicine & Science; University of Michigan
   System; University of Michigan; University of Michigan System;
   University of Michigan; University of Michigan System; University of
   Michigan; University of Michigan System; University of Michigan
RP Assari, S (corresponding author), Charles R Drew Univ Med & Sci, Dept Family Med, 1621 E 120th St, Los Angeles, CA 90059 USA.; Assari, S (corresponding author), Univ Michigan, Dept Psychiat, Ann Arbor, MI 48109 USA.; Assari, S (corresponding author), Univ Michigan, Sch Publ Hlth, Ctr Res Ethn Culture & Hlth, Ann Arbor, MI 48109 USA.
EM assari@umich.edu
RI Assari, Shervin/B-3062-2011
OI Assari, Shervin/0000-0002-5054-6250; Mistry, Ritesh/0000-0003-1514-1466
FU National Institute on Drug Abuse (NIDA) [DA07484]; National Institute on
   Minority Health and Health Disparities; NIMHD [4P60MD006923-05];
   National Institute of Child Health and Human Development; NICHD
   [D084526-03]; National Cancer Institute; NCI [CA201415 02]; National
   Institute on Drug Abuse; NIDA [DA035811-05]
FX This study was funded by the National Institute on Drug Abuse (NIDA)
   (grant DA07484) to MZ. The content of this article does not necessarily
   reflect the views or policies of the National Institute on Drug Abuse.
   SA is partially funded by the grants 4P60MD006923-05 (National Institute
   on Minority Health and Health Disparities; NIMHD; PI = Vickie Mays),
   D084526-03 (National Institute of Child Health and Human Development;
   NICHD), CA201415 02 (the National Cancer Institute; NCI; Co-PI = RM),
   and DA035811-05 (National Institute on Drug Abuse; NIDA; PI = MZ).
CR Assari S., 2018, INT J EPIDEMIOLOGIC, V5, P43
   Assari S, 2018, J RACIAL ETHN HEALTH, V5, P808, DOI 10.1007/s40615-017-0426-1
   Assari S, 2018, FRONT PSYCHOL, V9, DOI 10.3389/fpsyg.2018.02135
   Assari S, 2018, BRAIN SCI, V8, DOI 10.3390/brainsci8100183
   Assari S, 2018, BRAIN SCI, V8, DOI 10.3390/brainsci8080139
   Assari S, 2018, BRAIN SCI, V8, DOI 10.3390/brainsci8070131
   Assari S, 2018, BEHAV SCI-BASEL, V8, DOI 10.3390/bs8050044
   Assari S, 2018, J CLIN MED, V7, DOI 10.3390/jcm7050089
   Assari S, 2018, BEHAV SCI-BASEL, V8, DOI 10.3390/bs8040040
   Assari S, 2018, BRAIN SCI, V8, DOI 10.3390/brainsci8040071
   Assari S, 2018, CHILDREN-BASEL, V5, DOI 10.3390/children5020024
   Assari S, 2017, BRAIN SCI, V7, DOI 10.3390/brainsci7120156
   Assari S, 2017, BEHAV SCI-BASEL, V7, DOI 10.3390/bs7040075
   Assari S, 2017, CHILDREN-BASEL, V4, DOI 10.3390/children4120107
   Assari S, 2017, FRONT PUBLIC HEALTH, V5, DOI 10.3389/fpubh.2017.00235
   Assari S, 2018, J RACIAL ETHN HEALTH, V5, P243, DOI 10.1007/s40615-017-0364-y
   Assari S, 2017, FRONT PUBLIC HEALTH, V5, DOI [10.3389/fpubh.2017.00104, 10.3389/fpubh.2017.00235]
   Assari S, 2017, CHILDREN-BASEL, V4, DOI 10.3390/children4020014
   Assari S, 2017, FRONT PSYCHIATRY, V8, DOI 10.3389/fpsyt.2017.00023
   Assari S, 2017, J RACIAL ETHN HEALTH, V4, P385, DOI 10.1007/s40615-016-0239-7
   Assari S, 2016, ARCH TRAUMA RES, V5, DOI 10.5812/atr.31475
   Assari S, 2016, J RACIAL ETHN HEALTH, V3, P349, DOI 10.1007/s40615-015-0160-5
   Assari S, 2015, J RACIAL ETHN HEALTH, V2, P200, DOI 10.1007/s40615-014-0064-9
   Assari S, 2015, SOCIETIES, V5, P151, DOI 10.3390/soc5010151
   Banks KH, 2006, COMMUNITY MENT HLT J, V42, P555, DOI 10.1007/s10597-006-9052-9
   BANYARD VL, 1993, PSYCHOL WOMEN QUART, V17, P303, DOI 10.1111/j.1471-6402.1993.tb00489.x
   Borrell LN, 2007, AM J EPIDEMIOL, V166, P1068, DOI 10.1093/aje/kwm180
   BOWMAN PJ, 1985, J AM ACAD CHILD PSY, V24, P134, DOI 10.1016/S0002-7138(09)60438-6
   Brodish Amanda B, 2011, Race Soc Probl, V3, P160
   Broman C., 2000, J BLACK PSYCHOL, V26, P165, DOI DOI 10.1177/0095798400026002003
   Brondolo E, 2008, J SOC CLIN PSYCHOL, V27, P150, DOI 10.1521/jscp.2008.27.2.150
   Brondolo E, 2015, J BEHAV MED, V38, P689, DOI 10.1007/s10865-015-9645-2
   Brondolo E, 2009, J BEHAV MED, V32, P1, DOI 10.1007/s10865-008-9190-3
   Brown TT, 2018, SOC SCI MED, V204, P1, DOI 10.1016/j.socscimed.2018.03.015
   BROWN TN, 2000, RACE SOC, V0002
   Caldwell CH, 2013, PSYCHOL MEN MASCULIN, V14, P47, DOI 10.1037/a0029105
   Canady RB, 2008, WOMEN HEALTH ISS, V18, P292, DOI 10.1016/j.whi.2008.04.003
   Chavous TM, 2008, DEV PSYCHOL, V44, P637, DOI 10.1037/0012-1649.44.3.637
   Chavous TM, 2004, SEX ROLES, V51, P1, DOI 10.1023/B:SERS.0000032305.48347.6d
   Clark R, 1999, AM PSYCHOL, V54, P805, DOI 10.1037/0003-066X.54.10.805
   Coard SI., 2004, J CHILD FAM STUD, V13, P277, DOI [10.1023/B:JCFS.0000022035.07171.f8, DOI 10.1023/B:JCFS.0000022035.07171.F8]
   Coll CG, 1996, CHILD DEV, V67, P1891, DOI 10.2307/1131600
   COOPER ML, 1992, J ABNORM PSYCHOL, V101, P139, DOI 10.1037/0021-843X.101.1.139
   Cunningham M, 1999, J COMMUNITY PSYCHOL, V27, P569, DOI 10.1002/(SICI)1520-6629(199909)27:5<569::AID-JCOP5>3.0.CO;2-6
   Daugherty TK, 2003, PSYCHOL REP, V92, P643, DOI 10.2466/PR0.92.2.643-647
   Deeg DJH, 2002, J CLIN EPIDEMIOL, V55, P213, DOI 10.1016/S0895-4356(01)00472-3
   Dressler WW, 1998, PSYCHOSOM MED, V60, P620, DOI 10.1097/00006842-199809000-00019
   Dunn KS, 2004, PAIN MANAG NURS, V5, P19, DOI 10.1016/S1524-9042(03)00070-5
   Everett JE, 2010, AFFILIA J WOM SOC WO, V25, P30, DOI 10.1177/0886109909354983
   Fischer AR, 1999, J COUNS PSYCHOL, V46, P395, DOI 10.1037/0022-0167.46.3.395
   Forsyth J, 2014, PSYCHOSOM MED, V76, P229, DOI 10.1097/PSY.0000000000000043
   Foynes MM, 2013, CULT DIVERS ETHN MIN, V19, P111, DOI 10.1037/a0030567
   Gerrard M, 2012, PSYCHOL ADDICT BEHAV, V26, P550, DOI 10.1037/a0027711
   Gibbons FX, 2007, DRUG ALCOHOL DEPEN, V88, pS27, DOI 10.1016/j.drugalcdep.2006.12.015
   Gibbons FX, 2012, J PERS SOC PSYCHOL, V102, P1089, DOI 10.1037/a0027404
   Gibbons FX, 2010, J PERS SOC PSYCHOL, V99, P785, DOI 10.1037/a0019880
   Gibbons FX, 2004, J PERS SOC PSYCHOL, V86, P517, DOI 10.1037/0022-3514.86.4.517
   Goldstick JE, 2018, SUBST USE MISUSE, V53, P521, DOI 10.1080/10826084.2017.1342660
   Goosby BJ, 2018, ANNU REV SOCIOL, V44, P319, DOI 10.1146/annurev-soc-060116-053403
   Hammond WP, 2012, AM J PUBLIC HEALTH, V102, pS232, DOI 10.2105/AJPH.2011.300485
   Harrell SP, 2000, AM J ORTHOPSYCHIAT, V70, P42, DOI 10.1037/h0087722
   Hatzenbuehler ML, 2008, HEALTH PSYCHOL, V27, P455, DOI 10.1037/0278-6133.27.4.455
   Himmelstein MS, 2015, PSYCHOL HEALTH, V30, P253, DOI 10.1080/08870446.2014.966104
   Hope MO, 2017, RACE SOC PROBL, V9, P102, DOI 10.1007/s12552-016-9192-7
   Hudson DL, 2016, J BLACK PSYCHOL, V42, P221, DOI 10.1177/0095798414567757
   Hudson DL, 2012, J MENS HEALTH, V9, P127, DOI 10.1016/j.jomh.2012.03.006
   Ifatunji MA, 2016, SOCIOL RACE ETHNIC, V2, P263, DOI 10.1177/2332649215613532
   Jackson JS, 2010, AM J PUBLIC HEALTH, V100, P933, DOI 10.2105/AJPH.2008.143446
   Jackson JS, 1995, ETHNIC DIS, V6, P132
   Johnston L.D., 2002, MONITORING FUTURE NA
   Kessler RC, 1999, J HEALTH SOC BEHAV, V40, P208, DOI 10.2307/2676349
   Klonoff EA, 2000, PSYCHOL WOMEN QUART, V24, P93, DOI 10.1111/j.1471-6402.2000.tb01025.x
   Kwate NOA, 2015, AM J ORTHOPSYCHIAT, V85, P397, DOI 10.1037/ort0000086
   Landrine H., 1996, Journal of Black Psychology, V22, P144, DOI [10.1177/00957984960222002, DOI 10.1177/00957984960222002]
   Lee DB, 2018, EMERG ADULTHOOD, V6, P347, DOI 10.1177/2167696817739022
   Lee DB, 2018, J BEHAV MED, V41, P208, DOI 10.1007/s10865-017-9887-2
   Lee DB, 2017, HEALTH PSYCHOL, V36, P458, DOI 10.1037/hea0000450
   LEVIN JS, 1994, J GERONTOL, V49, pS137, DOI 10.1093/geronj/49.3.S137
   Lewis J.A., 2013, J AFR AM STUD, V17, P51, DOI [DOI 10.1007/S12111-012-9219-0, 10.1007/s12111-012-9219-0]
   Lewis JA, 2017, J COUNS PSYCHOL, V64, P475, DOI 10.1037/cou0000231
   Lewis TT, 2015, ANNU REV CLIN PSYCHO, V11, P407, DOI 10.1146/annurev-clinpsy-032814-112728
   Lumley T, 2002, ANNU REV PUBL HEALTH, V23, P151, DOI 10.1146/annurev.publhealth.23.100901.140546
   Martin MJ, 2011, J RES ADOLESCENCE, V21, P662, DOI 10.1111/j.1532-7795.2010.00699.x
   Matud MP, 2004, PERS INDIV DIFFER, V37, P1401, DOI 10.1016/j.paid.2004.01.010
   Mays VM, 2001, AM J PUBLIC HEALTH, V91, P1869, DOI 10.2105/AJPH.91.11.1869
   McLaughlin KA, 2010, AM J PUBLIC HEALTH, V100, P1477, DOI 10.2105/AJPH.2009.181586
   Mistry R, 2015, J YOUTH ADOLESCENCE, V44, P1871, DOI 10.1007/s10964-015-0309-x
   Murry VM, 2016, NATL SYMP FAM ISS, V7, P7, DOI 10.1007/978-3-319-43847-4_2
   Odom EC, 2010, J MARRIAGE FAM, V72, P346, DOI 10.1111/j.1741-3737.2010.00704.x
   Ong AD, 2009, J PERS SOC PSYCHOL, V96, P1259, DOI 10.1037/a0015335
   Pascoe EA, 2009, PSYCHOL BULL, V135, P531, DOI 10.1037/a0016059
   Schulz AJ, 2006, AM J PUBLIC HEALTH, V96, P1265, DOI 10.2105/AJPH.2005.064543
   Seaton EK, 2011, CHILD DEV, V82, P1850, DOI 10.1111/j.1467-8624.2011.01651.x
   Sellers RM, 2006, J RES ADOLESCENCE, V16, P187, DOI 10.1111/j.1532-7795.2006.00128.x
   Sellers RM, 2003, J HEALTH SOC BEHAV, V44, P302, DOI 10.2307/1519781
   Sellers RM, 2003, J PERS SOC PSYCHOL, V84, P1079, DOI 10.1037/0022-3514.84.5.1079
   Sewell AA, 2016, SOC SCI MED, V159, P1, DOI 10.1016/j.socscimed.2016.04.024
   Shorter-Gooden K., 2004, Journal of Black Psychology, V30, P406, DOI [10.1177/0095798404266050, DOI 10.1177/0095798404266050]
   Simons RL, 2019, J YOUTH ADOLESCENCE, V48, P1, DOI 10.1007/s10964-018-0977-4
   Smalls C, 2007, J BLACK PSYCHOL, V33, P299, DOI 10.1177/0095798407302541
   Stevenson H.C., 2003, Playing with anger: Teaching coping skills to African-American boys through athletics and culture
   Swanson DP, 2003, URBAN EDUC, V38, P608, DOI 10.1177/0042085903256218
   Thomas AJ, 2008, CULT DIVERS ETHN MIN, V14, P307, DOI 10.1037/1099-9809.14.4.307
   Torres L, 2010, CULT DIVERS ETHN MIN, V16, P561, DOI 10.1037/a0020652
   Utsey SO, 2008, J COUNS PSYCHOL, V55, P49, DOI 10.1037/0022-0167.55.1.49
   Van Laar C., 2001, SOC PSYCHOL EDUC, V4, P235, DOI DOI 10.1023/A:1011302418327
   Veenstra G, 2013, SEX ROLES, V68, P646, DOI 10.1007/s11199-012-0243-2
   Verissimo ADO, 2014, CULT DIVERS ETHN MIN, V20, P43, DOI 10.1037/a0034674
   Wagner J, 2007, DIABETES CARE, V30, P364, DOI 10.2337/dc06-1756
   Walker RL, 2014, SUICIDE LIFE-THREAT, V44, P548, DOI 10.1111/sltb.12089
   Williams DR, 2009, J BEHAV MED, V32, P20, DOI 10.1007/s10865-008-9185-0
   Williams DR, 2003, AM J PUBLIC HEALTH, V93, P200, DOI 10.2105/AJPH.93.2.200
   Zimmerman MA, 2003, J RES ADOLESCENCE, V13, P185, DOI 10.1111/1532-7795.1302003
NR 113
TC 29
Z9 35
U1 2
U2 6
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 2296-2360
J9 FRONT PEDIATR
JI Front. Pediatr.
PD MAR 22
PY 2019
VL 7
AR 78
DI 10.3389/fped.2019.00078
PG 11
WC Pediatrics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Pediatrics
GA HQ6WC
UT WOS:000462557700001
PM 30968004
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Enticott, J
   Braaf, S
   Johnson, A
   Jones, A
   Teede, HJ
AF Enticott, Joanne
   Braaf, Sandra
   Johnson, Alison
   Jones, Angela
   Teede, Helena J.
TI Leaders' perspectives on learning health systems: a qualitative study
SO BMC HEALTH SERVICES RESEARCH
LA English
DT Article
DE Learning health system; Informatics; Data-driven healthcare; evidence;
   healthcare improvement
ID CARE-SYSTEM; IMPLEMENTATION; TECHNOLOGY; INNOVATION; SCIENCE; WORK; US
AB BackgroundIntegrated utilisation of digital health data has the power to transform healthcare to deliver more efficient and effective services, and the learning health system (LHS) is emerging as a model to achieve this. The LHS uses routine data from service delivery and patient care to generate knowledge to continuously improve healthcare. The aim of this project was to explore key features of a successful and sustainable LHS to inform implementation in an Academic Health Science Centre context.MethodsWe purposively identified and conducted semi-structured qualitative interviews with leaders, experienced in supporting or developing data driven innovations in healthcare. A thematic analysis using NVivo was undertaken.ResultsAnalysis of 26 interviews revealed five themes thought to be integral in an effective, sustainable LHS: (1) Systematic approaches and iterative, continuous learning with implementation into healthcare contributing to new best-practice care; (2) Broad stakeholder, clinician and academic engagement, with collective vision, leadership, governance and a culture of trust, transparency and co-design; (3) Skilled workforce, capability and capacity building; (4) Resources with sustained investment over time and; (5) Data access, systems and processes being integral to a sustainable LHS.ConclusionsThis qualitative study provides insights into the elements of a sustainable LHS across a range of leaders in data-driven healthcare improvement. Fundamentally, an LHS requires continuous learning with implementation of new evidence back into frontline care to improve outcomes. Structure, governance, trust, culture, vision and leadership were all seen as important along with a skilled workforce and sustained investment. Processes and systems to optimise access to quality data were also seen as vital in an effective, sustainable LHS. These findings will inform a co-designed framework for implementing a sustainable LHS within the Australian healthcare and Academic Health Science Centre context. It is anticipated that application of these findings will assist to embed and accelerate the use of routine health data to continuously generate new knowledge and ongoing improvement in healthcare delivery and health outcomes.
C1 [Enticott, Joanne; Teede, Helena J.] Monash Univ, Monash Ctr Hlth Res & Implementat, 43-51 Kanooka Grove, Clayton, Vic 3168, Australia.
   [Enticott, Joanne; Braaf, Sandra; Johnson, Alison; Jones, Angela; Teede, Helena J.] Monash Partners Acad Hlth Sci Ctr, 43-51 Kanooka Grove, Clayton, Vic 3168, Australia.
   [Braaf, Sandra] Monash Univ, Sch Publ Hlth & Prevent Med, 553 St Kilda Rd, Melbourne, Vic 3004, Australia.
C3 Monash University; Monash University
RP Enticott, J (corresponding author), Monash Univ, Monash Ctr Hlth Res & Implementat, 43-51 Kanooka Grove, Clayton, Vic 3168, Australia.; Enticott, J (corresponding author), Monash Partners Acad Hlth Sci Ctr, 43-51 Kanooka Grove, Clayton, Vic 3168, Australia.
EM joanne.enticott@monash.edu
RI Enticott, Joanne/I-1587-2014
OI Enticott, Joanne/0000-0002-4480-5690; Reeder, Sandra/0000-0001-7942-0179
FU Medical Research Future Fund; fellowship program for one of the authors
   (JCE) from Monash Partners
FX This work was supported by a fellowship program for one of the authors
   (JCE) from Monash Partners and funded by the Medical Research Future
   Fund.
CR Ammenwerth Elske, 2019, Stud Health Technol Inform, V263, P64, DOI 10.3233/SHTI190111
   Anderson NR, 1998, J ORGAN BEHAV, V19, P235, DOI 10.1002/(SICI)1099-1379(199805)19:3<235::AID-JOB837>3.3.CO;2-3
   Australian Commission on Safety and Quality in Health Care, 2019, NAT CLIN TRIALS GOV
   Australian Commission on Safety and Quality in Health Care, 2019, STAT PAT SAF QUAL AU
   Best A, 2012, MILBANK Q, V90, P421, DOI 10.1111/j.1468-0009.2012.00670.x
   Bhaskar R., 2008, A Realist Theory of Science, DOI DOI 10.4324/9780203090732
   Braithwaite J, 2020, BMC MED, V18, DOI 10.1186/s12916-020-01563-4
   Braithwaite J, 2020, INT J QUAL HEALTH C, V32, P1, DOI 10.1093/intqhc/mzz102
   Braithwaite J, 2014, INT J QUAL HEALTH C, V26, P321, DOI 10.1093/intqhc/mzu047
   Budrionis A, 2016, J BIOMED INFORM, V64, P87, DOI 10.1016/j.jbi.2016.09.018
   Carpenter A, 2015, HLTH POLICY ADM EXPE
   Clark A.M., 2008, SAGE ENCY QUALITATIV, P168
   Clarke V., 2015, APA HDB RES METHODS, V222, P248, DOI [10.1007/978-981-10-2779-6_103-1, 10.1037/13620-004, DOI 10.1037/13620-004]
   Commonwealth of Australia, 2016, SEN SEL COMM HLTH FI
   Danermark BerthErkstrom., 2005, EXPLAINING SOC INTRO
   Duckett S., 2017, CONVERSATION
   Enticott JC, 2020, LEARNING HLTH SYSTEM
   Eriksson JK, 2014, CLIN EXP RHEUMATOL, V32, pS147
   Flum DR, 2014, SURGERY, V155, P860, DOI 10.1016/j.surg.2014.01.004
   Flynn A, 2019, AM J HEALTH-SYST PH, V76, P1095, DOI 10.1093/ajhp/zxz118
   Forrest CB, 2014, J AM MED INFORM ASSN, V21, P602, DOI 10.1136/amiajnl-2014-002743
   Friedman C, 2014, COMPLETE SUSTAINABLE
   Friedman C, 2015, J AM MED INFORM ASSN, V22, P43, DOI 10.1136/amiajnl-2014-002977
   Fung-Kee-Fung M, 2018, CURR ONCOL, V25, P59, DOI 10.3747/co.25.3719
   Fung-Kee-Fung M, 2014, CURR ONCOL, V21, P27, DOI 10.3747/co.21.1663
   Gaddam S, 2019, J HLTH MED INFORM, V10, P3
   Gillespie N., 2004, Journal of Managerial Psychology, V19, P588, DOI DOI 10.1108/02683940410551507
   GRAEN GB, 1995, LEADERSHIP QUART, V6, P219, DOI 10.1016/1048-9843(95)90036-5
   Harvard Business Review Analytic Services, 2019, LEAD NEW ER HLTH CAR
   Harvey G, 2016, IMPLEMENT SCI, V11, DOI 10.1186/s13012-016-0398-2
   Hvitfeldt Helena, 2009, Qual Manag Health Care, V18, P247, DOI 10.1097/QMH.0b013e3181bee32e
   J C, 2007, QUAL INQ
   Laukka E, 2020, INT J ENV RES PUB HE, V17, DOI 10.3390/ijerph17082865
   Li X, 2008, J STRATEGIC INF SYST, V17, P39, DOI 10.1016/j.jsis.2008.01.001
   Malterud K, 2016, QUAL HEALTH RES, V26, P1753, DOI 10.1177/1049732315617444
   Marsolo Keith, 2015, EGEMS (Wash DC), V3, P1168, DOI 10.13063/2327-9214.1168
   Martín P, 2007, PSICOTHEMA, V19, P621
   McLachlan Scott, 2018, J Innov Health Inform, V25, P77, DOI 10.14236/jhi.v25i2.996
   Medicine. I.o, 2011, ROUNDT VAL SCI DRIV
   Melder A, 2020, INTERN MED J, V50, P1174, DOI 10.1111/imj.14876
   Menear M, 2019, HEALTH RES POLICY SY, V17, DOI 10.1186/s12961-019-0477-3
   Morse JM, 2015, QUAL HEALTH RES, V25, P1212, DOI 10.1177/1049732315588501
   Ovretveit J, 2016, J HEALTH ORGAN MANAG, V30, P1105, DOI 10.1108/JHOM-06-2016-0110
   Psek Wayne A, 2015, EGEMS (Wash DC), V3, P1122, DOI 10.13063/2327-9214.1122
   Robinson T, 2020, HEALTH RES POLICY SY, V18, DOI 10.1186/s12961-020-00622-9
   Schneider EC., 2017, Commonwealth Fund Reports
   Schneider EC, 2017, NEW ENGL J MED, V377, P901, DOI 10.1056/NEJMp1708704
   Smith SK, 2014, PALLIAT SUPPORT CARE, V12, P69, DOI 10.1017/S1478951513000345
   Teede HJ, 2019, MED J AUSTRALIA, V211, P494, DOI 10.5694/mja2.50409
NR 49
TC 20
Z9 21
U1 1
U2 15
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1472-6963
J9 BMC HEALTH SERV RES
JI BMC Health Serv. Res.
PD DEC 26
PY 2020
VL 20
IS 1
AR 1087
DI 10.1186/s12913-020-05924-w
PG 13
WC Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA PA7EX
UT WOS:000595795100003
PM 33243214
OA gold, Green Submitted, Green Published
DA 2024-07-15
ER

PT J
AU Chafouleas, SM
   Kilgus, SP
   Jaffery, R
   Riley-Tillman, TC
   Welsh, M
   Christ, TJ
AF Chafouleas, Sandra M.
   Kilgus, Stephen P.
   Jaffery, Rose
   Riley-Tillman, T. Chris
   Welsh, Megan
   Christ, Theodore J.
TI Direct behavior rating as a school-based behavior screener for
   elementary and middle grades
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Behavior assessment; Conditional probability indices; Behavior
   expectations; Direct behavior rating
ID SYSTEMATIC DIRECT OBSERVATION; TEACHER EXPECTATIONS; SCORE RELIABILITY;
   SOCIAL-SKILLS; PREDICTIVE-VALIDITY; ACADEMIC ENGAGEMENT; RISK;
   GENERALIZABILITY; STUDENTS; SCALE
AB The purpose of this study was to investigate how Direct Behavior Rating Single Item Scales (DBR-SIS) involving targets of academically engaged, disruptive, and respectful behaviors function in school-based screening assessment. Participants included 831 students in kindergarten through eighth grades who attended schools in the northeastern United States. Teachers provided behavior ratings for a sample of students in their classrooms on the DBR-SIS, the Behavioral and Emotional Screening System (Kamphaus & Reynolds, 2007), and the Student Risk Screening Scale (Drummond, 1994). Given variations in rating procedures to accommodate scheduling differences across grades, analysis was conducted separately for elementary school and middle school grade levels. Results suggested that the recommended cut scores, the combination of behavior targets, and the resulting conditional probability indices varied depending on grade level grouping (lower elementary, upper elementary, middle). For example, for the lower elementary grade level grouping, a combination of disruptive behavior (cut score = 2) and academically engaged behavior (cut score = 8) was considered to offer the best balance among indices of diagnostic accuracy, whereas a cut score of 1 for disruptive behavior and 8 for academically engaged behavior were recommended for the upper elementary school grade level grouping and cut scores of 1 and 9, respectively, were suggested for middle school grade level grouping. Generally, DBR-SIS cut scores considered optimal for screening using single or combined targets including academically engaged behavior and disruptive behavior by offering a reasonable balance of indices for sensitivity (.51-.90), specificity (.47-.83), negative predictive power (.94-.98), and positive predictive power (.14-41). The single target of respectful behavior performed poorly across all grade level groups, and performance of DBR-SIS targets was relatively better in the elementary school than middle school grade level groups. Overall, results supported that disruptive behavior is highly important in evaluating risk status in lower grade levels and that academically engaged behavior becomes more pertinent as students reach higher grade levels. Limitations, future directions, and implications are discussed. (c) 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Chafouleas, Sandra M.; Jaffery, Rose; Welsh, Megan] Univ Connecticut, Storrs, CT 06269 USA.
   [Kilgus, Stephen P.] E Carolina Univ, Greenville, NC 27858 USA.
   [Riley-Tillman, T. Chris] Univ Missouri, Columbia, MO 65211 USA.
   [Christ, Theodore J.] Univ Minnesota, Minneapolis, MN 55455 USA.
C3 University of Connecticut; University of North Carolina; East Carolina
   University; University of Missouri System; University of Missouri
   Columbia; University of Minnesota System; University of Minnesota Twin
   Cities
RP Chafouleas, SM (corresponding author), Univ Connecticut, Dept Educ Psychol, U-2064, Storrs, CT 06269 USA.
EM sandra.chafouleas@uconn.edu
OI Kilgus, Stephen/0000-0003-0218-1004; Riley-Tillman,
   Timothy/0000-0001-7057-0429; Christ, Theodore/0000-0002-5397-0364
CR Achenbach TM., 2001, MANUAL ASEBA SCH AGE, DOI DOI 10.1371/JOURNAL.PONE.0116407
   [Anonymous], 1997, Conners' rating scales--revised
   Baker JA, 2008, SCHOOL PSYCHOL QUART, V23, P3, DOI 10.1037/1045-3830.23.1.3
   Berry D, 2010, J APPL DEV PSYCHOL, V31, P1, DOI 10.1016/j.appdev.2009.05.001
   Blyth D., 1983, J EARLY ADOLESCENCE, V3, P105, DOI DOI 10.1177/027243168331008
   Briesch A. M., 2012, ASSESSMENT EFFECTIVE, VXX, P1
   Briesch AM, 2013, J SCHOOL PSYCHOL, V51, P81, DOI 10.1016/j.jsp.2012.08.006
   Briesch AM, 2010, SCHOOL PSYCHOL REV, V39, P408
   Caldarella P, 1997, SCHOOL PSYCHOL REV, V26, P264
   CARRAN DT, 1992, TOP EARLY CHILD SPEC, V12, P196, DOI 10.1177/027112149201200205
   Chafouleas S. M., 2013, INITIAL INVEST UNPUB
   Chafouleas S.M., 2011, Education and Treatment of Children, V34, P575, DOI [10.1353/etc.2011.0034, DOI 10.1353/ETC.2011.0034]
   Chafouleas SM, 2010, ASSES EFF INTERV, V35, P245, DOI 10.1177/1534508410379002
   Chafouleas SM, 2009, ASSES EFF INTERV, V34, P214, DOI 10.1177/1534508409333547
   Chafouleas SM, 2012, EXCEPT CHILDREN, V78, P491, DOI 10.1177/001440291207800406
   Chafouleas SM, 2010, SCHOOL PSYCHOL REV, V39, P343
   Chafouleas SM, 2009, ASSES EFF INTERV, V34, P195, DOI 10.1177/1534508409340391
   Chafouleas SM, 2010, J SCHOOL PSYCHOL, V48, P219, DOI 10.1016/j.jsp.2010.02.001
   Chafouleas SM, 2009, SCHOOL PSYCHOL QUART, V24, P36, DOI 10.1037/a0015146
   Chafouleas SM, 2009, EDUC PSYCHOL MEAS, V69, P157, DOI 10.1177/0013164408322005
   Chafouleas SM, 2002, PSYCHOL SCHOOLS, V39, P157, DOI 10.1002/pits.10027
   Chan D, 2000, MULTIVAR BEHAV RES, V35, P169, DOI 10.1207/S15327906MBR3502_2
   Christ TJ, 2011, SCHOOL PSYCHOL REV, V40, P181
   Christ TJ, 2009, ASSES EFF INTERV, V34, P242, DOI 10.1177/1534508409336182
   Christ TJ, 2010, EDUC PSYCHOL MEAS, V70, P825, DOI 10.1177/0013164410366695
   Christ TJ, 2009, ASSES EFF INTERV, V34, P201, DOI 10.1177/1534508409340390
   Cook CR, 2010, ASSES EFF INTERV, V35, P197, DOI 10.1177/1534508410379842
   Crone D.A., 2010, Responding to problem behavior in schools: The behavior education program
   Deno SL, 2003, J SPEC EDUC, V37, P184, DOI 10.1177/00224669030370030801
   Drummond T., 1994, The Student Risk Screening Scale (SRSS), DOI DOI 10.1177/10634266070150040301
   Drummond T., 1994, 4 ANN PREV C WASH DC
   Ducharme JM, 2011, SCHOOL PSYCHOL REV, V40, P257
   Enders C.K., 2010, APPL MISSING DATA AN, DOI DOI 10.1037/040-3590.18.4.373
   Fabiano GA, 2009, ASSES EFF INTERV, V34, P231, DOI 10.1177/1534508409333344
   Fabiano GA, 2010, SCHOOL PSYCHOL REV, V39, P219
   Fawcett T, 2006, PATTERN RECOGN LETT, V27, P861, DOI 10.1016/j.patrec.2005.10.010
   Forstmeier S, 2007, J AFFECT DISORDERS, V99, P203, DOI 10.1016/j.jad.2006.09.013
   Gersten R., 2008, NCEE 2009-4045
   Glover TA, 2007, J SCHOOL PSYCHOL, V45, P117, DOI 10.1016/j.jsp.2006.05.005
   Harrison JR, 2012, J EMOT BEHAV DISORD, V20, P55, DOI 10.1177/1063426611421157
   Hintze JM, 2004, SCHOOL PSYCHOL REV, V33, P258
   Hosp MK., 2007, ABCS CBM PRACTICAL G
   Janssen KJM, 2010, J CLIN EPIDEMIOL, V63, P721, DOI 10.1016/j.jclinepi.2009.12.008
   Jenkins JR, 2007, SCHOOL PSYCHOL REV, V36, P582
   Kamphaus RW, 2010, SCHOOL PSYCHOL REV, V39, P395
   Kamphaus RW, 2007, EDUC PSYCHOL MEAS, V67, P342, DOI 10.1177/00131644070670021001
   Kamphaus RW., 2007, BEHAV EMOTIONAL SCRE
   Kettler RJ, 2011, PSYCHOL SCHOOLS, V48, P430, DOI 10.1002/pits.20565
   Kilgus SP, 2012, SCHOOL PSYCHOL QUART, V27, P41, DOI 10.1037/a0027150
   Kline R., 2015, Principles and Practice of Structural EquationModeling, DOI DOI 10.1126/SCITRANSLMED.3002085
   Lane KL, 2007, J EMOT BEHAV DISORD, V15, P209
   Lane KL, 2010, J EMOT BEHAV DISORD, V18, P211, DOI 10.1177/1063426609349733
   Lane KL, 2010, J EMOT BEHAV DISORD, V18, P100, DOI 10.1177/1063426609341069
   Lane KL, 2010, REM SPEC EDUC, V31, P163, DOI 10.1177/0741932508327464
   Lane KL, 2009, J EMOT BEHAV DISORD, V17, P93, DOI 10.1177/1063426608326203
   Lane KL, 2008, J EMOT BEHAV DISORD, V16, P178, DOI 10.1177/1063426608314218
   Lane KL, 2006, EXCEPT CHILDREN, V72, P153, DOI 10.1177/001440290607200202
   Lane KL, 2004, J SPEC EDUC, V38, P104, DOI 10.1177/00224669040380020401
   Lasko TA, 2005, J BIOMED INFORM, V38, P404, DOI 10.1016/j.jbi.2005.02.008
   Levitt JM, 2007, J SCHOOL PSYCHOL, V45, P163, DOI 10.1016/j.jsp.2006.11.005
   Menzies HM, 2012, J EMOT BEHAV DISORD, V20, P82, DOI 10.1177/1063426610389613
   Oakes WP, 2010, ASSES EFF INTERV, V35, P231, DOI 10.1177/1534508410379796
   Peugh JL, 2004, REV EDUC RES, V74, P525, DOI 10.3102/00346543074004525
   Raudenbush S.W., 2010, HLM 7 HIERARCHICAL L
   Renshaw T.L., 2009, California School Psychologist, V14, P81
   Reynolds CR., 2004, BEHAV ASSESSMENT SYS, V2
   Riley-Tillman TC, 2011, J POSIT BEHAV INTERV, V13, P119, DOI 10.1177/1098300710361954
   Riley-Tillman TC, 2009, ASSES EFF INTERV, V34, P224, DOI 10.1177/1534508409333879
   Riley-Tillman TC, 2008, J BEHAV EDUC, V17, P313, DOI 10.1007/s10864-008-9070-5
   Riley-Tillman TC, 2009, SCHOOL PSYCHOL QUART, V24, P1, DOI 10.1037/a0015248
   Riley-Tillman TC, 2008, J POSIT BEHAV INTERV, V10, P136, DOI 10.1177/1098300707312542
   SEIDMAN E, 1994, CHILD DEV, V65, P507, DOI 10.1111/j.1467-8624.1994.tb00766.x
   Severson HH, 2007, J SCHOOL PSYCHOL, V45, P193, DOI 10.1016/j.jsp.2006.11.003
   Shinn M.R., 1989, Curriculum-based measurement: Assessing special children
   SHROUT PE, 1979, PSYCHOL BULL, V86, P420, DOI 10.1037/0033-2909.86.2.420
   Spaulding SA, 2010, J POSIT BEHAV INTERV, V12, P69, DOI 10.1177/1098300708329011
   Streiner DL, 2007, CAN J PSYCHIAT, V52, P121, DOI 10.1177/070674370705200210
   SWETS JA, 1992, AM PSYCHOL, V47, P522, DOI 10.1037/0003-066X.47.4.522
   Tabachnick B.G., 2006, Multivariate statistics, V5th
   Walker H.M., 1992, SYSTEMATIC SCREENING, V2nd
   WALKER HM, 1992, BEHAV MODIF, V16, P448, DOI 10.1177/01454455920164002
NR 81
TC 50
Z9 67
U1 0
U2 14
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD JUN
PY 2013
VL 51
IS 3
BP 367
EP 385
DI 10.1016/j.jsp.2013.04.002
PG 19
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 197JZ
UT WOS:000322848800006
PM 23816230
DA 2024-07-15
ER

PT J
AU Holmes, A
   Chen, ZX
   Yahng, L
   Fletcher, D
   Kawata, K
AF Holmes, Acacia
   Chen, Zhongxue
   Yahng, Lilian
   Fletcher, David
   Kawata, Keisuke
TI Return to Learn: Academic Effects of Concussion in High School and
   College Student-Athletes
SO FRONTIERS IN PEDIATRICS
LA English
DT Article
DE mild traumatic brain injury; sport-related concussion; sports injury;
   brain injury; high school
ID MILD HEAD-INJURY; NEUROCOGNITIVE PERFORMANCE; SYMPTOMS; RECOMMENDATIONS;
   CLASSROOM; CHILDREN
AB While awareness and understanding of concussion have improved drastically, post-concussion management in academic settings is still at its infancy. The aim of the study was to examine to what extent concussion influences academic performance and to whether there would be a difference in concussion effects on academic performance between high school and college students. This cross-sectional survey study included students, who were between 14 and 24 years old and sustained a sport-related concussion within the previous year. The study used a modified chain-referral sampling method, by distributing a questionnaire link to 3,000 randomly stratified athletic trainers, who worked in high school or college settings. These athletic trainers were then asked to forward the questionnaire link to students in their team, who have sustained a concussion within the previous year. The questionnaire recorded responses regarding demographics (age, sex, race/ethnicity, number of previous concussions); 22 concussion-related symptoms in a binary scale (presence/absence); perception of difficulties in math, reading, writing, computer use, and attention in a 5-point Likert scale; and asymptomatic duration of academic engagement in a 7-point Likert scale. There were 130 respondents with a history of concussion in the past year (n = 59 high school, n = 71 college). While recovering from concussion, significantly more college students (84.5%) reported "difficulty concentrating" than high school students (68.6%: p = 0.049). High -school students experienced more difficulty with math than college students (p = 0.002), whereas college students experienced more difficulty with reading (p = 0.013) and computer use (p = 0.026) than high school students. Asymptomatic duration of cognitive activity was influenced by age (p = 0.0004), where younger students were less tolerant in performing academic tasks after a concussion than older students. Our data indicate that concussions can induce negative symptoms in the academic setting regardless of age. The post-concussion difficulties in academic performance may be a grade-dependent manner, where concussions triggered difficulty in math among high school students and in reading and computer use among college students. It is clear that there is a need for guidelines and accommodations to support students with concussion in academic settings, and the guideline should reflect the age-dependent response to concussions.
C1 [Holmes, Acacia; Kawata, Keisuke] Indiana Univ, Sch Publ Hlth Bloomington, Dept Kinesiol, Bloomington, IN 47405 USA.
   [Chen, Zhongxue] Indiana Univ, Sch Publ Hlth Bloomington, Dept Epidemiol & Biostat, Bloomington, IN USA.
   [Yahng, Lilian] Indiana Univ, Ctr Survey Res, Bloomington, IN USA.
   [Fletcher, David] Indiana Univ, Hlth Ctr, Bloomington, IN USA.
   [Kawata, Keisuke] Indiana Univ, Coll Arts & Sci, Program Neurosci, Bloomington, IN USA.
C3 Indiana University System; Indiana University Bloomington; Indiana
   University System; Indiana University Bloomington; Indiana University
   System; Indiana University Bloomington; Indiana University System;
   Indiana University Bloomington; Indiana University System; Indiana
   University Bloomington
RP Kawata, K (corresponding author), Indiana Univ, Sch Publ Hlth Bloomington, Dept Kinesiol, Bloomington, IN 47405 USA.
EM kkawata@indiana.edu
FU Indiana Spinal Cord & Brain Injury Research Fund from the Indiana State
   Department of Health [ISCBIRF 0019939]; Indiana University OVPR Center
   for Survey Research Methodology Development Award
FX This work was partly supported by the Indiana Spinal Cord & Brain Injury
   Research Fund from the Indiana State Department of Health (to KK:
   ISCBIRF 0019939) and Indiana University OVPR Center for Survey Research
   Methodology Development Award (to KK).
CR Arbogast KB, 2013, CLIN PEDIATR, V52, P397, DOI 10.1177/0009922813478160
   Baker JG, 2014, INT J CLIN PRACT, V68, P1286, DOI 10.1111/ijcp.12517
   Baker JG, 2015, CLIN PEDIATR, V54, P961, DOI 10.1177/0009922815588820
   BEERS SR, 1992, NEUROPSYCHOL REV, V3, P281, DOI 10.1007/BF01108414
   Bevilacqua Zachary W, 2019, Concussion, V4, pCNC63, DOI 10.2217/cnc-2019-0004
   Boy F, 2011, BIOL PSYCHIAT, V70, P866, DOI 10.1016/j.biopsych.2011.05.030
   Broglio SP, 2014, J ATHL TRAINING, V49, P245, DOI 10.4085/1062-6050-49.1.07
   Brown NJ, 2014, PEDIATRICS, V133, pE299, DOI 10.1542/peds.2013-2125
   Chuah YML, 2004, BRAIN COGNITION, V56, P304, DOI 10.1016/j.bandc.2004.08.002
   Covassin T, 2012, AM J SPORT MED, V40, P1303, DOI 10.1177/0363546512444554
   Covassin T, 2010, PHYSICIAN SPORTSMED, V38, P87, DOI 10.3810/psm.2010.12.1830
   Daneshvar DH, 2011, PHYS MED REH CLIN N, V22, P683, DOI 10.1016/j.pmr.2011.08.009
   Guskiewicz KM, 2003, JAMA-J AM MED ASSOC, V290, P2549, DOI 10.1001/jama.290.19.2549
   Halstead ME, 2013, PEDIATRICS, V132, P948, DOI 10.1542/peds.2013-2867
   Heim LR, 2017, J NEUROTRAUM, V34, P2518, DOI 10.1089/neu.2016.4909
   Johansson B, 2009, BRAIN INJURY, V23, P1027, DOI 10.3109/02699050903421099
   Kerr ZY, 2014, BRAIN INJURY, V28, P1009, DOI 10.3109/02699052.2014.904049
   KING NS, 1995, J NEUROL, V242, P587, DOI 10.1007/BF00868811
   Konrad C, 2011, PSYCHOL MED, V41, P1197, DOI 10.1017/S0033291710001728
   May KH, 2014, INT J SPORTS PHYS TH, V9, P242
   McCrory P, 2017, BRIT J SPORT MED, V51, P838, DOI 10.1136/bjsports-2017-097699
   McGrath N, 2010, J ATHL TRAINING, V45, P492, DOI 10.4085/1062-6050-45.5.492
   Mizuno K, 2011, BEHAV BRAIN FUNCT, V7, DOI 10.1186/1744-9081-7-17
   Nance ML, 2009, ANN SURG, V249, P859, DOI 10.1097/SLA.0b013e3181a41ae5
   Ransom DM, 2015, PEDIATRICS, V135, P1043, DOI 10.1542/peds.2014-3434
   Sady MD, 2011, PHYS MED REH CLIN N, V22, P701, DOI 10.1016/j.pmr.2011.08.008
   Sroufe NS, 2010, PEDIATRICS, V125, pE1331, DOI 10.1542/peds.2008-2364
NR 27
TC 24
Z9 28
U1 1
U2 9
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 2296-2360
J9 FRONT PEDIATR
JI Front. Pediatr.
PD MAR 4
PY 2020
VL 8
AR 57
DI 10.3389/fped.2020.00057
PG 6
WC Pediatrics
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Pediatrics
GA LC1UP
UT WOS:000525114500001
PM 32195210
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Shernof, DJ
   Ruzek, EA
   Sannella, AJ
   Schorr, RY
   Sanchez-Wall, L
   Bressler, DM
AF Shernof, David J.
   Ruzek, Erik A.
   Sannella, Alexander J.
   Schorr, Roberta Y.
   Sanchez-Wall, Lina
   Bressler, Denise M.
TI Student Engagement as a General Factor of Classroom Experience:
   Associations with Student Practices and Educational Outcomes in a
   University Gateway Course
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE student; engagement; classroom; MSEM; ESM; bifactor; university;
   learning
ID SCHOOL ENGAGEMENT; ACADEMIC ENGAGEMENT; SEATING LOCATION; FIT INDEXES;
   NOTE-TAKING; ACHIEVEMENT; MOTIVATION; MODEL; MIDDLE; GOALS
AB The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a significant effect on perceived learning and course grades. A significant indirect relationship of seating and active learning strategies on learning and course grade as mediated by student engagement was found. Support for the general aspect of student classroom experience was interpreted with flow theory and suggested the need for additional research. Findings also suggested that active learning strategies are associated with positive learning outcomes even in educational environments where possibilities for action are relatively constrained.
C1 [Shernof, David J.] State Univ New Jersey, Rutgers Univ, Grad Sch Appl & Profess Psychol, Ctr Math Sci & Comp Educ,Dept Sch Psychol, Piscataway, NJ 07305 USA.
   [Ruzek, Erik A.] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA USA.
   [Sannella, Alexander J.] Rutgers Business Sch, Dept Accounting & Informat Syst, Newark, NJ USA.
   [Schorr, Roberta Y.] State Univ New Jersey, Rutgers Univ, Dept Urban Educ, Newark, NJ USA.
   [Sanchez-Wall, Lina] Fairleigh Dickinson Univ, Peter Sammartino Sch Educ, Teaneck, NJ USA.
   [Bressler, Denise M.] State Univ New Jersey, Rutgers Univ, Ctr Math Sci & Comp Educ, Piscataway, NJ USA.
C3 Rutgers University System; Rutgers University New Brunswick; University
   of Virginia; Rutgers University System; Rutgers University New
   Brunswick; Rutgers University Newark; Rutgers University System; Rutgers
   University New Brunswick; Rutgers University Newark; Fairleigh Dickinson
   University; Rutgers University System; Rutgers University New Brunswick
RP Shernof, DJ (corresponding author), State Univ New Jersey, Rutgers Univ, Grad Sch Appl & Profess Psychol, Ctr Math Sci & Comp Educ,Dept Sch Psychol, Piscataway, NJ 07305 USA.
EM david.shernoff@rutgers.edu
OI Ruzek, Erik/0000-0002-0931-1951; Bressler, Denise/0000-0001-5978-8902
CR AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037/0022-0663.84.3.261
   [Anonymous], ENG INS SURV FIND QU
   [Anonymous], ENG SCH FOST HIGH SC
   [Anonymous], 1997, Learner-centered psychological principles: A framework for school reform and redesign
   [Anonymous], ANN M AM ED RES ASS
   [Anonymous], ENCY ED HUMAN DEV
   [Anonymous], 2000, Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance
   [Anonymous], 2003, STUDENT ENGAGEMENT S
   [Anonymous], ANN M PAC RIM OBJ ME
   [Anonymous], THESIS
   Appleton JJ, 2008, PSYCHOL SCHOOLS, V45, P369, DOI 10.1002/pits.20303
   Bieg M, 2013, LEARN INDIVID DIFFER, V28, P102, DOI 10.1016/j.lindif.2013.09.006
   BLUMENFELD PC, 1992, J EDUC PSYCHOL, V84, P272, DOI 10.1037/0022-0663.84.3.272
   BROPHY J, 1987, EDUC LEADERSHIP, V45, P40
   Brophy J., 1983, Educational Psychologist, V18, P200, DOI DOI 10.1080/00461528309529274
   Bryk AnthonyS, 2002, HIERARCHICAL LINEAR, V1
   Buhi ER, 2008, AM J HEALTH BEHAV, V32, P83
   Butler R, 2006, BRIT J EDUC PSYCHOL, V76, P595, DOI 10.1348/000709905X52319
   CARTER JF, 1975, J EDUC PSYCHOL, V67, P900, DOI 10.1037/0022-0663.67.6.900
   Chen FF, 2012, J PERS, V80, P219, DOI 10.1111/j.1467-6494.2011.00739.x
   Cheung GW, 2002, STRUCT EQU MODELING, V9, P233, DOI 10.1207/S15328007SEM0902_5
   Christenson SL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P1, DOI 10.1007/978-1-4614-2018-7
   Cleary TJ, 2012, EDUC RES INT, V2012, DOI 10.1155/2012/428639
   Covington MV, 2000, CURR DIR PSYCHOL SCI, V9, P22, DOI 10.1111/1467-8721.00052
   CSIKSZENTMIHALYI M, 1987, J NERV MENT DIS, V175, P526, DOI 10.1097/00005053-198709000-00004
   CSIKSZENTMIHALYI M, 1993, NEBR SYM MOTIV, V40, P57
   Csikszentmihalyi M., 2008, FLOW PSYCHOL OPTIMAL
   Csikszentmihalyi M., 1993, Talented teenagers: The roots of success and failure
   Csikszentmihalyi M., 1993, EVOLVING SELF PSYCHO
   Csikszentmihalyi M., 2000, Becoming adult: How teenagers prepare for the world of work
   Csikszentmihalyi M., 1984, Being adolescent: Conflict and growth in the teenage years
   Csikszentmihalyi M., 1998, HDB CHILD PSYCHOL, V5th, P635, DOI [DOI 10.1002/9780470147658.CHPSY0109, 10.1007/978-94-017-9094-9_2, DOI 10.1007/978-94-017-9094-9_2]
   Csikszentmihalyi M., 1997, Finding flow: the psychology of engagement with everyday life
   Csikszentmihalyi Mihaly., 1988, OPTIMAL EXPERIENCE
   Eccles J, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P133, DOI 10.1007/978-1-4614-2018-7_6
   Eccles JS, 2016, LEARN INSTR, V43, P71, DOI 10.1016/j.learninstruc.2016.02.003
   FINN JD, 1989, REV EDUC RES, V59, P117, DOI 10.3102/00346543059002117
   FINN JD, 1993, J NEGRO EDUC, V62, P249, DOI 10.2307/2295464
   Finn JD, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P97, DOI 10.1007/978-1-4614-2018-7_5
   FISHER JL, 1973, J EDUC PSYCHOL, V65, P321, DOI 10.1037/h0035640
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Fredricks JA, 2016, LEARN INSTR, V43, P1, DOI 10.1016/j.learninstruc.2016.02.002
   Fredricks JA, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P763, DOI 10.1007/978-1-4614-2018-7_37
   Fredricks JA, 2011, THEOR PRACT, V50, P327, DOI 10.1080/00405841.2011.607401
   Goetz T, 2016, LEARN INSTR, V41, P115, DOI 10.1016/j.learninstruc.2015.10.007
   Goldin GA, 2011, ZDM-MATH EDUC, V43, P547, DOI 10.1007/s11858-011-0348-z
   Green G, 2008, J SCHOOL PSYCHOL, V46, P393, DOI 10.1016/j.jsp.2007.07.001
   Greene BA, 2015, EDUC PSYCHOL-US, V50, P14, DOI 10.1080/00461520.2014.989230
   Grier-Reed T., 2012, Journal of Educational and Developmental Psychology, V2, P85, DOI DOI 10.5539/JEDP.V2N2P85
   Hamre B, 2014, CHILD DEV, V85, P1257, DOI 10.1111/cdev.12184
   Harackiewicz JM, 2016, J PERS SOC PSYCHOL, V111, P745, DOI 10.1037/pspp0000075
   Hektner Joel M., 2011, Experience Sampling Method
   Hidi S, 2006, EDUC PSYCHOL-US, V41, P111, DOI 10.1207/s15326985ep4102_4
   Hospel V, 2016, LEARN INSTR, V41, P1, DOI 10.1016/j.learninstruc.2015.09.001
   Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118
   Husserl E., 2002, Ideas: General Introduction to Pure Phenomenology
   Husserl E., 1980, Phenomenology and the foundations of the sciences
   Kaplan S., 1983, Behavior and the natural environment., P163
   Kelly S, 2008, SOC SCI RES, V37, P434, DOI 10.1016/j.ssresearch.2007.08.003
   Ketonen EE, 2016, LEARN INDIVID DIFFER, V51, P141, DOI 10.1016/j.lindif.2016.08.017
   KIEWRA KA, 1991, J EDUC PSYCHOL, V83, P240, DOI 10.1037/0022-0663.83.2.240
   Kiewra KA, 1989, EDUC PSYCHOL REV, V1, P147, DOI 10.1007/BF01326640
   Kuh GD, 2008, J HIGH EDUC-UK, V79, P540, DOI 10.1353/jhe.0.0019
   Ladd GW, 2009, J EDUC PSYCHOL, V101, P190, DOI 10.1037/a0013153
   LaNasa SM, 2009, RES HIGH EDUC, V50, P315, DOI 10.1007/s11162-009-9123-1
   Lee JS, 2014, J EDUC RES, V107, P177, DOI 10.1080/00220671.2013.807491
   Litmanen T, 2012, INSTR SCI, V40, P1083, DOI 10.1007/s11251-011-9203-4
   MacKinnon DP, 2004, MULTIVAR BEHAV RES, V39, P99, DOI 10.1207/s15327906mbr3901_4
   Marks HM, 2000, AM EDUC RES J, V37, P153, DOI 10.2307/1163475
   Martin AJ, 2007, BRIT J EDUC PSYCHOL, V77, P413, DOI 10.1348/000709906X118036
   MCKEACHIE WJ, 1990, J EDUC PSYCHOL, V82, P189, DOI 10.1037/0022-0663.82.2.189
   Meeks MD, 2013, EDUC SCI, V3, P375, DOI 10.3390/educsci3040375
   Midgley C., 2002, GOALS GOAL STRUCTURE
   Moneta GB, 1996, J PERS, V64, P275, DOI 10.1111/j.1467-6494.1996.tb00512.x
   MONTELLO DR, 1988, J ENVIRON PSYCHOL, V8, P149, DOI 10.1016/S0272-4944(88)80005-7
   Muthen L. K., 1998, Mplus User's Guide, V8th
   Nakamura J., 1988, OPTIMAL EXPERIENCE, P319, DOI [10.1017/cbo9780511621956.019, DOI 10.1017/CBO9780511621956.019]
   Newmann F., 1992, STUDENT ENGAGEMENT A
   NEWMANN FM, 1993, EDUC LEADERSHIP, V50, P8
   Pekrun R, 2002, EDUC PSYCHOL-US, V37, P91, DOI 10.1207/S15326985EP3702_4
   Pekrun R, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P259, DOI 10.1007/978-1-4614-2018-7_12
   RATHUNDE K, 1993, J YOUTH ADOLESCENCE, V22, P385, DOI 10.1007/BF01537720
   Reeve J, 2013, J EDUC PSYCHOL, V105, P579, DOI 10.1037/a0032690
   Reise SP, 2013, MULTIVAR BEHAV RES, V48, P461, DOI 10.1080/00273171.2013.805106
   Reschly AL, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P3, DOI 10.1007/978-1-4614-2018-7_1
   Reyes MR, 2012, J EDUC PSYCHOL, V104, P700, DOI 10.1037/a0027268
   Rumberger RW, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P491, DOI 10.1007/978-1-4614-2018-7_24
   Ryan RM, 2000, CONTEMP EDUC PSYCHOL, V25, P54, DOI 10.1006/ceps.1999.1020
   Salmela-Aro K, 2016, LEARN INSTR, V43, P61, DOI 10.1016/j.learninstruc.2016.01.001
   Scherer R, 2015, FRONT PSYCHOL, V6, DOI 10.3389/fpsyg.2015.01550
   Schunk D.H., 2014, MOTIVATION ED THEORY
   Schweig J, 2014, J EDUC BEHAV STAT, V39, P394, DOI 10.3102/1076998614544784
   Shemoff D.J., 2000, Becoming Adult, P122
   Shernoff D.J., 2014, Engaging Youth in Schools: Evidence-based models to guide future innovations
   Shernoff D.J., 2010, The experience of student engagement in high school classrooms: Influences and effects on long-term outcomes
   Shernoff DJ, 2008, J YOUTH ADOLESCENCE, V37, P564, DOI 10.1007/s10964-007-9241-z
   Shernoff DJ, 2017, SCHOOL PSYCHOL INT, V38, P201, DOI 10.1177/0143034316666413
   Shernoff DJ, 2017, J ENVIRON PSYCHOL, V49, P55, DOI 10.1016/j.jenvp.2016.12.002
   Shernoff DJ, 2016, LEARN INSTR, V43, P52, DOI 10.1016/j.learninstruc.2015.12.003
   Shernoff DJ, 2013, ADV RESPONS ADOL DEV, P1, DOI 10.1007/978-1-4614-7089-2
   Shernoff DJ, 2003, SCHOOL PSYCHOL QUART, V18, P158, DOI 10.1521/scpq.18.2.158.21860
   Strati A.D., 2012, Encyclopedia of adolescence, P1050
   Svanum S, 2009, J COLL STUDENT DEV, V50, P120, DOI 10.1353/csd.0.0055
   Urdan T, 2006, J SCHOOL PSYCHOL, V44, P331, DOI 10.1016/j.jsp.2006.04.003
   Vermunt JD, 2017, EDUC PSYCHOL REV, V29, P269, DOI 10.1007/s10648-017-9414-6
   Voelkl KE, 1997, AM J EDUC, V105, P294, DOI 10.1086/444158
   Voelkl KE, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P193, DOI 10.1007/978-1-4614-2018-7_9
   Wagner W, 2013, LEARN INSTR, V28, P1, DOI 10.1016/j.learninstruc.2013.03.003
   Wallace TL, 2016, AM EDUC RES J, V53, P1834, DOI 10.3102/0002831216671864
   Wang MT, 2013, LEARN INSTR, V28, P12, DOI 10.1016/j.learninstruc.2013.04.002
   Wang MT, 2011, J SCHOOL PSYCHOL, V49, P465, DOI 10.1016/j.jsp.2011.04.001
   Wang MT, 2010, AM EDUC RES J, V47, P633, DOI 10.3102/0002831209361209
   Wiggins G.P., 1993, Assessing student performance: Exploring the purpose and limits of testing
   ZIMMERMAN BJ, 1990, EDUC PSYCHOL, V25, P3, DOI 10.1207/s15326985ep2501_2
   Zimmerman BJ, 2002, THEOR PRACT, V41, P64, DOI 10.1207/s15430421tip4102_2
   Zirkel S, 2015, EDUC RESEARCHER, V44, P7, DOI 10.3102/0013189X14566879
NR 116
TC 15
Z9 21
U1 3
U2 55
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 15
PY 2017
VL 8
AR 994
DI 10.3389/fpsyg.2017.00994
PG 22
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA EX5TR
UT WOS:000403305900002
PM 28663733
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Lyon, AR
   Cook, CR
   Larson, M
   Hugh, ML
   Dopp, A
   Hamlin, C
   Reinke, P
   Bose, M
   Law, A
   Goosey, R
   Goerdt, A
   Morrell, N
   Wackerle-Hollman, A
   Pullmann, MD
AF Lyon, Aaron R.
   Cook, Clayton R.
   Larson, Madeline
   Hugh, Maria L.
   Dopp, Alex
   Hamlin, Corinne
   Reinke, Peter
   Bose, Mahasweta
   Law, Amy
   Goosey, Roger
   Goerdt, Annie
   Morrell, Nicole
   Wackerle-Hollman, Alisha
   Pullmann, Michael D.
TI Protocol for a hybrid type 3 effectiveness-implementation trial of a
   pragmatic individual-level implementation strategy for supporting
   school-based prevention programming
SO IMPLEMENTATION SCIENCE
LA English
DT Article
DE Individual determinants; Implementation strategy; Theory of planned
   behavior; Health action process approach; Education sector; Mental and
   behavioral health
ID GOOD BEHAVIOR GAME; MENTAL-HEALTH; INTERVENTIONS; CHILDREN; ADOLESCENTS;
   TEACHERS; IMPACT; INTENTIONS; ENGAGEMENT; CHALLENGES
AB BackgroundFor approximately one in five children who have social, emotional, and behavioral (SEB) challenges, accessible evidence-based prevention practices (EBPPs) are critical. In the USA, schools are the primary setting for children's SEB service delivery. Still, EBPPs are rarely adopted and implemented by front-line educators (e.g., teachers) with sufficient fidelity to see effects. Given that individual behavior change is ultimately required for successful implementation, focusing on individual-level processes holds promise as a parsimonious approach to enhance impact. Beliefs and Attitudes for Successful Implementation in Schools for Teachers (BASIS-T) is a pragmatic, multifaceted pre-implementation strategy targeting volitional and motivational mechanisms of educators' behavior change to enhance implementation and student SEB outcomes. This study protocol describes a hybrid type 3 effectiveness-implementation trial designed to evaluate the main effects, mediators, and moderators of the BASIS-T implementation strategy as applied to Positive Greetings at the Door, a universal school-based EBPP previously demonstrated to reduce student disruptive behavior and increase academic engagement.MethodsThis project uses a blocked randomized cohort design with an active comparison control (ACC) condition. We will recruit and include approximately 276 teachers from 46 schools randomly assigned to BASIS-T or ACC conditions. Aim 1 will evaluate the main effects of BASIS-T on proximal implementation mechanisms (attitudes, subjective norms, self-efficacy, intentions to implement, and maintenance self-efficacy), implementation outcomes (adoption, reach, fidelity, and sustainment), and child outcomes (SEB, attendance, discipline, achievement). Aim 2 will examine how, for whom, under what conditions, and how efficiently BASIS-T works, specifically by testing whether the effects of BASIS-T on child outcomes are (a) mediated via its putative mechanisms of behavior change, (b) moderated by teacher factors or school contextual factors, and (c) cost-effective.DiscussionThis study will provide a rigorous test of BASIS-T-a pragmatic, theory-driven, and generalizable implementation strategy designed to target theoretically-derived motivational mechanisms-to increase the yield of standard EBPP training and support strategies.Trial registrationClinicalTrials.gov ID: NCT05989568. Registered on May 30, 2023.
C1 [Lyon, Aaron R.; Law, Amy; Goosey, Roger; Pullmann, Michael D.] Univ Washington, 6200 NE 74th St,Suite 100, Seattle, WA 98115 USA.
   [Cook, Clayton R.; Larson, Madeline] Character Strong, 4227 S Meridian, Puyallup, WA 98373 USA.
   [Hugh, Maria L.] Univ Kansas, 1122 W Campus Rd, Lawrence, KS 66045 USA.
   [Dopp, Alex] RAND Corp, 1776 Main St, Santa Monica, CA 91604 USA.
   [Hamlin, Corinne; Reinke, Peter; Bose, Mahasweta; Goerdt, Annie; Morrell, Nicole; Wackerle-Hollman, Alisha] Univ Minnesota, 1954 Buford Ave,Suite 425, St Paul, MN 55108 USA.
C3 University of Washington; University of Washington Seattle; University
   of Kansas; RAND Corporation; University of Minnesota System; University
   of Minnesota Twin Cities
RP Lyon, AR (corresponding author), Univ Washington, 6200 NE 74th St,Suite 100, Seattle, WA 98115 USA.
EM lyona@uw.edu
FU Institute of Education Sciences
FX None.
CR Aarons GA, 2011, ADM POLICY MENT HLTH, V38, P4, DOI 10.1007/s10488-010-0327-7
   Adriaanse MA, 2011, APPETITE, V56, P183, DOI 10.1016/j.appet.2010.10.012
   AJZEN I, 1991, ORGAN BEHAV HUM DEC, V50, P179, DOI 10.1016/0749-5978(91)90020-T
   Ajzen I., 1985, Action Control, P11
   Ajzen I, 2007, SCOPE OF SOCIAL PSYCHOLOGY: THEORY AND APPLICATIONS, P43
   Allday RA, 2007, J APPL BEHAV ANAL, V40, P317, DOI 10.1901/jaba.2007.86-06
   Allday RA, 2012, Behavioral Disorders
   [Anonymous], 2018, Final Report of the Federal Commission on School Safety | National Center on Safe Supportive Learning Environments (NCSSLE)
   [Anonymous], 2015, An act to reauthorize the Elementary and Secondary Education Act of 1965 to ensure that every child achieves
   BARRISH HH, 1969, J APPL BEHAV ANAL, V2, P119, DOI 10.1901/jaba.1969.2-119
   Bauer DJ, 2006, PSYCHOL METHODS, V11, P142, DOI 10.1037/1082-989X.11.2.142
   Beidas RS, 2010, CLIN PSYCHOL-SCI PR, V17, P1, DOI 10.1111/j.1468-2850.2009.01187.x
   Bélanger-Gravel A, 2013, HEALTH PSYCHOL REV, V7, P23, DOI 10.1080/17437199.2011.560095
   BENJAMINI Y, 1995, J R STAT SOC B, V57, P289, DOI 10.1111/j.2517-6161.1995.tb02031.x
   Borgmeier C, 2016, TEACH DEV, V20, P40, DOI 10.1080/13664530.2015.1105863
   Briggs AH, 1999, BRIT MED J, V319, P635, DOI 10.1136/bmj.319.7210.635
   BURNS BJ, 1995, HEALTH AFFAIR, V14, P147, DOI 10.1377/hlthaff.14.3.147
   Burns M.K., 2016, HDB RESPONSE INTERVE, P719, DOI DOI 10.1007/978-1-4899-7568-341
   Chang XN, 2019, PLOS ONE, V14, DOI 10.1371/journal.pone.0211850
   CHASSIN L, 1984, J APPL SOC PSYCHOL, V14, P224, DOI 10.1111/j.1559-1816.1984.tb02233.x
   Colizzi M, 2020, INT J MENT HEALTH SY, V14, DOI 10.1186/s13033-020-00356-9
   Cook CR, 2018, IMPLEMENT SCI, V13, DOI 10.1186/s13012-018-0804-z
   Cook CR, 2015, SCH MENT HEALTH, V7, P49, DOI 10.1007/s12310-014-9139-3
   Datu JAD, 2018, J SCHOOL PSYCHOL, V69, P100, DOI 10.1016/j.jsp.2018.05.007
   DeRousie RMS, 2012, EARLY CHILD RES Q, V27, P55, DOI 10.1016/j.ecresq.2011.07.003
   DeSantis L, 2000, WESTERN J NURS RES, V22, P351, DOI 10.1177/019394590002200308
   Dong N, 2010, The statistical power of the cluster randomized block design with matched pairs--a simulation study
   Dong NB, 2013, J RES EDUC EFF, V6, P24, DOI 10.1080/19345747.2012.673143
   Dopp AR, 2019, IMPLEMENT SCI, V14, DOI 10.1186/s13012-018-0850-6
   Duong Mylien T, 2020, Evid Based Pract Child Adolesc Ment Health, V5, P414, DOI 10.1080/23794925.2020.1784052
   Duong MT, 2021, ADM POLICY MENT HLTH, V48, P420, DOI 10.1007/s10488-020-01080-9
   Durlak JA, 1997, AM J COMMUN PSYCHOL, V25, P115, DOI 10.1023/A:1024654026646
   Durlak JA, 2008, AM J COMMUN PSYCHOL, V41, P327, DOI 10.1007/s10464-008-9165-0
   Durlak JA, 2011, CHILD DEV, V82, P405, DOI 10.1111/j.1467-8624.2010.01564.x
   Eccles MP, 2006, IMPLEMENT SCI, V1, DOI 10.1186/1748-5908-1-28
   Evans SW, 2004, CLIN CHILD FAM PSYCH, V7, P263, DOI 10.1007/s10567-004-6090-0
   Fazel M, 2014, LANCET PSYCHIAT, V1, P377, DOI 10.1016/S2215-0366(14)70312-8
   Flower A, 2014, REV EDUC RES, V84, P546, DOI 10.3102/0034654314536781
   Francis J., CONSTRUCTING QUESTIO
   Frey AJ, 2013, ADV SCH MENT HEALTH, V6, P158, DOI 10.1080/1754730X.2013.804334
   García-Martínez I, 2022, INTERACT LEARN ENVIR, V30, P1736, DOI 10.1080/10494820.2020.1764057
   Glisson C, 2002, CLIN CHILD FAM PSYCH, V5, P233, DOI 10.1023/A:1020972906177
   Greenberg MT, 2017, J RES EDUC EFF, V10, P40, DOI 10.1080/19345747.2016.1246632
   Hagger MS, 2014, APPL PSYCHOL-HLTH WE, V6, P1, DOI 10.1111/aphw.12017
   Hanailton AB, 2019, PSYCHIAT RES, V280, DOI 10.1016/j.psychres.2019.112516
   Helfrich CD, 2018, FRONT PUBLIC HEALTH, V6, DOI 10.3389/fpubh.2018.00110
   Hill CE, 2005, J COUNS PSYCHOL, V52, P196, DOI 10.1037/0022-0167.52.2.196
   Hill CE, 1997, COUNS PSYCHOL, V25, P517, DOI 10.1177/0011000097254001
   Hollands F. M., 2021, Cost analysis standards & guidelines 1.1
   Hollands F.M., 2015, CostOut-The CBCSE cost tool kit
   Horner RH, 2009, J POSIT BEHAV INTERV, V11, P133, DOI 10.1177/1098300709332067
   Hsieh HF, 2005, QUAL HEALTH RES, V15, P1277, DOI 10.1177/1049732305276687
   Ialongo N, 2001, J EMOT BEHAV DISORD, V9, P146, DOI 10.1177/106342660100900301
   Joslyn PR, 2019, J APPL BEHAV ANAL, V52, P811, DOI 10.1002/jaba.572
   Kenny DA, 2003, PSYCHOL METHODS, V8, P115, DOI 10.1037/1082-989X.8.2.115
   Kilgus SP, 2012, SCHOOL PSYCHOL QUART, V27, P41, DOI 10.1037/a0027150
   Kincaid D, 2007, J POSIT BEHAV INTERV, V9, P174, DOI 10.1177/10983007070090030501
   Kortteisto T, 2010, IMPLEMENT SCI, V5, DOI 10.1186/1748-5908-5-51
   Larson M, 2021, PREV SCI, V22, P722, DOI 10.1007/s11121-020-01191-7
   Leeb RT, 2020, MMWR-MORBID MORTAL W, V69, P1675, DOI 10.15585/mmwr.mm6945a3
   Levin H.M., 2017, Economic evaluation in education: Cost-effectiveness and benefit-cost analysis, DOI DOI 10.4135/9781483396514
   Levin HM, 2017, Handbook of Contemporary Education Economics, V2nd, P338
   Lewis CC, 2022, IMPLEMENT SCI COMMUN, V3, DOI 10.1186/s43058-022-00358-3
   Lewis CC, 2020, IMPLEMENT SCI, V15, DOI 10.1186/s13012-020-00983-3
   Lewis CC, 2018, FRONT PUBLIC HEALTH, V6, DOI 10.3389/fpubh.2018.00136
   Locke J, 2020, AUTISM, V24, P1152, DOI 10.1177/1362361319895923
   Locke J, 2019, IMPLEMENT SCI, V14, DOI 10.1186/s13012-019-0877-3
   Locke J, 2015, BEHAV THER, V46, P54, DOI 10.1016/j.beth.2014.05.001
   Loehlin JC., 2017, Latent variable models: an introduction to factor, path, and structural equation analysis', DOI [10.4324/9781315643199, DOI 10.4324/9781315643199]
   Lyon AR, 2022, IMPLEMENT SCI, V17, DOI 10.1186/s13012-022-01222-7
   Lyon AR, 2021, IMPLEMENT SCI, V16, DOI 10.1186/s13012-020-01064-1
   Lyon AR, 2019, SCH MENT HEALTH, V11, P106, DOI 10.1007/s12310-018-09306-w
   Lyon AR, 2018, IMPLEMENT SCI, V13, DOI 10.1186/s13012-018-0721-1
   Lyon AR, 2018, IMPLEMENT SCI, V13, DOI 10.1186/s13012-017-0705-6
   McHugh RK, 2010, AM PSYCHOL, V65, P73, DOI 10.1037/a0018121
   Meherali S, 2021, INT J ENV RES PUB HE, V18, DOI 10.3390/ijerph18073432
   Mendelson T, 2018, SOC PSYCH PSYCH EPID, V53, P325, DOI 10.1007/s00127-018-1501-6
   Merikangas KR, 2011, J AM ACAD CHILD PSY, V50, P32, DOI 10.1016/j.jaac.2010.10.006
   Merle JL, 2023, IMPLEMENT RES PRACT, V4, DOI 10.1177/26334895221151026
   Merle JL, 2023, SCH MENT HEALTH, V15, P105, DOI 10.1007/s12310-022-09536-z
   Moullin JC, 2019, IMPLEMENT SCI, V14, DOI 10.1186/s13012-018-0842-6
   Nilsen P, 2015, IMPLEMENT SCI, V10, DOI 10.1186/s13012-015-0242-0
   Oliver I, 2012, IEEE IC COMP COM NET
   Orbell S, 1997, PERS SOC PSYCHOL B, V23, P945, DOI 10.1177/0146167297239004
   Orbell S, 2000, J APPL SOC PSYCHOL, V30, P780, DOI 10.1111/j.1559-1816.2000.tb02823.x
   Perkins HW, 1999, J AM COLL HEALTH, V47, P253, DOI 10.1080/07448489909595656
   Perkins HW., 1994, Res. Soc. Sci. Study Relig, V6, P187
   Petrova PK, 2007, J EXP SOC PSYCHOL, V43, P104, DOI 10.1016/j.jesp.2005.04.002
   Powell BJ, 2019, FRONT PUBLIC HEALTH, V7, DOI 10.3389/fpubh.2019.00003
   Pratkanis AR, 2007, FRONT SOC PSYCHOL, P1
   Ramsay CR, 2010, IMPLEMENT SCI, V5, DOI 10.1186/1748-5908-5-71
   Rathvon N., 2008, Effective school interventions: evidence-based strategies for improving student outcomes, V2, P460
   Raudenbush SW, 2023, Advanced Quantitative Techniques in the Social Sciences, V1
   Reid JB, 2002, Antisocial behavior in children and adolescents: a developmental analysis and model for intervention, Vxi
   Reinke C, 2011, 2011 INTERNATIONAL CONFERENCE ON DISTRIBUTED COMPUTING IN SENSOR SYSTEMS AND WORKSHOPS (DCOSS)
   Sanetti LMH, 2013, SCHOOL PSYCHOL QUART, V28, P47, DOI 10.1037/spq0000007
   Sanetti LMH, 2014, PSYCHOL SCHOOLS, V51, P879, DOI 10.1002/pits.21787
   Schmitz GS, 2000, Z PADAGOG PSYCHOL, V14, P12, DOI 10.1024//1010-0652.14.1.12
   Schwarzer R., 1992, SELF EFFICACY, P217, DOI DOI 10.4324/9781315800820
   Seaman SR, 2013, STAT METHODS MED RES, V22, P278, DOI 10.1177/0962280210395740
   Sheeran P, 1999, EUR J SOC PSYCHOL, V29, P349, DOI 10.1002/(SICI)1099-0992(199903/05)29:2/3<349::AID-EJSP931>3.0.CO;2-Y
   Singer J.D., 2003, Handbook of Psychology, Volume 2: Research Methods in Psychology, Chapter 22, V2, P555, DOI DOI 10.1002/0471264385.WEI0222
   Smith N.D.W., 2020, Journal of Positive Psychology Wellbeing, V4, P49
   Stahmer AC, 2015, PSYCHOL SCHOOLS, V52, P181, DOI 10.1002/pits.21815
   Steinmetz H, 2016, Z PSYCHOL, V224, P216, DOI 10.1027/2151-2604/a000255
   Suhrheinrich J, 2013, J AUTISM DEV DISORD, V43, P2970, DOI 10.1007/s10803-013-1826-7
   Taylor B, 2018, BMJ OPEN, V8, DOI 10.1136/bmjopen-2017-019993
   Tennant R, 2007, J PUBLIC MENT HEALTH, V6, P25, DOI 10.1108/17465729200700005
   Thayer Andrew J, 2022, Implement Res Pract, V3, p26334895221116065, DOI 10.1177/26334895221116065
   Tipton E, The generalizer: a webtool for improving the generalizability of results from experiments
   Vernez G., 2006, EVALUATING COMPREHEN
   Walker SC, 2017, ADM POLICY MENT HLTH, V44, P42, DOI 10.1007/s10488-015-0652-y
   Webster-Stratton C, 2011, CHILD ADOL MENT H-UK, V16, P38, DOI 10.1111/j.1475-3588.2010.00576.x
   What Works Clearinghouse, 2020, WHAT WORKS CLEARINGH
   Wilson DB, 2001, J QUANT CRIMINOL, V17, P247, DOI 10.1023/A:1011050217296
NR 115
TC 1
Z9 1
U1 1
U2 1
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
SN 1748-5908
J9 IMPLEMENT SCI
JI Implement. Sci.
PD JAN 2
PY 2024
VL 19
IS 1
AR 2
DI 10.1186/s13012-023-01330-y
PG 14
WC Health Care Sciences & Services; Health Policy & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA EH6Z0
UT WOS:001138083100001
PM 38167046
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Van Ryzin, MJ
   Roseth, CJ
AF Van Ryzin, Mark J.
   Roseth, Cary J.
TI Cooperative Learning in Middle School: A Means to Improve Peer Relations
   and Reduce Victimization, Bullying, and Related Outcomes
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE cooperative learning; bullying; victimization; peer relations; middle
   school
ID DIFFICULTIES QUESTIONNAIRE SDQ; PSYCHOLOGICAL ADJUSTMENT; ACADEMIC
   ENGAGEMENT; EARLY ADOLESCENCE; STRESS; AGGRESSION; CHILDHOOD;
   ACHIEVEMENT; STABILITY; STRENGTHS
AB Peer victimization is a highly stressful experience that impacts up to a third of all adolescents and can contribute to a variety of negative outcomes, including elevated anxiety, depression, drug use, and delinquency, as well as reduced self-esteem, school attendance, and academic achievement. Current prevention approaches (e.g., the Olweus program) have a mixed record in American schools. We propose a new approach to prevention that leverages theory and research surrounding the social aspects of bullying and victimization, particularly peer relations. Our approach attempts to (a) break down the process of homophily among bullies and (b) provide a mechanism by which socially isolated students can develop new friendships. Our approach asks teachers to increase opportunities for positive peer interaction through carefully structured, group-based learning activities in school (i.e., cooperative learning). We hypothesized that these positive peer interactions would result in reductions in bullying, victimization, perceived stress, and emotional problems, as well as increases in peer relatedness, among more marginalized students. Using a cluster randomized trial with 15 rural middle schools in the Pacific Northwest (N = 1,460 7th-grade students), we found that cooperative learning significantly reduced bullying, victimization, and perceived stress for marginalized students (i.e., moderated effects) and reduced emotional problems and enhanced relatedness for all students (i.e., main effects). Given that cooperative learning has already been shown to enhance student engagement and achievement in prior research, our results demonstrate that cooperative learning should be a permanent, sustainable component of teacher training and school culture.
   Educational Impact and Implications Statement
   Our findings indicate that cooperative learning can address many of the social problems in middle school that can give rise to bullying and victimization. Due to its established ability to enhance academic achievement, cooperative learning can be seen as a low-risk, high-reward approach to prevention that should enhance, rather than detract from, academic outcomes. Considering its straightforward implementation and flexibility, we hope that our results contribute to increased interest in cooperative learning as a means to support positive academic, social, and behavioral outcomes simultaneously.
C1 [Van Ryzin, Mark J.] Oregon Res Inst, 1776 Millrace Dr, Eugene, OR 97403 USA.
   [Roseth, Cary J.] Michigan State Univ, Coll Educ, E Lansing, MI USA.
C3 Oregon Research Institute; Michigan State University
RP Van Ryzin, MJ (corresponding author), Oregon Res Inst, 1776 Millrace Dr, Eugene, OR 97403 USA.
EM markv@ori.org
FU National Institute on Alcohol Abuse and Alcoholism (NIAAA) [R34AA024275]
FX Financial support for this project was provided by National Institute on
   Alcohol Abuse and Alcoholism (NIAAA) Grant R34AA024275 to Mark J. Van
   Ryzin (principal investigator). The content of this article is solely
   the responsibility of the authors and does not necessarily represent the
   official views of the NIAAA or the National Institutes of Health.
CR Allport Gordon W., 1954, The Nature of Prejudice
   Archer J, 2004, REV GEN PSYCHOL, V8, P291, DOI 10.1037/1089-2680.8.4.291
   Arseneault L, 2010, PSYCHOL MED, V40, P717, DOI 10.1017/S0033291709991383
   Barchia K, 2010, J ADOLESCENCE, V33, P615, DOI 10.1016/j.adolescence.2009.12.002
   Bierman K.L., 2004, PEER REJECTION DEV P
   Brechwald WA, 2011, J RES ADOLESCENCE, V21, P166, DOI 10.1111/j.1532-7795.2010.00721.x
   Brown GR, 2013, NEUROSCIENCE, V249, P115, DOI 10.1016/j.neuroscience.2012.12.016
   Buwalda B, 2011, NEUROSCI BIOBEHAV R, V35, P1713, DOI 10.1016/j.neubiorev.2010.10.004
   Cheng YL, 2010, J SCHOOL HEALTH, V80, P193, DOI 10.1111/j.1746-1561.2009.00486.x
   COHEN S, 1983, J HEALTH SOC BEHAV, V24, P385, DOI 10.2307/2136404
   Cook CR, 2010, SCHOOL PSYCHOL QUART, V25, P65, DOI 10.1037/a0020149
   Craig W, 2009, INT J PUBLIC HEALTH, V54, P216, DOI 10.1007/s00038-009-5413-9
   [Currie C. World Health Organization World Health Organization], 2012, Social determinants of health and well-being among young people, P191
   Deutsch M., 1962, Nebraska Symposium on Motivation, P275
   Deutsch M, 1949, HUM RELAT, V2, P129, DOI 10.1177/001872674900200204
   DISHION TJ, 1991, DEV PSYCHOL, V27, P172, DOI 10.1037/0012-1649.27.1.172
   Dovidio JF, 2009, PERS SOC PSYCHOL REV, V13, P3, DOI 10.1177/1088868308326751
   Ellis WE, 2007, MERRILL PALMER QUART, V53, P79
   Espelage D.L., 2001, Journal of Emotional Abuse, V2, P123, DOI [DOI 10.1300/J135V02N02_08, 10.1300/J135v02n02_08]
   Espelage D.L., 2004, Bullying in north american schools
   Espelage DL, 2015, J APPL DEV PSYCHOL, V37, P52, DOI 10.1016/j.appdev.2014.11.007
   Estévez E, 2009, EUR J PSYCHOL EDUC, V24, P473, DOI 10.1007/BF03178762
   Evans CBR, 2014, AGGRESS VIOLENT BEH, V19, P532, DOI 10.1016/j.avb.2014.07.004
   Fareri DS, 2008, DEV PSYCHOPATHOL, V20, P1191, DOI 10.1017/S0954579408000576
   Ferguson C., 2007, CRIMINAL JUSTICE REV, V32, P401, DOI [DOI 10.1177/0734016807311712, 10.1177/0734016807311712]
   Furrer C, 2003, J EDUC PSYCHOL, V95, P148, DOI 10.1037/0022-0663.95.1.148
   Ginsburg-Block MD, 2006, J EDUC PSYCHOL, V98, P732, DOI 10.1037/0022-0663.98.4.732
   Goodman R, 1998, EUR CHILD ADOLES PSY, V7, P125, DOI 10.1007/s007870050057
   Hampel P, 2006, J ADOLESCENT HEALTH, V38, P409, DOI 10.1016/j.jadohealth.2005.02.014
   Hodges EVE, 1999, J PERS SOC PSYCHOL, V76, P677, DOI 10.1037/0022-3514.76.4.677
   Hodges EVE, 1997, DEV PSYCHOL, V33, P1032, DOI 10.1037//0012-1649.33.6.1032
   Hong JS, 2012, AGGRESS VIOLENT BEH, V17, P311, DOI 10.1016/j.avb.2012.03.003
   Hubbard JA, 2010, J PERS, V78, P95, DOI 10.1111/j.1467-6494.2009.00610.x
   Jaccard J., 2003, Interaction Effects in Multiple Regression
   Johnson D. W., 1989, Cooperation and competition: Theory and research
   Johnson D.W., 2013, Cooperation in the Classroom, V8th
   Johnson DW, 2005, GENET SOC GEN PSYCH, V131, P285, DOI 10.3200/MONO.131.4.285-358
   Johnson DW, 2014, J APPL SOC PSYCHOL, V44, P622, DOI 10.1111/jasp.12280
   JOHNSON DW, 1983, REV EDUC RES, V53, P5, DOI 10.3102/00346543053001005
   Juvonen J, 2011, J EARLY ADOLESCENCE, V31, P152, DOI 10.1177/0272431610379415
   Kendrick K, 2012, J ADOLESCENCE, V35, P1069, DOI 10.1016/j.adolescence.2012.02.014
   Krol K, 2008, EDUC STUD, V34, P343, DOI 10.1080/03055690802257101
   Martinelli V, 2011, EPIDEMIOL PSYCH SCI, V20, P339, DOI 10.1017/S2045796011000461
   Merrell KW, 2008, SCHOOL PSYCHOL QUART, V23, P26, DOI 10.1037/1045-3830.23.1.26
   Mikami Amori Yee, 2005, J Prim Prev, V26, P5, DOI 10.1007/s10935-004-0988-7
   Miller GE, 2011, PSYCHOL BULL, V137, P959, DOI 10.1037/a0024768
   Muris P, 2003, EUR CHILD ADOLES PSY, V12, P1, DOI 10.1007/s00787-003-0298-2
   Olweus D., 1993, BULLYING SCH
   Olweus D, 2010, AM J ORTHOPSYCHIAT, V80, P124, DOI 10.1111/j.1939-0025.2010.01015.x
   Pervanidou P, 2012, METABOLISM, V61, P611, DOI 10.1016/j.metabol.2011.10.005
   Pettigrew T., 2000, REDUCING PREJUDICE D, P93
   Pettigrew TF, 1998, ANNU REV PSYCHOL, V49, P65, DOI 10.1146/annurev.psych.49.1.65
   Pettigrew TF, 2008, EUR J SOC PSYCHOL, V38, P922, DOI 10.1002/ejsp.504
   Piccinelli M, 2000, BRIT J PSYCHIAT, V177, P486, DOI 10.1192/bjp.177.6.486
   Prencipe A, 2011, J EXP CHILD PSYCHOL, V108, P621, DOI 10.1016/j.jecp.2010.09.008
   Robers S., 2013, INDICATORS SCH CRIME
   Roseth CJ, 2008, PSYCHOL BULL, V134, P223, DOI 10.1037/0033-2909.134.2.223
   Rueger SY, 2011, J SCHOOL PSYCHOL, V49, P443, DOI 10.1016/j.jsp.2011.04.005
   Russell ST, 2011, J SCHOOL HEALTH, V81, P223, DOI 10.1111/j.1746-1561.2011.00583.x
   Salmivalli C, 1998, AGGRESSIVE BEHAV, V24, P205, DOI 10.1002/(SICI)1098-2337(1998)24:3<205::AID-AB5>3.0.CO;2-J
   Sebastian C, 2013, BRAIN COGNITION, V83, P92, DOI 10.1016/j.bandc.2013.07.008
   Sebastian C, 2010, BRAIN COGNITION, V72, P134, DOI 10.1016/j.bandc.2009.06.008
   SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571, DOI 10.1037/0022-0663.85.4.571
   Steinberg L, 2001, ANNU REV PSYCHOL, V52, P83, DOI 10.1146/annurev.psych.52.1.83
   Stroud LR, 2009, DEV PSYCHOPATHOL, V21, P47, DOI 10.1017/S0954579409000042
   Sullivan TN, 2006, DEV PSYCHOPATHOL, V18, P119, DOI 10.1017/S095457940606007X
   Thijs J, 2008, J EDUC PSYCHOL, V100, P754, DOI 10.1037/a0013155
   Ttofi M. M., 2008, EFFECTIVENESS OF PRO
   Tucker CM, 2002, PSYCHOL SCHOOLS, V39, P477, DOI 10.1002/pits.10038
   Tynes BM, 2008, J ADOLESCENT HEALTH, V43, P565, DOI 10.1016/j.jadohealth.2008.08.021
   Van Roy B, 2008, J CHILD PSYCHOL PSYC, V49, P1304, DOI 10.1111/j.1469-7610.2008.01942.x
   Van Ryzin MJ, 2018, CHILD DEV, V89, pE459, DOI 10.1111/cdev.12981
   Veenman S, 2002, TEACH TEACH EDUC, V18, P87, DOI 10.1016/S0742-051X(01)00052-X
   Veenstra R, 2007, CHILD DEV, V78, P1843, DOI 10.1111/j.1467-8624.2007.01102.x
NR 74
TC 86
Z9 106
U1 9
U2 128
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD NOV
PY 2018
VL 110
IS 8
BP 1192
EP 1201
DI 10.1037/edu0000265
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GY7LZ
UT WOS:000448793500009
PM 30911200
OA Green Accepted, Bronze
DA 2024-07-15
ER

PT J
AU Iatarola, P
   Schwartz, AE
   Stiefel, L
   Chellman, CC
AF Iatarola, Patrice
   Schwartz, Amy Ellen
   Stiefel, Leanna
   Chellman, Colin C.
TI Small Schools, Large Districts: Small-School Reform and New York City's
   Students
SO TEACHERS COLLEGE RECORD
LA English
DT Article
ID SIZE; ECONOMIES; SCALE; PERFORMANCE; ENROLLMENT; EDUCATION
AB Background/Context: High school reform is currently at the top of the education policy making agenda after years of stagnant achievement and persistent racial and income test score gaps. Although a number of reforms offer some promise of improving U. S. high schools, small schools have emerged as the favored reform model, especially in urban areas, garnering substantial financial investments from both the private and public sectors. In the decade following 1993, the number of high schools in New York City nearly doubled, as new "small" schools opened and large high schools were reorganized into smaller learning communities. The promise of small schools to improve academic engagement, school culture, and, ultimately, student performance has drawn many supporters. However, educators, policy makers, and researchers have raised concerns about the unintended consequences of these new small schools and the possibility that students "left behind" in large, established high schools are incurring negative impacts.
   Research Design: Using 10 years (1993-2003) of data on New York City high schools, we examine the potential systemic effects of small schools that have been identified by critics and researchers. We describe whether small schools, as compared with larger schools, serve an easier-to-educate student body, receive more resources, use those resources differently, and have better outcomes. Further, we examine whether there have been changes in segregation and resource equity across the decade contemporaneous with small-school reform efforts.
   Findings/Results: We find that, although small schools do have higher per-pupil expenditures, lower pupil-teacher ratios, and a smaller share of special education students than larger schools, their students are disproportionately limited English proficient and poor, and their incoming students have lower test scores. Thus, the evidence is mixed with respect to claims that small schools serve an easier-to-educate student body. Systemwide, we find that segregation is relatively stable, and although there have been some changes in the distribution of resources, they are relatively modest.
   Conclusions/Recommendations: If small schools do eventually promote higher achievement (considering their student mix and other factors that differentiate them from larger schools), many more will be needed to house the 91.5% of the students still attending large schools. Otherwise, strategies that work for the vast majority of students who do not attend small schools will need to be identified and implemented.
C1 [Iatarola, Patrice] Florida State Univ, Tallahassee, FL 32306 USA.
   [Schwartz, Amy Ellen] NYU, Inst Educ & Social Policy, New York, NY 10003 USA.
   [Schwartz, Amy Ellen] NYU, Steinhardt Sch Educ, New York, NY 10003 USA.
   [Schwartz, Amy Ellen; Stiefel, Leanna; Chellman, Colin C.] NYU, Wagner Sch Publ Serv, New York, NY 10003 USA.
C3 State University System of Florida; Florida State University; New York
   University; New York University; New York University
RP Iatarola, P (corresponding author), Florida State Univ, Tallahassee, FL 32306 USA.
RI Stiefel, Leanna/K-9392-2019; Chellman, Colin/KFT-3325-2024
CR Andrews M, 2002, ECON EDUC REV, V21, P245, DOI 10.1016/S0272-7757(01)00006-1
   ARCHER J, 2003, ED WEEK         0924, P1
   ARCHER J, 2003, ED WEEK         0924, P16
   ARCHER J, 2003, ED WEEK         0924, P14
   BANCHERO S, 2006, CHICAGO TRIBUNE 0508, P1
   Barker R., 1964, BIG SCH SMALL SCH
   BEE M, 1985, APPL ECON, V17, P281, DOI 10.1080/00036848500000025
   BHATT S, 2005, SEATTLE TIMES   0503, pB4
   Bickel R., 2001, Educational Policy Analysis Archives, V9
   Bloom D.E., 2006, Educating All Children: A Global Agenda, P34
   BLOOMFIELD DC, 2005, POLITICS ED ASS B, V30, P6
   Bradford DavidF., 1974, Redistribution Through Public Choice, P43
   CALLAN SJ, 1990, SOUTHERN ECON J, V57, P468, DOI 10.2307/1060624
   CAVANAGH S, 2004, ED WEEK         0908, P1
   CAVANAGH S, 2004, ED WEEK         0908, P35
   Chabotar K. J, 1989, ECON EDUC REV, V8, P169
   Clotfelter CT, 2001, J POLICY ANAL MANAG, V20, P199, DOI 10.1002/pam.2022
   Clotfelter CT., 2004, BROWN RISE RETREAT S
   COHN E, 1968, J HUM RESOUR, V3, P422, DOI 10.2307/144795
   Conant J.B., 1959, AM HIGH SCH TODAY
   CORTESE CF, 1976, AM SOCIOL REV, V41, P630, DOI 10.2307/2094840
   Cotton K., 2001, NEW SMALLER LEARNING
   Cotton K., 1996, School Size, School Climate, and Student Performance, School Improvement Research Series
   Cutler DM, 1997, Q J ECON, V112, P827, DOI 10.1162/003355397555361
   Driscoll D, 2003, ECON EDUC REV, V22, P193, DOI 10.1016/S0272-7757(02)00002-X
   Entwisle D.R., 1990, A t the threshold: The developing adolescent, P197
   Foreman-Peck J, 2006, ECON EDUC REV, V25, P157, DOI 10.1016/j.econedurev.2005.01.004
   Fowler W.J., 1991, EDUC EVAL POLICY AN, V13, P189, DOI DOI 10.3102/01623737013002189
   Fowler W.J., 1992, ANN M AM ED RES ASS
   Friedkin N.E., 1988, EDUC EVAL POLICY AN, V10, P237
   Gottfredson G.D., 1985, VICTIMIZATION SCH
   Greene J.P., 2001, HIGH SCH GRADUATION
   Hall D., 2005, GETTING HONEST GRAD
   Haller E.J., 1990, EDUC EVAL POLICY AN, V12, P109
   HALLER EJ, 1992, EDUC EVAL POLICY AN, V14, P145, DOI 10.3102/01623737014002145
   Hammack F.M., 2004, The comprehensive high school today
   Heinesen E, 2005, ECON EDUC REV, V24, P677, DOI 10.1016/j.econedurev.2004.10.002
   HERSZENHORN D, 2006, NY TIMES        0630, pB1
   HERSZENHORN D, 2005, NY TIMES        0808, pA1
   Howley C., 2000, RES SCH SIZE SCH PER
   IATAROLA P, 2001, ECON EDUC REV, V22, P69
   KAREY K, 2002, STATE POVERTY BASED
   KORNBLUT AE, 2005, NY TIMES        0113, pA26
   KUMAR RC, 1983, APPL ECON, V15, P323, DOI 10.1080/00036848300000004
   Kuziemko I, 2006, ECON EDUC REV, V25, P63, DOI 10.1016/j.econedurev.2004.10.003
   LEE VE, 1995, SOCIOL EDUC, V68, P241, DOI 10.2307/2112741
   Lee VE, 1997, EDUC EVAL POLICY AN, V19, P205
   Lee VE, 2003, AM EDUC RES J, V40, P353, DOI 10.3102/00028312040002353
   Lindsay P., 1982, EDUC EVAL POLICY AN, P57, DOI DOI 10.3102/01623737004001057
   McMillen B.J., 2004, Education Policy Analysis Archives, V12
   MERL J, 2005, LOS ANGELES TIM 0815, P3
   Miao J., 2004, ED POLICY ANAL ARCH, V12
   MONK DH, 1993, AM EDUC RES J, V30, P3, DOI 10.3102/00028312030001003
   *NAT ASS ED PROGR, 2004, NAT REP CARD
   Odden A., 2003, School finance: A policy perspective, V3rd
   Orfield G., 2004, BROWN 50 KINGS DREAM
   Page L., 2002, National evaluation for smaller learning communities
   PAULSON A, 2002, CHRISTIAN SCI M 1022, P16
   Pitman R., 1987, EDUC EVAL POLICY AN, V9, P337, DOI [10.3102/01623737009004337, DOI 10.3102/01623737009004337]
   Ravitch D., 2005, The Washington Post, pB7
   Raywid M.A., 1999, Current literature on small schools
   Raywid M.A., 1996, Taking stock: The movement to create mini-schools, schoolswithin-schools, and separate small schools
   Ready DD, 2004, TEACH COLL REC, V106, P1989, DOI 10.1111/j.1467-9620.2004.00424.x
   RIEW J, 1966, REV ECON STAT, V48, P280, DOI 10.2307/1927083
   Riew J., 1986, Journal of Education Finance, V11, P433
   ROBELEN EW, 2006, ED WEEK         0503, P20
   ROBELEN EW, 2006, ED WEEK         0503, P1
   Schemo Diana Jean, 2003, NEW YORK TIMES  1203, pA1
   Stiefel L, 2005, EDUC URBAN SOC, V37, P151, DOI 10.1177/0013124504271558
   Stiefel L, 2000, EDUC EVAL POLICY AN, V22, P27, DOI 10.3102/01623737022001027
   Swanson C.B., 2003, KEEPING COUNT LOSING
   *USDA, 1994, SCH LUNCH EL NONP FI
   WATT PA, 1980, APPL ECON, V12, P235, DOI 10.1080/00036848000000027
   Watt TT, 2003, SOCIOL EDUC, V76, P344, DOI 10.2307/1519870
   2005, HIGH SCH REFORM DISC
NR 75
TC 20
Z9 48
U1 0
U2 14
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0161-4681
EI 1467-9620
J9 TEACH COLL REC
JI Teach. Coll. Rec.
PY 2008
VL 110
IS 9
BP 1837
EP 1878
PG 42
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 492XK
UT WOS:000269695700005
DA 2024-07-15
ER

PT J
AU Koorts, H
   Naylor, PJ
   Laws, R
   Love, P
   Maple, JL
   van Nassau, F
AF Koorts, Harriet
   Naylor, Patti-Jean
   Laws, Rachel
   Love, Penelope
   Maple, Jaimie-Lee
   van Nassau, Femke
TI What hinders and helps academics to conduct Dissemination and
   Implementation (D&I) research in the field of nutrition and physical
   activity? An international perspective
SO INTERNATIONAL JOURNAL OF BEHAVIORAL NUTRITION AND PHYSICAL ACTIVITY
LA English
DT Article
DE Implementation; Dissemination; Translation; Physical activity;
   Nutrition; Academia; Barriers; Facilitators; Real-world
AB Background Ineffective research-practice translation is a major challenge to population health improvement. This paper presents an international perspective on the barriers and facilitators associated with the uptake of and engagement in Dissemination and Implementation (D&I) research in the fields of physical activity and nutrition. Methods A mixed methods study involving participants from the International Society for Behavioral Nutrition and Physical Activity (ISBNPA) network. Participants completed an online survey (May-July 2018) and/or participated in a focus group during the annual ISBNPA conference (June 2018). Descriptive statistics were generated for quantitative online and pre-focus group survey data. Fisher's exact tests investigated associations of (i) length of time in academia, (ii) career stage and (iii) country of work, and agreement with 'perceptions of D&I'. Qualitative data were analysed thematically. Results In total, 141 participants responded to the survey (76% female, 21% aged 35-39 years, 14 countries represented) and 25 participated in focus groups (n = 3). Participants self-identified as having knowledge (48%), skills (53%) and experience supporting others (40%) to conduct D&I research. The majority (96%) perceived D&I was important, with 66% having organizational support for D&I, yet only 52% reported prioritizing D&I research. Perceptions of D&I differed by length of time in academia, career stage and country of work. Barriers included: (i) lack of D&I expertise; (ii) lack of organisational support/value for D & I; (iii) embedded scientific beliefs/culture; (iv) methodological challenges with D&I research; (v) funding/publishing priorities and; (vi) academic performance structures. Facilitators included: (i) increased presence/value of D & I; (ii) collective advocacy; (iii) organisational support for D & I; (iv) recruitment of D&I scientists and; (v) restructure of academic performance models, funding/publishing criteria. Conclusions Individual, organisational and system-wide factors hindered academics' engagement with and support for D&I research, which was perceived to reduce opportunities for research-practice translation. Factors were mostly consistent across countries and individual career stages/time spent in academia. Embedding D&I early within academic training, and system-wide reorientation of academic performance and funding structures to promote and facilitate D&I research, are some of the necessary actions to reduce the research-practice gap. Consistent with public health more broadly, these changes are long overdue in the fields of physical activity and nutrition.
C1 [Koorts, Harriet; Laws, Rachel; Love, Penelope; Maple, Jaimie-Lee] Deakin Univ, Sch Exercise & Nutr Sci, IPAN, Geelong, Vic, Australia.
   [Naylor, Patti-Jean] Univ Victoria, Sch Exercise Sci Phys & Hlth Educ, Victoria, BC, Canada.
   [van Nassau, Femke] Vrije Univ Amsterdam, Amsterdam UMC, Dept Publ & Occupat Hlth, Amsterdam, Netherlands.
   [van Nassau, Femke] Vrije Univ Amsterdam, Amsterdam UMC, Amsterdam Publ Hlth Res Inst, Amsterdam, Netherlands.
C3 Deakin University; University of Victoria; Vrije Universiteit Amsterdam;
   University of Amsterdam; University of Amsterdam; Vrije Universiteit
   Amsterdam
RP Koorts, H (corresponding author), Deakin Univ, Sch Exercise & Nutr Sci, IPAN, Geelong, Vic, Australia.
EM h.koorts@deakin.edu.au
RI Love, Penelope/AFK-2081-2022; Laws, Rachel/P-4948-2016
OI Love, Penelope/0000-0002-1244-3947; Laws, Rachel/0000-0003-4328-1116;
   Maple, Jaimie-Lee/0000-0002-5938-1990; Koorts,
   Harriet/0000-0003-1303-6064
FU International Society for Behavioral Nutrition and Physical Activity
   (ISBNPA) Special Interest Group (SIG)
FX This project was funded by the International Society for Behavioral
   Nutrition and Physical Activity (ISBNPA) Special Interest Group (SIG)
   project funding scheme (2017-18).
CR [Anonymous], 2010, SAGE HDB MIXED METHO, V2nd, DOI DOI 10.4135/9781506335193
   Balas E A, 2000, Yearb Med Inform, P65
   Birken SA, 2017, IMPLEMENT SCI, V12, DOI 10.1186/s13012-017-0656-y
   Burnard P, 1991, Nurse Educ Today, V11, P461, DOI 10.1016/0260-6917(91)90009-Y
   Chalmers I, 2009, LANCET, V374, P86, DOI 10.1016/S0140-6736(09)60329-9
   Creswell W., 2009, Research design: Qualitative, quantitative, and mixed methods approaches, V3rd, DOI [10.1063/1.1150549, DOI 10.1063/1.1150549]
   Derman RJ, 2018, REPROD HEALTH, V15, DOI 10.1186/s12978-018-0538-z
   Eccles MP, 2006, IMPLEMENT SCI, V1, DOI 10.1186/1748-5908-1-28
   Ginossar T, 2018, J MED EDUC CURRIC DE, V5, DOI 10.1177/2382120518761875
   Glasgow RE, 2003, AM J PUBLIC HEALTH, V93, P1261, DOI 10.2105/AJPH.93.8.1261
   Hansen E.C., 2006, Successful qualitative health research: a practical introduction
   Hawwash D, 2019, P NUTR SOC, V78, P475, DOI 10.1017/S002966511900051X
   Jago R, 2018, INT J BEHAV NUTR PHY, V15, DOI 10.1186/s12966-018-0739-4
   Koorts H, 2018, INT J BEHAV NUTR PHY, V15, DOI 10.1186/s12966-018-0678-0
   Meissner HI, 2013, IMPLEMENT SCI, V8, DOI 10.1186/1748-5908-8-12
   Monge-Rojas R, 2009, J NUTR EDUC BEHAV, V41, P152, DOI 10.1016/j.jneb.2008.03.002
   Proctor EK, 2017, TRANSL BEHAV MED, V7, P624, DOI 10.1007/s13142-016-0406-8
   Tabak RG, 2017, AM J PREV MED, V52, pS322, DOI 10.1016/j.amepre.2016.10.005
   Tabak RG, 2012, AM J PREV MED, V43, P337, DOI 10.1016/j.amepre.2012.05.024
   Weed M, 2016, INT J SPORT POLICY P, V8, P559, DOI 10.1080/19406940.2016.1235600
   Yardley, 2004, RES METHODS CLIN HLT, DOI DOI 10.4135/9781849209793
NR 21
TC 16
Z9 19
U1 1
U2 6
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1479-5868
J9 INT J BEHAV NUTR PHY
JI Int. J. Behav. Nutr. Phys. Act.
PD JAN 16
PY 2020
VL 17
IS 1
AR 7
DI 10.1186/s12966-020-0909-z
PG 12
WC Nutrition & Dietetics; Physiology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Nutrition & Dietetics; Physiology
GA KM0UN
UT WOS:000513832700002
PM 31948456
OA Green Published, Green Accepted, gold
DA 2024-07-15
ER

PT J
AU Jackson, R
   Jordan, JT
AF Jackson, Rebecca
   Jordan, Joshua T.
TI Reliable change in developmental outcomes of Brain Balance<SUP>®</SUP>
   participants stratified by baseline severity
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE intervention; childhood; behavior; emotionality; academic; reading;
   motor; social
ID WORKING-MEMORY; COGNITIVE-ABILITIES; PRIMITIVE REFLEXES;
   ATTENTION-DEFICIT; MOTOR-SKILLS; CHILDREN; HYPERACTIVITY; ADOLESCENTS;
   YOUNG; INTERVENTIONS
AB The effects of comprehensive multimodal programs on developmental outcomes have not been well-studied. Emerging evidence suggests a possible role for the Brain Balance (R) (BB) program, a multimodal training program, in serving as a nonpharmacologic approach to addressing cognitive, attentional, and emotional issues in youth. In this analysis, we examined the effects of 3 months of participation in the BB program on the outcomes of children and adolescents with developmental difficulties (N = 4,041; aged 4-18 years; 69.7% male). Parent-rated scores on the Brain Balance-Multidomain Developmental Survey (BB-MDS) were used to assess six areas at baseline and post-program: (1) negative emotionality; (2) reading/writing difficulties; (3) hyperactive/disruptive behavior; (4) academic disengagement; (5) motor/coordination problems; and (6) social communication problems. To estimate change from pre- to post-program, we calculated effect size (Cohen's d) and the Reliable Change Index (RCI) for groups stratified by baseline severity. There was a very large effect size for the moderate/high severity (d = 1.63) and extreme severity (d = 2.08) groups, and a large effect size for the mild severity group (d = 0.87). The average percentage of participants who observed reliable change over all BB-MDS domains was 60.1% (RCICTT) for extreme severity, 46.6% (RCICTT) for moderate/high severity, and 21.1% (RCICTT) for baseline mild severity. In additional assessments of primitive reflexes and sensory motor activity, students demonstrated significantly diminished primitive reflexes from pre- to post-participation and significant improvements in sensory motor skills including fine motor skills, gait and aerobic ability, proprioception, rhythm and timing, and eye-gaze stability. Overall, these results demonstrate improvements in primitive reflex integration and sensory motor skills, as well as statistically significant reliable change in emotionality, reading/writing, behavior, academic engagement, motor skills, and social communication in BB participants from pre- to post-program, with the probability and degree of change increasing as the participants' baseline severity increases. These results contribute to the growing literature on the need for evidence-based nonpharmacologic approaches to addressing developmental issues. Future research with well-controlled designs, longitudinal follow-up, implementation across settings, and participant groups in which diagnoses are known, will help to more fully characterize the effects of the BB program.
C1 [Jackson, Rebecca] Brain Balance Achievement Ctr, Naperville, IL 60540 USA.
   [Jordan, Joshua T.] Dominican Univ Calif, Dept Psychol, San Rafael, CA USA.
RP Jackson, R (corresponding author), Brain Balance Achievement Ctr, Naperville, IL 60540 USA.
EM rjackson@brainbalancecenters.com
OI Jackson, Rebecca/0000-0002-4873-4359
FU The authors thank Azra Jaferi PhD for editorial direction in scientific
   manuscript writing and Joaquin Anguera PhD for overall scientific
   guidance and feedback.
FX The authors thank Azra Jaferi PhD for editorial direction in scientific
   manuscript writing and Joaquin Anguera PhD for overall scientific
   guidance and feedback.
CR Adolph Karen E, 2020, Nestle Nutr Inst Workshop Ser, V95, P136, DOI 10.1159/000511511
   Arons BS, 2002, J DEV BEHAV PEDIATR, V23, pS57, DOI 10.1097/00004703-200202001-00010
   Ash SE, 2009, CHILD ADOLESC SOC WO, V26, P399, DOI 10.1007/s10560-009-0171-3
   Ash T, 2017, J DEV BEHAV PEDIATR, V38, P431, DOI 10.1097/DBP.0000000000000452
   Bayo-Tallón V, 2020, SAGE OPEN, V10, DOI 10.1177/2158244020983023
   Beck SJ, 2010, J CLIN CHILD ADOLESC, V39, P825, DOI 10.1080/15374416.2010.517162
   Bediou B, 2018, PSYCHOL BULL, V144, P77, DOI 10.1037/bul0000130
   Ben Itzchak E, 2011, RES AUTISM SPECT DIS, V5, P345, DOI 10.1016/j.rasd.2010.04.018
   Bob P, 2021, FRONT PSYCHIATRY, V12, DOI 10.3389/fpsyt.2021.430685
   Boon AE, 2019, PSYCHIAT RES, V281, DOI 10.1016/j.psychres.2019.112587
   BUITELAAR JK, 1995, J AM ACAD CHILD PSY, V34, P1025, DOI 10.1097/00004583-199508000-00012
   Bull R, 2008, DEV NEUROPSYCHOL, V33, P205, DOI 10.1080/87565640801982312
   Cameron CE, 2016, CHILD DEV PERSPECT, V10, P93, DOI 10.1111/cdep.12168
   Chalmers RP, 2012, J STAT SOFTW, V48, P1
   Chandradasa Miyuru, 2020, Nurs Child Young People, V32, P37, DOI 10.7748/ncyp.2019.e1132
   Chinello A, 2018, RES DEV DISABIL, V83, P287, DOI 10.1016/j.ridd.2016.07.010
   Cooper BR, 2014, EARLY EDUC DEV, V25, P1248, DOI 10.1080/10409289.2014.932236
   Cordier R, 2017, DYSPHAGIA, V32, P250, DOI 10.1007/s00455-016-9754-2
   Cross SP, 2018, PSYCHIAT SERV, V69, P555, DOI 10.1176/appi.ps.201700046
   Cuijpers P, 2023, EUR CHILD ADOLES PSY, V32, P177, DOI 10.1007/s00787-021-01884-6
   Davis AS, 2009, ARCH CLIN NEUROPSYCH, V24, P273, DOI 10.1093/arclin/acp032
   Diamond A, 2000, CHILD DEV, V71, P44, DOI 10.1111/1467-8624.00117
   Duncan C, 2020, PSYCHOL PSYCHOTHER-T, V93, P36, DOI 10.1111/papt.12206
   Embretson S. E., 2000, Psychology Press, DOI DOI 10.4324/9781410605269
   Fisher M, 2015, SCHIZOPHRENIA BULL, V41, P250, DOI 10.1093/schbul/sbt232
   Fong SSM, 2016, SCI REP-UK, V6, DOI 10.1038/srep20945
   Geertsen SS, 2016, PLOS ONE, V11, DOI 10.1371/journal.pone.0161960
   Gieysztor EZ, 2018, ARCH MED SCI, V14, P167, DOI 10.5114/aoms.2016.60503
   Graziano PA, 2007, J SCHOOL PSYCHOL, V45, P3, DOI 10.1016/j.jsp.2006.09.002
   Grigg TM, 2018, J CHILD HEALTH CARE, V22, P406, DOI 10.1177/1367493518760736
   Hadders-Algra M, 2016, DEV MED CHILD NEUROL, V58, P1, DOI 10.1111/dmcn.13038
   Hajovsky DB, 2018, J SCHOOL PSYCHOL, V67, P104, DOI 10.1016/j.jsp.2017.09.001
   Jabrayilov R, 2016, APPL PSYCH MEAS, V40, P559, DOI 10.1177/0146621616664046
   Jackson R., 2020, J MENTAL HLTH CLIN P, V4, P10, DOI [10.29245/2578-2959/2019/1.1192, DOI 10.29245/2578-2959/2019/1.1192]
   Jackson R., 2021, Journal of Advances in Medicine and Medical Research, V33, P27, DOI [10.9734/jammr/2021/v331630857, DOI 10.9734/JAMMR/2021/V33I630857, https://doi.org/10.9734/jammr/2021/v33i630857]
   Jackson R, 2023, CURR PSYCHOL, V42, P32483, DOI 10.1007/s12144-023-04248-2
   Jackson R, 2022, HUM SOC SCI COMMUN, V9, DOI 10.1057/s41599-022-01333-y
   JACOBSON NS, 1991, J CONSULT CLIN PSYCH, V59, P12, DOI 10.1037/0022-006X.59.1.12
   Jeffries LM, 2019, PHYS THER, V99, P98, DOI 10.1093/ptj/pzy123
   Klingberg T, 2005, J AM ACAD CHILD PSY, V44, P177, DOI 10.1097/00004583-200502000-00010
   Kobel S, 2020, FRONT PUBLIC HEALTH, V8, DOI 10.3389/fpubh.2020.00219
   Konicarova J, 2013, NEUROPSYCH DIS TREAT, V9, P1457, DOI 10.2147/NDT.S49343
   Kruijt A.-W., 2021, AWKruijt/JT-RCI: obtain and plot Jacobson-Truax and reliable change indices version 0.1.0 from GitHub
   Liew J, 2018, EARLY EDUC DEV, V29, P909, DOI 10.1080/10409289.2018.1500513
   Lundervold AJ, 2017, PLOS ONE, V12, DOI 10.1371/journal.pone.0188310
   Macdonald K, 2018, INT J ENV RES PUB HE, V15, DOI 10.3390/ijerph15081603
   Mancini VO, 2018, BRIT J EDUC PSYCHOL, V88, P363, DOI 10.1111/bjep.12187
   McClelland MM, 2000, EARLY CHILD RES Q, V15, P307, DOI 10.1016/S0885-2006(00)00069-7
   McElroy E, 2019, ECLINICALMEDICINE, V8, P29, DOI 10.1016/j.eclinm.2019.02.009
   McPhillips M, 2004, DYSLEXIA, V10, P316, DOI 10.1002/dys.282
   Myer GD, 2011, PHYSICIAN SPORTSMED, V39, P74, DOI 10.3810/psm.2011.02.1854
   Oei AC, 2013, PLOS ONE, V8, DOI 10.1371/journal.pone.0058546
   Padmanabha H, 2019, INDIAN J PEDIATR, V86, P18, DOI 10.1007/s12098-018-2747-4
   Posner MI, 2015, CURR OPIN BEHAV SCI, V4, P1, DOI 10.1016/j.cobeha.2014.12.008
   Qian X, 2018, TRANSL PSYCHIAT, V8, DOI 10.1038/s41398-018-0213-8
   R Core Team, 2020, METH REF
   Reed P, 2012, BRIT J SPEC EDUC, V39, P130, DOI 10.1111/j.1467-8578.2012.00549.x
   Revelle William, 2024, CRAN
   Robert MP, 2014, DEV MED CHILD NEUROL, V56, P595, DOI 10.1111/dmcn.12384
   Rosen PJ, 2019, COGN BEHAV PRACT, V26, P522, DOI 10.1016/j.cbpra.2018.04.002
   Salla J, 2016, EUR CHILD ADOLES PSY, V25, P1195, DOI 10.1007/s00787-016-0843-4
   Sánchez-Pérez N, 2019, FRONT BEHAV NEUROSCI, V13, DOI 10.3389/fnbeh.2019.00247
   Shaffer RJ, 2001, AM J OCCUP THER, V55, P155, DOI 10.5014/ajot.55.2.155
   Sigafoos J, 2021, CURR DEV DISORD REP, V8, P98, DOI 10.1007/s40474-021-00232-2
   Squillace M, 2015, OCCUP THER HEALTH CA, V29, P77, DOI 10.3109/07380577.2014.967441
   Surburg P R, 1999, Laterality, V4, P333
   Tang YY, 2007, P NATL ACAD SCI USA, V104, P17152, DOI 10.1073/pnas.0707678104
   Taub GE, 2008, SCHOOL PSYCHOL QUART, V23, P187, DOI 10.1037/1045-3830.23.2.187
   Taylor JH, 2018, J CLIN CHILD ADOLESC, V47, P266, DOI 10.1080/15374416.2017.1371028
   Taylor M., 2004, INT J SPEC EDUC, V19, P23
   Teicher MH, 2023, PSYCHIAT RES, V319, DOI 10.1016/j.psychres.2022.114973
   Teitelbaum O, 2004, P NATL ACAD SCI USA, V101, P11909, DOI 10.1073/pnas.0403919101
   Thoder V.J., 2010, International Journal of Behavioral Consultation Therapy, V6, P45, DOI [10.1037/h0100897, DOI 10.1037/H0100897]
   Thorell LB, 2009, DEVELOPMENTAL SCI, V12, P106, DOI 10.1111/j.1467-7687.2008.00745.x
   Torchiano Marco, 2016, Zenodo
   Trecroci A, 2015, J SPORT SCI MED, V14, P792
   Vaivada T, 2017, PEDIATRICS, V140, DOI 10.1542/peds.2016-4308
   Wang SD, 2001, APPL PSYCH MEAS, V25, P317, DOI 10.1177/01466210122032163
   Wolpert M, 2015, CHILD ADOL MENT H-UK, V20, P94, DOI 10.1111/camh.12080
   Woo CC, 2015, BEHAV NEUROSCI, V129, P412, DOI 10.1037/bne0000068
   Zachor DA, 2010, RES AUTISM SPECT DIS, V4, P425, DOI 10.1016/j.rasd.2009.10.013
NR 81
TC 0
Z9 0
U1 1
U2 1
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD AUG 22
PY 2023
VL 14
AR 1171936
DI 10.3389/fpsyg.2023.1171936
PG 15
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA S3BP1
UT WOS:001069959400001
PM 37674742
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Zhang, YC
   Cook, CR
   Azad, GF
   Larson, M
   Merle, JL
   Thayer, J
   Pauls, A
   Lyon, AR
AF Zhang, Yanchen
   Cook, Clayton R.
   Azad, Gazi F.
   Larson, Madeline
   Merle, James L.
   Thayer, Jordan
   Pauls, Alex
   Lyon, Aaron R.
TI A Pre-Implementation Enhancement Strategy to Increase the Yield of
   Training and Consultation for School-Based Behavioral Preventive
   Practices: a Triple-Blind Randomized Controlled Trial
SO PREVENTION SCIENCE
LA English
DT Article
DE Implementation strategy; Theory of planned behavior; Intentions to
   implement; Intervention fidelity; School-based behavioral preventive
   practices
ID EXTERNALIZING BEHAVIOR; CLASSROOM MANAGEMENT; PLANNED BEHAVIOR; TEACHER
   SUPPORT; INTERVENTIONS; SCIENCE; QUALITY; ASSOCIATIONS; ENGAGEMENT;
   PROGRAMS
AB As the most common setting where youth access behavioral healthcare, the education sector frequently employs training and follow-up consultation as cornerstone implementation strategies to promote the implementation of evidence-based practices (EBPs). However, these strategies alone are not sufficient to promote desirable implementation (e.g., intervention fidelity) and youth behavioral outcomes (e.g., mitigated externalizing behaviors). Theory-informed pragmatic pre-implementation enhancement strategies (PIES) are needed to prevent the lackluster outcomes of training and consultation. Specifically, social cognitive theory explicates principles that inform the design of PIES content and specify mechanisms of behavior change (e.g., "intentions to implement" (ITI)) to target increasing providers' responsiveness to training and consultation. This triple-blind parallel randomized controlled trial preliminarily examined the efficacy of a pragmatic PIES based on social cognitive theories (SC-PIES) to improve implementation and youth behavioral outcomes from universal preventive EBPs in the education sector. Teachers from a diverse urban district were recruited and randomly assigned to the treatment (SC-PIES; n(treatment) = 22) or active control condition (administrative meeting; n(control) = 21). Based on the condition assigned, teachers received the SC-PIES or met with administrators before their EBP training. We assessed teachers' ITI, intervention fidelity, and youth behavioral outcome (academic engagement as an incompatible behavior to externalizing disorders) at baseline, immediately after training, and 6 weeks afterward. A series of ANCOVAs detected sizeable effects of SC-PIES, where teachers who received SC-PIES demonstrated significantly larger improvement in their ITI, intervention fidelity, and youth behaviors as compared to the control. Conditional analyses indicated that teachers' ITI partially mediated the effect of SC-PIES on intervention fidelity, which in turn led to improved youth behaviors. Findings suggest that theory-informed pragmatic PIES targeting providers' ITI can boost their responsiveness to implementation strategies, as reflected in improved implementation behaviors and youth behavioral outcomes. The results have implications for targeting motivational mechanisms of behavior change and situating preventive implementation strategies at the intersection between the preparation and active implementation stages of an implementation process. Limitations and implications for research and practice are discussed. Clinicaltrials.gov: NCT05240222. Registered on: 2/14/2022. Retrospectively registered.
C1 [Zhang, Yanchen; Pauls, Alex] Univ Iowa, Dept Psychol & Quantitat Fdn, 361 Lindquist Ctr, Iowa City, IA 52242 USA.
   [Cook, Clayton R.; Thayer, Jordan] Univ Minnesota, Dept Educ Psychol, 341 Educ Sci Bldg,56 East River Rd, Minneapolis, MN 55455 USA.
   [Azad, Gazi F.] Columbia Univ, Vagelos Coll Phys & Surg, 1051 Riverside Dr, New York, NY 10032 USA.
   [Larson, Madeline] Univ Minnesota, Ctr Appl Res & Educ Improvement, 1954 Buford Ave,Suite 425, St Paul, MN 55108 USA.
   [Merle, James L.] Univ Utah, Sch Med, Dept Populat Hlth Sci, 295 Chipeta Way, Salt Lake City, UT 84108 USA.
   [Lyon, Aaron R.] Univ Washington, Dept Psychiat & Behav Sci, Box 354920,6200 NE 74th St,Suite 110, Seattle, WA 98115 USA.
C3 University of Iowa; University of Minnesota System; University of
   Minnesota Twin Cities; Columbia University; University of Minnesota
   System; University of Minnesota Twin Cities; Utah System of Higher
   Education; University of Utah; University of Washington; University of
   Washington Seattle
RP Zhang, YC (corresponding author), Univ Iowa, Dept Psychol & Quantitat Fdn, 361 Lindquist Ctr, Iowa City, IA 52242 USA.
EM yanchen-zhang@uiowa.edu; crcook@umn.edu; gfa2111@cumc.columbia.edu;
   lars5424@umn.edu; james.merle@utah.edu; thaye053@umn.edu;
   alex-pauls@uiowa.edu; lyona@uw.edu
RI Zhang, Yanchen/S-8158-2019
OI Zhang, Yanchen/0000-0003-1756-1077
CR Abry T, 2013, J SCHOOL PSYCHOL, V51, P437, DOI 10.1016/j.jsp.2013.03.001
   Altikriti S, 2023, CRIME DELINQUENCY, V69, P1209, DOI 10.1177/00111287211057862
   Anderson SF, 2017, MULTIVAR BEHAV RES, V52, P305, DOI 10.1080/00273171.2017.1289361
   Aronson J, 2002, J EXP SOC PSYCHOL, V38, P113, DOI 10.1006/jesp.2001.1491
   BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037/0022-3514.51.6.1173
   BENJAMINI Y, 1995, J R STAT SOC B, V57, P289, DOI 10.1111/j.2517-6161.1995.tb02031.x
   Bevilacqua L, 2018, EUR CHILD ADOLES PSY, V27, P1239, DOI 10.1007/s00787-017-1053-4
   Birken SA, 2020, IMPLEMENT SCI, V15, DOI 10.1186/s13012-020-01040-9
   Blackwell LS, 2007, CHILD DEV, V78, P246, DOI 10.1111/j.1467-8624.2007.00995.x
   Bolin JH, 2014, J EDUC MEAS, V51, P335, DOI 10.1111/jedm.12050
   Brownson RC, 2017, Dissemination and implementation research in health: translating science to practice, DOI DOI 10.1093/OSO/9780190683214.003.0029
   Brownson RC, 2018, J PUBLIC HEALTH MAN, V24, P102, DOI 10.1097/PHH.0000000000000673
   Chafouleas S.M., 2011, Education and Treatment of Children, V34, P575, DOI [10.1353/etc.2011.0034, DOI 10.1353/ETC.2011.0034]
   Christofferson M, 2015, PSYCHOL SCHOOLS, V52, P248, DOI 10.1002/pits.21819
   Cialdini RB, 2001, SCI AM, V284, P76, DOI 10.1038/scientificamerican0201-76
   Cialdini RB, 2004, ANNU REV PSYCHOL, V55, P591, DOI 10.1146/annurev.psych.55.090902.142015
   Collier-Meek MA, 2017, SCHOOL PSYCHOL REV, V46, P379, DOI 10.17105/SPR-2017-0028.V46-4
   Cook CR, 2019, PREV SCI, V20, P914, DOI 10.1007/s11121-019-01017-1
   Cook CR, 2018, J POSIT BEHAV INTERV, V20, P149, DOI 10.1177/1098300717753831
   Cook CR, 2015, SCHOOL PSYCHOL QUART, V30, P166, DOI 10.1037/spq0000102
   Danga L.A., 2014, BENIN J ED STUDIES, V23, P29
   Diaz A, 2017, J RES PERS, V67, P3, DOI 10.1016/j.jrp.2015.11.002
   Dickie J, 2014, LITERACY, V48, P32, DOI 10.1111/lit.12023
   Duong MT, 2021, ADM POLICY MENT HLTH, V48, P420, DOI 10.1007/s10488-020-01080-9
   Dusenbury L, 2005, HEALTH EDUC RES, V20, P308, DOI 10.1093/her/cyg134
   Edmunds JM, 2013, CLIN PSYCHOL-SCI PR, V20, P152, DOI 10.1111/cpsp.12031
   Eisman AB, 2020, IMPLEMENT SCI, V15, DOI 10.1186/s13012-020-01069-w
   Elston Dirk M, 2021, J Am Acad Dermatol, DOI 10.1016/j.jaad.2021.06.025
   Faul F, 2007, BEHAV RES METHODS, V39, P175, DOI 10.3758/BF03193146
   Fazel M, 2014, LANCET PSYCHIAT, V1, P377, DOI 10.1016/S2215-0366(14)70312-8
   Filter KJ, 2019, REM SPEC EDUC, V40, P40, DOI 10.1177/0741932518775735
   Fiorilli C, 2020, SUSTAINABILITY-BASEL, V12, DOI 10.3390/su12166345
   Fishman J, 2021, IMPLEMENT SCI, V16, DOI 10.1186/s13012-021-01153-9
   Glasgow RE, 2013, HEALTH EDUC BEHAV, V40, P257, DOI 10.1177/1090198113486805
   Godin G, 1996, AM J HEALTH PROMOT, V11, P87, DOI 10.4278/0890-1171-11.2.87
   Godin G, 2008, IMPLEMENT SCI, V3, DOI 10.1186/1748-5908-3-36
   Hayes AF, 2007, BEHAV RES METHODS, V39, P709, DOI 10.3758/BF03192961
   Kazdin AE, 2007, ANNU REV CLIN PSYCHO, V3, P1, DOI 10.1146/annurev.clinpsy.3.022806.091432
   Kincaid D, 2007, J POSIT BEHAV INTERV, V9, P174, DOI 10.1177/10983007070090030501
   Kortteisto T, 2010, IMPLEMENT SCI, V5, DOI 10.1186/1748-5908-5-51
   Larson M, 2021, PREV SCI, V22, P722, DOI 10.1007/s11121-020-01191-7
   Lee P, 2015, MERRILL PALMER QUART, V61, P383
   Leflot G, 2011, J CLIN CHILD ADOLESC, V40, P87, DOI 10.1080/15374416.2011.533409
   Lewis CC, 2018, FRONT PUBLIC HEALTH, V6, DOI 10.3389/fpubh.2018.00136
   Low S, 2016, PREV SCI, V17, P981, DOI 10.1007/s11121-016-0670-3
   Lyon AR, 2019, IMPLEMENT SCI, V14, DOI 10.1186/s13012-019-0905-3
   Lyon AR, 2019, SCH MENT HEALTH, V11, P106, DOI 10.1007/s12310-018-09306-w
   Lyon AR, 2018, IMPLEMENT SCI, V13, DOI 10.1186/s13012-017-0705-6
   Lyon AR, 2017, ADM POLICY MENT HLTH, V44, P16, DOI 10.1007/s10488-015-0650-0
   MacKinnon D P, 2000, Prev Sci, V1, P173, DOI 10.1023/A:1026595011371
   Mangurian C, 2017, IMPLEMENT SCI, V12, DOI 10.1186/s13012-017-0663-z
   McLeod BD, 2018, CLIN PSYCHOL-SCI PR, V25, DOI 10.1111/cpsp.12260
   Mitchell MM, 2013, J SCHOOL PSYCHOL, V51, P599, DOI 10.1016/j.jsp.2013.05.005
   Moher David, 2010, BMJ, V340, pc869, DOI [10.1016/j.ijsu.2011.10.001, 10.1016/j.jclinepi.2010.03.004, 10.1136/bmj.c869]
   Morris SB, 2008, ORGAN RES METHODS, V11, P364, DOI 10.1177/1094428106291059
   Nagro SA, 2019, INTERV SCH CLIN, V54, P131, DOI 10.1177/1053451218767905
   Office of the Surgeon General, 2022, PROTECTING YOUTH MEN
   Pence BW, 2015, AM J EPIDEMIOL, V182, P1039, DOI 10.1093/aje/kwv132
   Phillippi S, 2020, CHILD YOUTH SERV REV, V115, DOI 10.1016/j.childyouth.2020.105089
   Powell BJ, 2017, J BEHAV HEALTH SER R, V44, P177, DOI 10.1007/s11414-015-9475-6
   Pratkanis AR, 2007, FRONT SOC PSYCHOL, P17
   Proctor EK, 2013, IMPLEMENT SCI, V8, DOI 10.1186/1748-5908-8-139
   Rathvon N., 2008, EFFECTIVE SCH INTERV
   Regan T, 2020, SUBST ABUS-RES TREAT, V14, DOI 10.1177/1178221820928427
   Robertson RE, 2021, PSYCHOL SCHOOLS, V58, P1724, DOI 10.1002/pits.22526
   Rodwell L, 2018, PSYCHOL MED, V48, P861, DOI 10.1017/S0033291717002434
   Sanetti LMH, 2009, SCHOOL PSYCHOL REV, V38, P445
   Simonsen B., 2008, Education and Treatment of Children, V31, P351, DOI [DOI 10.1353/ETC.0.0007, 10.1353/etc.0.0007]
   Sohl SJ, 2007, PREV MED, V45, P252, DOI 10.1016/j.ypmed.2007.06.009
   Spangenberg ER., 2001, Self-prophecy as a behavior modification technique in the United States
   Splett JW, 2019, SCH MENT HEALTH, V11, P228, DOI 10.1007/s12310-018-09303-z
   Steinmetz H, 2016, Z PSYCHOL, V224, P216, DOI 10.1027/2151-2604/a000255
   Taljaard M, 2020, CLIN TRIALS, V17, P253, DOI 10.1177/1740774519896799
   Teerenstra S, 2006, J CLIN EPIDEMIOL, V59, P381, DOI 10.1016/j.jclinepi.2005.10.003
   Urbaniak G. C., 2013, Research Randomizer
   Vandenberghe S, 2017, STAT MED, V36, P939, DOI 10.1002/sim.7219
   Walton GM, 2007, J PERS SOC PSYCHOL, V92, P82, DOI 10.1037/0022-3514.92.1.82
   Wan F, 2021, BMC MED RES METHODOL, V21, DOI 10.1186/s12874-021-01323-9
   Wason JMS, 2021, PHARM STAT, V20, P109, DOI 10.1002/pst.2059
   Weist MD, 2017, SCHOOL PSYCHOL INT, V38, P343, DOI 10.1177/0143034317695379
   Westerlund A, 2019, WORLDV EVID-BASED NU, V16, P332, DOI 10.1111/wvn.12403
   Williams NJ, 2019, J CHILD PSYCHOL PSYC, V60, P430, DOI 10.1111/jcpp.12960
   Williams NJ, 2016, IMPLEMENT SCI, V11, DOI 10.1186/s13012-016-0417-3
   Wittrup AR, 2019, YOUTH SOC, V51, P463, DOI [10.1177/0044118x16680546, 10.1177/0044118X16680546]
   Wood W, 2000, ANNU REV PSYCHOL, V51, P539, DOI 10.1146/annurev.psych.51.1.539
   Wu HK, 2007, SCI EDUC, V91, P727, DOI 10.1002/sce.20216
   Yeager DS, 2012, EDUC PSYCHOL-US, V47, P302, DOI 10.1080/00461520.2012.722805
NR 87
TC 2
Z9 2
U1 0
U2 3
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1389-4986
EI 1573-6695
J9 PREV SCI
JI Prev. Sci.
PD APR
PY 2023
VL 24
IS 3
SI SI
BP 552
EP 566
DI 10.1007/s11121-022-01464-3
EA NOV 2022
PG 15
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA E4EB9
UT WOS:000881925100002
PM 36367633
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Bakth, FN
   Hoffman, AJ
   Schacter, HL
AF Bakth, Faizun N.
   Hoffman, Adam J.
   Schacter, Hannah L.
TI Investigating the Relation Between Ethnic-Racial Identity and Classroom
   Engagement Among Cherokee Adolescents: Cultural Socialization as a
   Moderator
SO CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
LA English
DT Article
DE ethnic-racial centrality; ethnic-racial regard; parental cultural
   socialization; classroom engagement; Native American
ID AFRICAN-AMERICAN ADOLESCENTS; MULTIDIMENSIONAL INVENTORY; BLACK
   IDENTITY; SCHOOL; DISCRIMINATION; YOUTH; FAMILY; IDENTIFICATION;
   ACHIEVEMENT; RESILIENCE
AB Public Significance Statement Cherokee adolescents who had a stronger and more positive ethnic-racial identity were more likely to report being engaged in their classroom activities. Moreover, positive associations between ethnic-racial identity and classroom engagement were strengthened when adolescents reported receiving messages of cultural pride from parents and were weakened when parents prepared them for bias they may experience in their lives. These findings suggest that the kind of messages that parents relay when they talk with their children about their ethnicity/race can be beneficial for enhancing the positive relationship between ethnic-racial identity and classroom engagement, particularly through pride socialization messages.
   Objective: Ethnic-racial identity is an important factor that can promote classroom engagement among ethnic-racial minority adolescents. However, the relationship between ethnic-racial identity and academic engagement remains severely understudied among Native American youth, who report some of the lowest levels of classroom engagement among ethnic-racial minority youth in the United States. Thus, the present study aimed to investigate the relation between ethnic-racial identity and classroom engagement among Cherokee youth. Further, we sought to examine the role of parental cultural socialization as a factor that could moderate this association. Method: The analytic sample consisted of 211 Cherokee adolescents (M = 12.72, SD = .97; female = 52%). Participants were recruited from Grades 6 to 8 from one tribal (60% or n = 126) and two public (40% or n = 85) middle schools. Adolescents completed survey measures of ethnic-racial centrality, private regard, public regard, parental pride socialization, parental preparation for bias socialization, and classroom engagement. Results: Analyses showed that ethnic-racial centrality and regard were positively associated with classroom engagement. Furthermore, pride socialization enhanced the relation between private regard and engagement. Unexpectedly, preparation for bias mitigated the relation between public regard and engagement. Conclusions: The present study demonstrates an important association between ethnic-racial identity and classroom engagement for Cherokee youth. Furthermore, findings highlight the importance of parental cultural socialization as a potential malleable factor that can enhance or diminish the relation between ethnic-racial identity and classroom engagement for Cherokee adolescents. These results suggest that encouraging parental cultural socialization, particularly pride socialization, may be beneficial in promoting classroom engagement for Cherokee youth.
C1 [Bakth, Faizun N.; Schacter, Hannah L.] Wayne State Univ, Dept Psychol, 7th Floor,5057 Woodward Ave, Detroit, MI 48202 USA.
   [Hoffman, Adam J.] Cornell Univ, Dept Psychol, Ithaca, NY 14853 USA.
C3 Wayne State University; Cornell University
RP Bakth, FN (corresponding author), Wayne State Univ, Dept Psychol, 7th Floor,5057 Woodward Ave, Detroit, MI 48202 USA.
EM faizunbakth@wayne.edu
OI Bakth, Faizun/0000-0001-5771-853X; Hoffman, Adam/0000-0001-5508-3905
FU Society for the Psychological Study of Social Issues; Department of
   Psychology and Neuroscience at the University of North Carolina at
   Chapel Hill (UNCChapel Hill); National Science Foundation Graduate
   Research Fellowship
FX Data collection was supported by the Society for the Psychological Study
   of Social Issues, Grants-In-Aid Award; the Department of Psychology and
   Neuroscience at the University of North Carolina at Chapel Hill
   (UNCChapel Hill) Dashiell Student Dissertation Start-Up Grant; and the
   National Science Foundation Graduate Research Fellowship awarded to Adam
   J. Hoffman. Any opinions, conclusions, or recommendations expressed in
   this paper are those of the authors and do not necessarily reflect the
   views of the National Science Foundation, the Society for the
   Psychological Study of Social Issues, or the Department of Psychology
   and Neuroscience at UNCChapel Hill. We thank the Eastern Band of
   Cherokee Indians and participating public schools. Also, a special
   thanks to the American Indian Center at UNC-Chapel Hill for their aid in
   facilitating this research relationship. Research data for the study are
   not shared.
CR Berkel C, 2010, J RES ADOLESCENCE, V20, P893, DOI 10.1111/j.1532-7795.2010.00668.x
   Bryant Alfred Jr, 2005, Cultur Divers Ethnic Minor Psychol, V11, P82, DOI 10.1037/1099-9809.11.1.82
   Butler-Barnes ST, 2013, J YOUTH ADOLESCENCE, V42, P1443, DOI 10.1007/s10964-013-9962-0
   Chavous TM, 2003, CHILD DEV, V74, P1076, DOI 10.1111/1467-8624.00593
   Chen ST, 2020, INT J PSYCHOL, V55, P702, DOI 10.1002/ijop.12637
   Coll CG, 1996, CHILD DEV, V67, P1891, DOI 10.2307/1131600
   Constante K, 2019, J LATINX PSYCHOL, V7, P230, DOI 10.1037/lat0000117
   Dawson J., 2014, Interpreting interaction effects
   Debnam KJ, 2014, J RES ADOLESCENCE, V24, P447, DOI 10.1111/jora.12083
   Del Toro J, 2021, J YOUTH ADOLESCENCE, V50, P978, DOI 10.1007/s10964-020-01377-w
   Dotterer AM, 2009, APPL DEV SCI, V13, P61, DOI 10.1080/10888690902801442
   Fordham S., 1986, The Urban Review, V18, P176, DOI [10.1007/BF01112192, DOI 10.1007/BF01112192]
   Gonzalez J, 2011, AM INDIAN ALASKA NAT, V17, P22
   Hoffman AJ, 2021, SOC DEV, V30, P806, DOI 10.1111/sode.12501
   Hoffman AJ, 2021, CULT DIVERS ETHN MIN, V27, P60, DOI 10.1037/cdp0000354
   Hoffman AJ, 2017, DEV PSYCHOL, V53, P1130, DOI 10.1037/dev0000307
   House LauraE., 2006, J CHILD FAM STUD, V5, P393
   Hughes D, 2006, DEV PSYCHOL, V42, P747, DOI 10.1037/0012-1649.42.5.747
   Hughes D, 2011, J RES ADOLESCENCE, V21, P861, DOI 10.1111/j.1532-7795.2011.00744.x
   Hughes D, 2009, CULT DIVERS ETHN MIN, V15, P112, DOI 10.1037/a0015509
   Johnson TM, 2005, MEAS EVAL COUNS DEV, V38, P92, DOI 10.1080/07481756.2005.11909771
   Kiang L, 2012, J YOUTH ADOLESCENCE, V41, P283, DOI 10.1007/s10964-011-9697-8
   LaFromboise T, 2004, COMMUNITY PLANNING TO FOSTER RESILIENCE IN CHILDREN, P45
   LaFromboise TD, 2006, J COMMUNITY PSYCHOL, V34, P193, DOI 10.1002/jcop.20090
   Lesane-Brown C L., 2006, The Racial Socialization Questionnaire-teen (RSQ-t): A new measure for use with African American adolescents
   Maltese AV, 2010, INT J SCI EDUC, V32, P669, DOI 10.1080/09500690902792385
   Myhra LL, 2011, AM INDIAN ALASKA NAT, V18, P17
   National Center for Educational Statistics, 2020, FAST FACTS DROP RAT
   Neblett EW, 2012, CHILD DEV PERSPECT, V6, P295, DOI 10.1111/j.1750-8606.2012.00239.x
   Neblett EW, 2006, J BLACK PSYCHOL, V32, P199, DOI 10.1177/0095798406287072
   OETTING ER, 1991, INT J ADDICT, V25, P655, DOI 10.3109/10826089109077265
   Oetting ER, 1998, SUBST USE MISUSE, V33, P2075, DOI 10.3109/10826089809069817
   Okagaki L, 2009, J COLL STUDENT DEV, V50, P157, DOI 10.1353/csd.0.0060
   Oyserman D, 2008, J RES PERS, V42, P1186, DOI 10.1016/j.jrp.2008.03.003
   Rivas-Drake D, 2014, CHILD DEV, V85, P40, DOI 10.1111/cdev.12200
   Rivas-Drake D, 2011, J RES ADOLESCENCE, V21, P537, DOI 10.1111/j.1532-7795.2010.00700.x
   Scottham KM, 2008, CULT DIVERS ETHN MIN, V14, P297, DOI 10.1037/1099-9809.14.4.297
   Sellers R M, 1998, Pers Soc Psychol Rev, V2, P18, DOI 10.1207/s15327957pspr0201_2
   Shear SB, 2015, THEOR RES SOC EDUC, V43, P68, DOI 10.1080/00933104.2014.999849
   Sinatra GM, 2015, EDUC PSYCHOL-US, V50, P1, DOI 10.1080/00461520.2014.1002924
   Sloan Foundation, 2014, 4 U UN NAT PUSH INCR
   Smith WilliamA., 2011, J NEGRO EDUC, P63
   Spencer M.B., 2006, HDB CHILD PSYCHOL 6, V1, P829, DOI DOI 10.1002/9780470147658.CHPSY0115
   Swinton AD, 2011, CHILD DEV, V82, P1486, DOI 10.1111/j.1467-8624.2011.01623.x
   TOOTHMAKER LE, 1994, J OPER RES SOC, V45, P119
   Trimble J.E., 2003, HDB RACIAL ETHNIC MI, P239, DOI DOI 10.4135/9781412976008.N13
   Trimble JE, 2000, LEA SER PER CLIN PSY, P197
   Umaña-Taylor AJ, 2014, CHILD DEV, V85, P21, DOI 10.1111/cdev.12196
   Vietze J, 2019, INTERCULT EDUC, V30, P579, DOI 10.1080/14675986.2019.1586213
   Wang MT, 2020, CHILD DEV, V91, pE528, DOI 10.1111/cdev.13254
   Wang MT, 2020, AM PSYCHOL, V75, P1, DOI 10.1037/amp0000464
   Wang MT, 2012, CHILD DEV, V83, P1716, DOI 10.1111/j.1467-8624.2012.01808.x
   Wang MT, 2012, J RES ADOLESCENCE, V22, P31, DOI 10.1111/j.1532-7795.2011.00753.x
   Wang YJ, 2015, PSYCHOL ASSESSMENT, V27, P1452, DOI 10.1037/pas0000136
   Whitbeck LB., 2001, Journal of American Indian Education, V40, P48, DOI DOI 10.1007/S00127-006-0070-2
   Whitesell NR, 2009, CULT DIVERS ETHN MIN, V15, P38, DOI 10.1037/a0013456
   Yasui M, 2015, J SOC SOC WORK RES, V6, P317, DOI 10.1086/682575
   Zimmerman MA, 2013, CHILD DEV PERSPECT, V7, P215, DOI 10.1111/cdep.12042
NR 58
TC 0
Z9 0
U1 3
U2 9
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1099-9809
EI 1939-0106
J9 CULT DIVERS ETHN MIN
JI Cult. Divers. Ethn. Minor. Psychol.
PD APR
PY 2022
VL 28
IS 2
BP 182
EP 192
DI 10.1037/cdp0000530
EA FEB 2022
PG 11
WC Ethnic Studies; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Psychology
GA ZX8OP
UT WOS:000757539300001
PM 35191720
OA hybrid
DA 2024-07-15
ER

PT J
AU Eiraldi, R
   Lawson, GM
   Glick, HA
   Khanna, MS
   Beidas, R
   Fishman, J
   Rabenau-McDonnell, Q
   Wilson, T
   Comly, R
   Schwartz, BS
   Jawad, AF
AF Eiraldi, Ricardo
   Lawson, Gwendolyn M.
   Glick, Henry A.
   Khanna, Muniya S.
   Beidas, Rinad
   Fishman, Jessica
   Rabenau-McDonnell, Quinn
   Wilson, Tara
   Comly, Rachel
   Schwartz, Billie S.
   Jawad, Abbas F.
TI Implementation fidelity, student outcomes, and cost-effectiveness of
   train-the-trainer strategies for Masters-level therapists in urban
   schools: results from a cluster randomized trial
SO IMPLEMENTATION SCIENCE
LA English
DT Article
DE Train-the-trainer; Urban schools; Implementation; Consultation; Group
   cognitive behavioral therapy; Anxiety disorders
ID MENTAL-HEALTH; PROGRAM; DISSEMINATION; CLINICIAN; CHILDREN;
   DISAFFECTION; ENGAGEMENT; DISORDERS; ANXIETY; MODEL
AB BackgroundLittle is known about the effectiveness and cost-effectiveness of train-the-trainer implementation strategies in supporting mental health evidence-based practices in schools, and about the optimal level of support needed for TT strategies.MethodsThe current study is part of a larger type 2 hybrid cluster randomized controlled trial. It compares two train-the-trainer strategies, Train-the-Trainer (TT) and Train-the-Trainer plus ongoing consultation for trainers (TT +) on the delivery of a group cognitive behavioral treatment protocol for anxiety disorders. Participants were 33 therapists, 29 supervisors, and 125 students who were at risk for anxiety disorders from 22 urban schools. Implementation outcomes were implementation fidelity and treatment dosage. Student outcomes were child- and parent-reported symptoms of anxiety, child-reported symptoms of depression, and teacher-reported academic engagement. We estimated the cost of implementing the intervention in each condition and examined the probability that a support strategy for supervisors (TT vs TT +) is a good value for varying values of willingness to pay.ResultsTherapists in the TT and TT + conditions obtained similarly high implementation fidelity and students in the conditions received similar treatment dosages. A mixed effects modeling approach for student outcomes revealed time effects for symptoms of anxiety and depression reported by students, and emotional disaffection reported by teachers. There were no condition or condition x times effects. For both conditions, the time effects indicated an improvement from pre-treatment to post-treatment in symptoms of anxiety and depression and academic emotional engagement. The average cost of therapist, supervisor, and consultant time required to implement the intervention in each condition was $1002 for TT and $1431 for TT + (p = 0.01). There was a greater than 80% chance that TT was a good value compared to TT + for all values of willingness to pay per one-point improvement in anxiety scores.ConclusionsA TT implementation approach consisting of a thorough initial training workshop for therapists and supervisors as well as ongoing supervision for therapists resulted in adequate levels of fidelity and student outcomes but at a lower cost, compared to the TT + condition that also included ongoing external expert consultation for supervisors.Trial registrationClinicalTrials.gov identifier: NCT02651402.
C1 [Eiraldi, Ricardo; Lawson, Gwendolyn M.; Rabenau-McDonnell, Quinn; Wilson, Tara; Comly, Rachel; Schwartz, Billie S.; Jawad, Abbas F.] Childrens Hosp Philadelphia, Roberts Ctr Pediat Res, 2716 South St,Room 8293, Philadelphia, PA 19146 USA.
   [Eiraldi, Ricardo; Jawad, Abbas F.] Univ Penn, Perelman Sch Med, Dept Pediat, 3400 Civ Ctr Blvd, Philadelphia, PA 19104 USA.
   [Eiraldi, Ricardo; Lawson, Gwendolyn M.; Fishman, Jessica] Univ Penn, Perelman Sch Med, Dept Psychiat, 3535 Market St, Philadelphia, PA 19104 USA.
   [Glick, Henry A.] Univ Penn, Dept Biostat & Epidemiol, 423 Guardian Dr, Philadelphia, PA 19104 USA.
   [Glick, Henry A.] Univ Penn, Perelman Sch Med, Dept Med, 3400 Civ Ctr Blvd, Philadelphia, PA 19104 USA.
   [Glick, Henry A.] Univ Penn, Wharton Sch, 3620 Locust Walk, Philadelphia, PA 19104 USA.
   [Glick, Henry A.] Univ Penn, Leonard Davis Inst Hlth Econ, 3641 Locust Walk 210, Philadelphia, PA 19104 USA.
   [Khanna, Muniya S.] OCD & Anxiety Inst, 3138 Butler Pike 200, Plymouth Meeting, PA 19462 USA.
   [Beidas, Rinad] Northwestern Univ, Feinberg Sch Med, Dept Med Social Sci, 625 N Michigan Ave, Chicago, IL 60611 USA.
   [Fishman, Jessica] Univ Penn, Annenberg Sch Commun, Message Effects Lab, 3620 Walnut St, Philadelphia, PA 19104 USA.
C3 University of Pennsylvania; Pennsylvania Medicine; Childrens Hospital of
   Philadelphia; University of Pennsylvania; University of Pennsylvania;
   University of Pennsylvania; University of Pennsylvania; University of
   Pennsylvania; University of Pennsylvania; Northwestern University;
   Feinberg School of Medicine; University of Pennsylvania
RP Eiraldi, R (corresponding author), Childrens Hosp Philadelphia, Roberts Ctr Pediat Res, 2716 South St,Room 8293, Philadelphia, PA 19146 USA.; Eiraldi, R (corresponding author), Univ Penn, Perelman Sch Med, Dept Pediat, 3400 Civ Ctr Blvd, Philadelphia, PA 19104 USA.; Eiraldi, R (corresponding author), Univ Penn, Perelman Sch Med, Dept Psychiat, 3535 Market St, Philadelphia, PA 19104 USA.
EM eiraldi@upenn.edu
OI Beidas, Rinad/0000-0001-6056-6071; Eiraldi, Ricardo/0000-0003-3997-696X
FU National Institute of Mental Health
FX We gratefully acknowledge the students, parents, teachers, and agency
   personnel participants who took their valuable time to participate in
   this study.
CR Aarons GA, 2009, AM J PUBLIC HEALTH, V99, P2087, DOI 10.2105/AJPH.2009.161711
   Amer Psychological Assoc, 2015, AM PSYCHOL, V70, P33, DOI 10.1037/a0038112
   [Anonymous], 2016, SAS software version 9.4
   Bahr MW, 2006, REM SPEC EDUC, V27, P27, DOI 10.1177/07419325060270010401
   Baker CK, 2013, RES SOCIAL WORK PRAC, V23, P167, DOI 10.1177/1049731512468796
   Barrett P., 2008, Friends for Life: Group Leaders Manual for Children
   Beidas R.S., 2009, the Behavior Therapist, V32, P97
   Beidas RS, 2010, CLIN PSYCHOL-SCI PR, V17, P1, DOI 10.1111/j.1468-2850.2009.01187.x
   Birmaher B, 1999, J AM ACAD CHILD PSY, V38, P1230, DOI 10.1097/00004583-199910000-00011
   Cammack N.L., 2014, Handbook of School Mental Health. Issues in Clinical Child Psychology, DOI DOI 10.1007/978-1-4614-7624-5_2
   Compton Scott N, 2010, Child Adolesc Psychiatry Ment Health, V4, P1, DOI 10.1186/1753-2000-4-1
   Curran GM, 2012, MED CARE, V50, P217, DOI 10.1097/MLR.0b013e3182408812
   de Beurs DP, 2015, J AFFECT DISORDERS, V186, P203, DOI 10.1016/j.jad.2015.07.028
   Durlak JA, 2008, AM J COMMUN PSYCHOL, V41, P327, DOI 10.1007/s10464-008-9165-0
   Eiraldi Ricardo, 2020, Evid Based Pract Child Adolesc Ment Health, V5, P437, DOI 10.1080/23794925.2020.1784056
   Eiraldi R, 2018, BEHAV THER, V49, P538, DOI 10.1016/j.beth.2018.01.001
   Eiraldi R, 2016, IMPLEMENT SCI, V11, DOI 10.1186/s13012-016-0453-z
   Fairburn CG, 2011, BEHAV RES THER, V49, P373, DOI 10.1016/j.brat.2011.03.005
   Frank HE, 2020, CLIN PSYCHOL-SCI PR, V27, DOI 10.1111/cpsp.12330
   Herschell AD, 2010, CLIN PSYCHOL REV, V30, P448, DOI 10.1016/j.cpr.2010.02.005
   Institute of Medicine of the National Academies, 2010, Redesigning continuing education in the health professions
   Jackson CB, 2021, ADM POLICY MENT HLTH, V48, P757, DOI 10.1007/s10488-021-01126-6
   Kendall P.C., 2006, Cognitive-behavioral therapy for anxious children: Therapist manual, V3rd
   Khanna M. S., 2016, CBT for anxiety treatment in schools
   Kovacs M., 2011, CDI 2 CHILDRENS DEPR
   Lane C, 2022, IMPLEMENT SCI, V17, DOI 10.1186/s13012-022-01215-6
   Lawson GM, 2023, FRONT PSYCHIATRY, V14, DOI 10.3389/fpsyt.2023.1105630
   Lee RM, 2019, BMC PUBLIC HEALTH, V19, DOI 10.1186/s12889-019-7902-y
   Li T, 2021, FRONT PSYCHOL, V12, DOI 10.3389/fpsyg.2021.711578
   Lochman JE, 2009, J CONSULT CLIN PSYCH, V77, P397, DOI 10.1037/a0014514
   March JS, 2012, MASC, V2
   Martino S, 2011, ADDICTION, V106, P428, DOI 10.1111/j.1360-0443.2010.03135.x
   Massatti RR, 2008, ADM POLICY MENT HLTH, V35, P50, DOI 10.1007/s10488-007-0141-z
   Okamura KH, 2018, FRONT PUBLIC HEALTH, V5, DOI 10.3389/fpubh.2017.00356
   Olmstead T, 2011, DRUG ALCOHOL DEPEN, V116, P195, DOI 10.1016/j.drugalcdep.2010.12.015
   Pearce J, 2012, J CONTIN EDUC HEALTH, V32, P215, DOI 10.1002/chp.21148
   Perepletchikova F, 2007, J CONSULT CLIN PSYCH, V75, P829, DOI 10.1037/0022-006X.75.6.829
   Raghavan R., 2018, Dissemination and implementation research in health: Translating science to practice, P89
   Sanchez AL, 2018, J AM ACAD CHILD PSY, V57, P153, DOI 10.1016/j.jaac.2017.11.022
   Sanders MJ, 2015, J PUBLIC HEALTH MAN, V21, pE27, DOI 10.1097/PHH.0000000000000141
   Sholomskas DE, 2005, J CONSULT CLIN PSYCH, V73, P106, DOI 10.1037/0022-006X.73.1.106
   Skinner E, 2008, J EDUC PSYCHOL, V100, P765, DOI 10.1037/a0012840
   Skinner EA, 2009, EDUC PSYCHOL MEAS, V69, P493, DOI 10.1177/0013164408323233
   Southam-Gerow MA, 2014, J CLIN CHILD ADOLESC, V43, P190, DOI 10.1080/15374416.2013.833098
   Stewart RE, 2016, PSYCHIAT SERV, V67, P159, DOI 10.1176/appi.ps.201500392
   Sun SY, 2015, J CHILD FAM STUD, V24, P2352, DOI 10.1007/s10826-014-0038-x
   Taras HL, 2004, PEDIATRICS, V113, P1839
   Wandersman A, 2008, AM J COMMUN PSYCHOL, V41, P171, DOI 10.1007/s10464-008-9174-z
   Weisz JR, 2018, J CONSULT CLIN PSYCH, V86, P726, DOI 10.1037/ccp0000331
NR 49
TC 0
Z9 0
U1 1
U2 1
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
SN 1748-5908
J9 IMPLEMENT SCI
JI Implement. Sci.
PD JAN 25
PY 2024
VL 19
IS 1
AR 4
DI 10.1186/s13012-023-01333-9
PG 19
WC Health Care Sciences & Services; Health Policy & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA FV9S8
UT WOS:001148752900001
PM 38273369
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Boliver, V
   Capsada-Munsech, Q
AF Boliver, Vikki
   Capsada-Munsech, Queralt
TI Does ability grouping affect UK primary school pupils' enjoyment of
   Maths and English?
SO RESEARCH IN SOCIAL STRATIFICATION AND MOBILITY
LA English
DT Article
DE Ability grouping; Setting; Streaming; Tracking; Labelling
ID ACADEMIC SELF-CONCEPTS; SYMBOLIC VIOLENCE; SECONDARY-SCHOOL; STUDENTS;
   ATTAINMENT; ACHIEVEMENT; IMPACT; BIASES; VIEWS
AB Advocates of grouping pupils by measured ability for instructional purposes claim that ability-homogeneous classrooms increase the attainment of high-ability pupils without detriment to the attainment of pupils judged to be of lower ability. Opponents of ability grouping, in contrast, argue that high-ability pupils do at best only marginally better in ability-homogeneous classrooms than they would have done in mixed-ability settings, whereas low-ability pupils do significantly worse. One mechanism posited by the critics of ability grouping is that this practice causes psychological harm to those labelled low-ability, resulting in a self-fulfilling prophecy of low attainment. Most previous studies have measured this posited psychological impact of ability grouping in terms of pupils' "academic self-concept", a term which refers to pupils' perceptions of how good they are in relation to particular subjects or to academic study generally. This paper explores the related but distinct concept of "academic enjoyment", which refers to the extent to which pupils like the particular subjects they study, and like school generally, which has been shown to be positively correlated with academic engagement and achievement. While academic self-concept may change over time as pupils become aware of their level of academic performance, as indicated by test scores and/or their placement in particular ability groups, this need not be the case for change over time in pupils' enjoyment of their studies which could, in theory at least, remain stable or change in a uniform direction regardless of the ability group in which pupils are taught. In this paper we explore whether pupils' enjoyment of Maths, English, and school generally, changes in a differential manner between the ages of 7 and 11 depending on the ability group in which pupils were placed at age 7. We do so by drawing on data from the Millennium Cohort Study (MCS) which has followed a nationally representative sample of children in the UK born between 2000 and 2002. Compared to pupils in the high ability group, those in the low ability group were less likely to come to enjoy, continue to enjoy, or increase their enjoyment of Maths between the ages of 7 and 11, both before and after controlling for pupils' measured ability in Maths at age 7 and the key demographic variables of gender and social class background. Similar divergences with respect to enjoyment of English and school generally were evident before controlling for these additional factors, but were largely statistically insignificant after the inclusion of these controls. Overall our findings suggest that ability grouping in primary schools does more harm than good, at least in relation to pupils' enjoyment of Maths.
C1 [Boliver, Vikki] Univ Durham, Dept Sociol, 32 Old Elvet, Durham DH1 3HN, England.
   [Capsada-Munsech, Queralt] Univ Glasgow, Sch Educ, 11 Eldon St, Glasgow G3 6NH, Lanark, Scotland.
C3 Durham University; University of Glasgow
RP Boliver, V (corresponding author), Univ Durham, Dept Sociol, 32 Old Elvet, Durham DH1 3HN, England.
EM vikki.boliver@durham.ac.uk; queralt.capsada-munsech@glasgow.ac.uk
RI Capsada-Munsech, Queralt/F-6098-2016
OI Capsada-Munsech, Queralt/0000-0002-0361-3772; Boliver,
   Vikki/0000-0002-5629-5544
FU NORFACE Joint Research Programme on Dynamics of Inequality Across the
   Life-course - European Commission [724363]; H2020 Societal Challenges
   Programme [724363] Funding Source: H2020 Societal Challenges Programme
FX The submitted paper forms part of the work of the LIFETRACK research
   project funded by the NORFACE Joint Research Programme on Dynamics of
   Inequality Across the Life-course, which is co-funded by the European
   Commission through Horizon 2020 under grant agreement No 724363.
CR Archer L, 2018, BRIT EDUC RES J, V44, P119, DOI 10.1002/berj.3321
   Boaler J, 2000, BRIT EDUC RES J, V26, P631, DOI 10.1080/713651583
   Boaler J., 1997, BRIT EDUC RES J, V23, P575
   Bradbury A., 2017, Grouping in early years and key stage 1: A necessary evil?
   Bradbury A, 2021, BRIT J SOCIOL EDUC, V42, P147, DOI 10.1080/01425692.2021.1878873
   Bruckauf Z., 2016, WP201614 UNICEF OFF
   Campbell T, 2015, J SOC POLICY, V44, P517, DOI 10.1017/S0047279415000227
   Chmielewski AK, 2013, AM EDUC RES J, V50, P925, DOI 10.3102/0002831213489843
   Connolly P, 2019, BRIT EDUC RES J, V45, P873, DOI 10.1002/berj.3530
   Danechi S, 2020, HOUSE COMMONS BRIEFI
   DfE, 1997, CM3681
   DfES, 2006, 039452006DWOEN DFES
   Dracup T., 2014, The politics of setting
   Dunne M., 2007, DCSFRR001
   Dunne M, 2011, CURRIC J, V22, P485, DOI 10.1080/09585176.2011.627206
   Duru-Bellat M., 1998, Educational Research and Evaluation, V4, P348
   Francis B, 2020, BRIT J SOCIOL EDUC, V41, P626, DOI 10.1080/01425692.2020.1763162
   Francis B, 2019, TEACH TEACH EDUC, V77, P183, DOI 10.1016/j.tate.2018.10.001
   Francis B, 2017, INT J EDUC RES, V86, P96, DOI 10.1016/j.ijer.2017.09.001
   Francis B, 2017, CAMB J EDUC, V47, P1, DOI 10.1080/0305764X.2015.1093095
   GAMORAN A, 1992, EDUC LEADERSHIP, V50, P11
   Goetz T, 2008, CONTEMP EDUC PSYCHOL, V33, P9, DOI 10.1016/j.cedpsych.2006.12.002
   Gorard S, 2011, BRIT EDUC RES J, V37, P671, DOI 10.1080/01411926.2010.488718
   Hallam S., 2012, FORUM, V54, P57, DOI [https://doi.org/10.2304/forum.2012.54.1.57, DOI 10.2304/FORUM.2012.54.1.57]
   Hallam S, 2013, BRIT EDUC RES J, V39, P514, DOI 10.1080/01411926.2012.659721
   Hallam S, 2013, RES PAP EDUC, V28, P393, DOI 10.1080/02671522.2012.729079
   Hartas D, 2018, RES PAP EDUC, V33, P393, DOI 10.1080/02671522.2017.1329338
   Hornby G, 2014, PREV SCH FAIL, V58, P90, DOI 10.1080/1045988X.2013.782531
   Ireson J, 2005, BRIT EDUC RES J, V31, P443, DOI 10.1080/01411920500148663
   Ireson J, 2009, LEARN INSTR, V19, P201, DOI 10.1016/j.learninstruc.2008.04.001
   JACKSON B., 1964, STREAMING ED SYSTEM
   Jussim L, 2005, PERS SOC PSYCHOL REV, V9, P131, DOI 10.1207/s15327957pspr0902_3
   Ketende S., 2011, User guide to analysing MCS data using Stata
   KULIK CLC, 1982, AM EDUC RES J, V19, P415, DOI 10.3102/00028312019003415
   Kutnick P., 2005, RR688 DEP ED SKILLS
   LEE J, 1995, EDUC STUD, V21, P155, DOI 10.1080/0305569950210202
   Liem GAD, 2015, J EXP EDUC, V83, P83, DOI 10.1080/00220973.2013.876227
   Liu WC, 2005, BRIT J EDUC PSYCHOL, V75, P567, DOI 10.1348/000709905X42239
   Marks R., 2016, Ability grouping in primary schools: Case studies and critical debates
   Marsh HW, 2008, EDUC PSYCHOL REV, V20, P319, DOI 10.1007/s10648-008-9075-6
   MARSH HW, 1987, J EDUC PSYCHOL, V79, P280, DOI 10.1037/0022-0663.79.3.280
   Mazenod A, 2019, CAMB J EDUC, V49, P53, DOI 10.1080/0305764X.2018.1441372
   McGillicuddy D, 2020, BRIT EDUC RES J, V46, P553, DOI 10.1002/berj.3595
   McGillicuddy D, 2018, TEACH TEACH EDUC, V70, P88, DOI 10.1016/j.tate.2017.11.008
   Muijs D, 2010, EDUC RES-UK, V52, P391, DOI 10.1080/00131881.2010.524750
   Parsons S, 2014, OXFORD REV EDUC, V40, P567, DOI 10.1080/03054985.2014.959911
   Putwain DW, 2018, LEARN INSTR, V54, P73, DOI 10.1016/j.learninstruc.2017.08.004
   SLAVIN RE, 1990, REV EDUC RES, V60, P471, DOI 10.2307/1170761
   Smith AE, 1998, J EXP SOC PSYCHOL, V34, P530, DOI 10.1006/jesp.1998.1363
   Steenbergen-Hu S, 2016, REV EDUC RES, V86, P849, DOI 10.3102/0034654316675417
   Taylor B, 2022, RES PAP EDUC, V37, P199, DOI 10.1080/02671522.2020.1836517
   Taylor B, 2019, BRIT J EDUC STUD, V67, P5, DOI 10.1080/00071005.2018.1424317
   Tereshchenko A, 2019, RES PAP EDUC, V34, P425, DOI 10.1080/02671522.2018.1452962
   Tomlinson S., 1987, Racial inequality in education
   Towers E, 2020, EDUC 3-13, V48, P22, DOI 10.1080/03004279.2019.1569707
   University of London Institute of Education Centre for Longitudinal Studies, 2023, UKDA, DOI 10.5255/UKDA-SN-6411-9
   University of London Institute of Education Centre for Longitudinal Studies, 2023, UKDA
   Wiliam D, 2004, BRIT EDUC RES J, V30, P279, DOI 10.1080/0141192042000195245
NR 58
TC 4
Z9 5
U1 4
U2 13
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0276-5624
EI 1878-5654
J9 RES SOC STRAT MOBIL
JI Res. Soc. Stratif. Mobil.
PD DEC
PY 2021
VL 76
AR 100629
DI 10.1016/j.rssm.2021.100629
PG 9
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA ZR8BA
UT WOS:000768002000001
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Kumi-Yeboah, A
AF Kumi-Yeboah, Alex
TI The Multiple Worlds of Ghanaian-Born Immigrant Students and Academic
   Success
SO TEACHERS COLLEGE RECORD
LA English
DT Article
ID UNITED-STATES; SCHOOL; EDUCATION; SOCIALIZATION; ADJUSTMENT; CHILDREN;
   SUPPORT; SEARCH; FAMILY; YOUTH
AB Background/Context: The multiple worlds model is defined as the ability of students to connect, manage, and negotiate to cross the borders of their two worlds to successfully transition through different everyday worlds of school, family, and peers. Prior research has linked multiple worlds such as school, teacher, family, and peers to the academic success of immigrant students. However; there is a dearth of research about how Ghanaian-born immigrant youth (African-born immigrant youth) integrate the experiences surrounding their multiple worlds of families, schools, peers, and teachers in their daily lives to affect academic achievement.
   Purpose/Objectives/ Research/Focus of Study: This qualitative study explores the factors associated with immigrant students from Ghana to strategize how to combine their multiple worlds of families, schools, peers, and teachers to affect academic engagement within contexts of school and classroom situations. Another aim was to was to explore teachers' perception and understanding of the sociocultural and past educational experiences of immigrant students from Ghana. I analyzed two interviews (face-to-face and focus group) transcripts (students and teachers).
   Population/Participants/Subjects: Forty Ghanaian-born immigrant students and 10 certified teachers in the Atlanta, Georgia, metropolitan area were recruited and interviewed. I interviewed 40 students (n = 23 male and n = 17 female) in 10th grade (8 students), 11th grade (20 students) and 12th grade (12 students) and 10 teachers including 4 Whites, 2 African Americans, 3 Latino/as, and 1 Biracial.
   Research Design: The study used a qualitative research design by using open-ended semi-structured and focus group interviews in which the participants were comfortable in the interviews. With the assistance of the Ghanaian Immigrant Association in Atlanta and the school district, I sampled for Ghanaian-born immigrant students (students who were born in Ghana with one or two African-born parents and who migrated to the U.S.) and teachers to participate in the study. All data from semistructured and focus group interviews were transcribed and analyzed to address the research questions of the study.
   Findings/Results: The study findings revealed seven emergent themes: desire to succeed in school, managing two worlds and relationships with teachers and peers in the classroom, crossing boundaries with educational opportunities, managing transitions in school, and the role of parents.
   Conclusions and Recommendations: The findings suggest that Ghanaian-born immigrant students undergo several complex transitional paradigms combining two worlds of African culture, education, family values, learning new cultures, and adapting to new school settings to achieve success in American educational systems. Overall, Ghanaian-born immigrant students developed strategies to manage two worlds in school, which shaped their perspectives and helped them to cross boundaries as stipulated in the students' multiple worlds model. Therefore, it is important that teachers, educators, and school administrators understand the social, cultural, and educational backgrounds of these immigrant students as not much is written about them with regards to their transition to schools in the United States educational system.
C1 [Kumi-Yeboah, Alex] SUNY Albany, Sch Educ, Dept Educ Theory & Practice, Educ, Albany, NY 12222 USA.
C3 State University of New York (SUNY) System; State University of New York
   (SUNY) Albany
RP Kumi-Yeboah, A (corresponding author), SUNY Albany, Sch Educ, Dept Educ Theory & Practice, Educ, Albany, NY 12222 USA.
CR Alba Richard., 2003, Remaking the American Mainstream: Assimilation and Contemporary Immigration, DOI 10.4159/9780674020115
   [Anonymous], 2006, THIS ISNT AM I THOUG
   [Anonymous], 2004, ENG SCH FOST HIGH SC
   Awokoya JT, 2012, HARVARD EDUC REV, V82, P255, DOI 10.17763/haer.82.2.9v77p329367116vj
   Banks J.A., 1996, MULTICULTURAL ED TRA, P335
   Boyatzis R., 1998, TRANSFORMING QUALITA
   Braun V., 2006, Qualitative Research in Psychology, V3, P77, DOI [DOI 10.1191/1478088706QP063OA, 10.1191/1478088706qp063oa]
   Brophy J, 1999, EDUC PSYCHOL, V34, P75, DOI 10.1207/s15326985ep3402_1
   Cai J., 1997, ANNU M AM EDUC RES
   Capps Randy., 2011, New streams: Black African migration to the United States
   Chhuon V, 2010, URBAN EDUC, V45, P30, DOI 10.1177/0042085909352583
   Coll C.G., 2012, IMMIGRANT PARADOX CH, DOI [10.1037/13094-000, DOI 10.1037/13094-000]
   Creswell JW., 2018, DESIGNING CONDUCTING, DOI DOI 10.1111/J.1753-6405.2007.00096.X
   De Walt PS, 2011, J BLACK STUD, V42, P479, DOI 10.1177/0021934710378748
   Farah A. L, 2015, THESIS
   Fordham S., 1986, The Urban Review, V18, P176, DOI [10.1007/BF01112192, DOI 10.1007/BF01112192]
   Fredricks JA, 2004, REV EDUC RES, V74, P59, DOI 10.3102/00346543074001059
   Goodwin AL, 2002, EDUC URBAN SOC, V34, P156, DOI 10.1177/0013124502034002003
   Hamilton S.F., 1996, SOCIAL PROBLEMS SOCI, P199
   Hochschild J., 2003, The American Dream and the Public Schools
   Kao G, 1998, AM J EDUC, V106, P349, DOI 10.1086/444188
   Konadu-Ayemang K., 2006, The new African Diaspora in North America: Trends, community building, and adaptation, P2
   Krueger R, 2000, Focus groups. A practical guide for applied research, VThird, DOI DOI 10.4172/2155-9880.1000373
   Kumi-Yeboah A, 2017, EDUC URBAN SOC, V49, P434, DOI 10.1177/0013124516643764
   LeCompte M.D., 1999, ANAL INTERPRETING ET
   Lincoln YS., 2000, Handbook of qualitative research, V2nd, P163
   Maxwell J. A, 1996, Qualitative research design: An interactive approach
   McCabe K., 2011, Migration Information Source
   Merriam SB., 2016, Qualitative research: A guide to design and implementation, V4
   Miles M.B., 1995, Qualitative data analysis: An expanded sourcebook, DOI DOI 10.1080/10572252.2015.975966
   Milner H. R., 2007, Educational researcher, V36, P388, DOI [10.3102/0013189X07309471, DOI 10.3102/0013189X07309471]
   Nieto S., 2009, LANGUAGE CULTURE TEA, V2nd
   Obiakor FE, 2007, FAM J, V15, P265, DOI 10.1177/1066480707301425
   Ogbu John, 2003, Black American students in an affluent suburb: A study of academic disengagement
   Ogbu JU, 1998, ANTHROPOL EDUC QUART, V29, P155, DOI 10.1525/aeq.1998.29.2.155
   OGBU JU, 1994, TEACH COLL REC, V96, P264
   Okpalaoka C. L., 2011, AM ED ASS ANN M NEW
   Orfield G., 1998, Crossing: Mexican immigrant in interdisciplinary perspective, P276
   Peña DC, 2000, J EDUC RES, V94, P42, DOI 10.1080/00220670009598741
   PHELAN P, 1991, ANTHROPOL EDUC QUART, V22, P224, DOI 10.1525/aeq.1991.22.3.05x1051k
   Phelan P., 1998, ADOLESCENTS WORLDS N
   Portes A, 2011, FUTURE CHILD, V21, P219
   Portes Alejandro., 2001, Legacies: The story of the second generation
   Reddy R, 2003, DEV PSYCHOPATHOL, V15, P119, DOI 10.1017/S0954579403000075
   Rhodes J.E., 2002, STAND ME RISKS REWAR
   Ritchie J., 2003, QUALITATIVE RES PRAC
   Roffman J., 2003, COMMUNITY YOUTH DEV
   Rong XL, 2002, EDUC URBAN SOC, V34, P247, DOI 10.1177/0013124502342008
   Rong XL, 2008, THEOR PRACT, V47, P35, DOI 10.1080/00405840701764714
   Roubeni S, 2015, AM EDUC RES J, V52, P275, DOI 10.3102/0002831215574576
   Rubin H. J., 2011, Qualitative interviewing: The art of hearing data
   SARASON IG, 1990, J SOC CLIN PSYCHOL, V9, P133, DOI 10.1521/jscp.1990.9.1.133
   Schultz L., 1997, FOSTERING FRIENDSHIP, P31
   Seidman I., 2012, INTERVIEWING QUALITA
   Strauss A., 1987, Qualitative analysis for social scientists
   Strauss E, 1998, CLIN ORTHOP RELAT R, P2
   Suarez-Orozco C., 2008, LEARNING NEW LAND IM
   Suarez-Orozco C., 2009, CHILDREN IMMIGRATION
   Szalacha L.A., 2004, Resilience and vulnerability: Adaptation in the context of childhood adversities, P414
   Tienda M, 2011, FUTURE CHILD, V21, P3
   TRUEBA HT, 1988, ANTHROPOL EDUC QUART, V19, P270, DOI 10.1525/aeq.1988.19.3.05x1561a
   U.S. Census Bureau, 2014, PROF FOR BORN POP US
   Ukpokodu N., 1996, The Social Studies, V87, P125, DOI DOI 10.1080/00377996.1996.9958426
   Ukpokodu ON, 2013, INT ADV EDU-GLOB, P215
   United States Census Bureau, 2014, AM COMM SURV SEL CHA
   Wentzel KR, 1999, EDUC PSYCHOL-US, V34, P59, DOI 10.1207/s15326985ep3401_5
   Williams DR, 2003, AM J PUBLIC HEALTH, V93, P200, DOI 10.2105/AJPH.93.2.200
   Zhou Min., 1998, GROWING AM VIETNAMES
NR 68
TC 0
Z9 0
U1 0
U2 5
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0161-4681
EI 1467-9620
J9 TEACH COLL REC
JI Teach. Coll. Rec.
PD SEP
PY 2018
VL 120
IS 9
AR 090306
PG 48
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HO2ZO
UT WOS:000460787200006
DA 2024-07-15
ER

PT J
AU Athanases, SZ
   Achinstein, B
   Curry, MW
   Ogawa, RT
AF Athanases, Steven Z.
   Achinstein, Betty
   Curry, Marnie W.
   Ogawa, Rodney T.
TI The Promise and Limitations of a College-Going Culture: Toward Cultures
   of Engaged Learning for Low-SES Latina/o Youth
SO TEACHERS COLLEGE RECORD
LA English
DT Article
ID NO CHILD LEFT; SCHOOL; CLASSROOM; ADOLESCENTS; INSTRUCTION; EDUCATION;
   TEACHERS; SUPPORT; POLICY
AB Background/Context: Literatures on college-going cultures offer patterns and lists of practices that promote schoolwide attention to college-going for nondominant youth, often with organization-level analyses of policies and procedures. Other literature identifies promising practices and challenges to conventional instruction, often examining pedagogical discourse. Seldom are ideas from these two literatures brought together to examine promises and tensions of effectively preparing youth of color for higher education. Our study examined both school and classroom levels to develop such understanding.
   Purpose/Objective/Research Question/Focus of Study: The purpose was to learn how high schools committed to reversing historic underrepresentation of low-SES students of color in higher education may leverage two dimensions of schooling to hit this goal: development of a school-wide college-going culture with norms and roles that articulate high expectations and provide extensive supports toward college admissions and academically engaging classroom experiences that include rigorous and meaningful disciplinary challenges, supported by language- rich communication, collaboration, culture, and context. To learn about one school's complex college-for-all efforts, we asked: How is a college-going culture enacted at the school, and by whom, to support Latina/o students in gaining access to college? What is the nature of academic engagement at the school that may help prepare Latina/o students for college?
   Setting: Urban College Academy (UCA) is a public charter high school whose population was 98% Latina/o, 35% English learners, 81% receiving free/reduced price lunch. UCA's entering students were predominantly two or more years below grade level in reading and computing, according to standardized tests. The school explicitly recruits students who have previously failed a course, and the mission statement identifies "underachieving students" as UCA's target population. Students are mostly of Mexican origin, with roughly 80% first generation.
   Population/Participants/Subjects: We collected data from school leaders, teachers, counselors, parents, and students. At classroom level, we selected six focal teachers (diverse in subject areas, ethnicity/race, and gender). We examined work and perspectives of focal students representative of academic performance and English language proficiency per focal class.
   Research Design: We treat UCA as a "critical case," holding strategic importance to the problem on which the study focuses. Using qualitative methods, a survey, and structured observation scores, we worked to integrate, associate, and counter themes and findings between and across school organization and classroom levels.
   Data Collection and Analysis: School-level analysis focused on normative social structures (goals, values, norms, and roles); resource allocations associated with advancing a mission to promote Latina/o students' academic success and college acceptance; and factors UCA identified as relevant. Drawing on over 40 hours of transcribed interviews with a wide range of participants, we developed themes and triangulated with other data. Classroom observation data were analyzed using CLASS and Standards Performance Continuum protocols, supported by other analyses. Teacher cases used teacher history and reflections on practice; videos, annotated fieldnotes; materials of teaching; and student work samples and focus groups. We found comparisons, contrasts, and tensions across lessons and classes; one case emerges as "a pocket of promise."
   Conclusions/Recommendations: The study reveals a need for ongoing attention to both a college-going culture and instructional interactions. It highlights distinctions between college talk (talk about college) and college-level academic discourse, or socialization versus academic functions of schooling for college access and success. The study uncovers promising instructional interactions, as well as tensions, in engaging low-SES Latina/o students in academically rigorous work. Results suggest schools supporting low-SES youth of color may need a schoolwide culture of engaged learning that is rigorous, meaningful, and infused throughout school.
C1 [Athanases, Steven Z.] Univ Calif Davis, Sch Educ, Davis, CA 95616 USA.
   [Achinstein, Betty; Curry, Marnie W.; Ogawa, Rodney T.] Univ Calif Santa Cruz, Ctr Educ Res Interest Underserved Students, Santa Cruz, CA 95064 USA.
C3 University of California System; University of California Davis;
   University of California System; University of California Santa Cruz
RP Athanases, SZ (corresponding author), Univ Calif Davis, Sch Educ, Davis, CA 95616 USA.
FU William T. Grant Foundation [10935]; Flora Family Foundation [2010-1830]
FX This study is part of a research program entitled Schools Organized for
   Latina/o Educational Success (B. Achinstein and R. T. Ogawa, PIs) funded
   by grants from the William T. Grant Foundation [Grant #10935] and The
   Flora Family Foundation [Grant #2010-1830]. Views expressed in this
   article are not those of the funders. An earlier version of this article
   was presented at the American Educational Research Association Annual
   Meeting, Vancouver, 2012. The authors acknowledge support of UCA staff,
   students, and families who shared their experiences. We also thank our
   multicampus research team for assistance and insights: Luciana C. de
   Oliveira, Paulina Moreno, Serena Padilla, Etmae Brinkers, Jose Rosario,
   Marina Castro, Everett Au, Adriana Escarega, Mercedes de la Riva,
   Reynaldo Rodriguez, Victor Lagunes, and Naficeh Dastgheyb. We also are
   grateful to Ana Maria Villegas and Peggy Estrada for helpful feedback on
   our research.
CR Achinstein B., 2015, AM J ED
   Achinstein B, 2016, URBAN EDUC, V51, P824, DOI 10.1177/0042085914550413
   Alexie S., 2007, The absolutely true diary of a part-time Indian
   Andrés-Hyman RC, 2006, PROF PSYCHOL-RES PR, V37, P694, DOI 10.1037/0735-7028.37.6.694
   [Anonymous], 2003, Critical conditions for equitty and diversity in college access: Informing policy and mentoring
   Applebee AN, 2003, AM EDUC RES J, V40, P685, DOI 10.3102/00028312040003685
   Athanases SZ, 2014, J LIT RES, V46, P263, DOI 10.1177/1086296X14535328
   Au K.H., 1994, TEACHING DIVERSE POP, P5
   Bidwell C., 1965, HDB ORG, P972
   Brown A.L., 1990, DEVELOPMENTAL PERSPE, P108
   Bruer J.T., 1994, SCH THOUGHT SCI LEAR
   California Department of Education, 2013, STAT ENR ETHN
   Carney DR, 2010, PSYCHOL SCI, V21, P1363, DOI 10.1177/0956797610383437
   Carter M, 2007, COLL COMPOS COMMUN, V58, P385
   Carter P.L., 2005, Keepin' It Real: School Success Beyond Black and White
   Cicourel Aaron V., 1977, POWER IDEOLOGY ED, P282
   Cochran-Smith M., 2004, Walking the road: Race, diversity and social justice in teacher education
   Cooper KS, 2014, AM EDUC RES J, V51, P363, DOI 10.3102/0002831213507973
   Cooper KS, 2013, URBAN EDUC, V48, P490, DOI 10.1177/0042085912457164
   Corwin Z.B., 2007, Getting there--and beyond: Building a culture of college-going in high schools
   Costigan A.T., 2008, TEACHER ED Q, V35, P85
   Curry MW, 2013, PHI DELTA KAPPAN, V95, P23, DOI 10.1177/003172171309500406
   Doherty RW., 2003, NABE Journal of Research Practice, V1, P1
   Engestrom Y., 2001, Education and Work, V14, P133, DOI [DOI 10.1080/13639080020028747, 10.1080/13639080020028747]
   Faltis C, 2010, BILING RES J, V33, P307, DOI 10.1080/15235882.2010.529350
   Farmer-Hinton R., 2011, Urban Review, V43, P567
   Flyvbjerg Bent., 2001, MAKING SOCIAL SCI MA
   Fry R., 2013, Hispanic high school graduates pass whites in rate of college enrollment
   Gee J.P., 2003, ASSESS EDUC, V10, P27, DOI DOI 10.1080/09695940301696
   Gibbons P., 2015, Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom
   Hammond J., 2005, Prospect, V20, P6
   Hilberg R.S., 2003, STANDARDS PERFORMANC
   Holland N.E., 2009, High School Journal, V92, P24
   Horn IS, 2006, THEOR PRACT, V45, P72, DOI 10.1207/s15430421tip4501_10
   Intersegmental Committee of the Academic Senates, 2002, AC LIT STAT COMP EXP
   Irvine J.J., 2002, In search of wholeness: African American teachers and their culturally-specific classroom practices
   Knapp L.G., 2010, Enrollment in postsecondary institutions, fall 2008; Graduation rates, 2002 2005 cohorts; and financial statistics, fiscal year 2008
   Knight M.G., 2013, College ready: Preparing Black and Latina/o youth for higher education, a culturally relevant approach
   Ladson-Billings G., 1994, The dreamkeepers
   LADSONBILLINGS G, 1995, AM EDUC RES J, V32, P465, DOI 10.3102/00028312032003465
   LANDIS JR, 1977, BIOMETRICS, V33, P159, DOI 10.2307/2529310
   Lascher Edward L., 2011, RETAINING LATINO NON
   Lave J., 1991, SITUATED LEARNING LE
   Lawson MA, 2013, REV EDUC RES, V83, P432, DOI 10.3102/0034654313480891
   Lee C.D., 2007, CULTURE LITERACY LEA
   Lee VE, 1999, AM EDUC RES J, V36, P907, DOI 10.3102/00028312036004907
   Lucas T., 2010, National Society for the Study of Education, V109, P297, DOI DOI 10.1177/016146811011201402
   McCarthey SJ, 2008, WRIT COMMUN, V25, P462, DOI 10.1177/0741088308322554
   McClafferty K. A., 2002, AM ED RES ASS ANN M
   McDonough P.M., 1998, SOCIOL EDUC, P181
   McKillip MEM, 2013, URBAN EDUC, V48, P529, DOI 10.1177/0042085912457163
   Mehan Hugh., 2012, In the Front Door: Creating a College-Going Culture of Learning
   Menken K, 2006, BILING RES J, V30, P521, DOI 10.1080/15235882.2006.10162888
   Merriam S. B., 1988, Case Study Research in Education. A Qualitative Approach
   MEYER JW, 1977, AM J SOCIOL, V83, P55, DOI 10.1086/226506
   Middaugh E., 2013, CONTRA COSTA TIMES
   Moll L. C., 1992, Theory Into Practice, V31, P132, DOI [DOI 10.1080/00405849209543534, 10.1080/00405849209543534]
   National Center for Educational Statistics (NCES), 2011, STAT DROP RAT 16 24
   National Center for Educational Statistics (NCES), 2010, TOT FALL ENR DEGR GR
   Nystrand M., 1997, Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom
   Oakes J., 2006, Learning power: organizing for education and justice
   Oakes J., 1985, KEEPING TRACK SCH ST
   Obama B, 2009, PRES ADDR JOINT SESS
   Padilla L.M., 2001, Texas Hispanic Journal of Law and Policy, V7, P59
   PALLAS AM, 1994, SOCIOL EDUC, V67, P27, DOI 10.2307/2112748
   Pianta R., 2006, CLASS: Classroom assessment scoring system: Manual
   Postsecondary Education Opportunity, 2012, BACH DEGR ATT AG 24
   Rist R.C., 1977, POWER IDEOLOGY ED, P292
   Rumberger RW, 2004, TEACH COLL REC, V106, P2032, DOI 10.1111/j.1467-9620.2004.00426.x
   Sawyer RK, 2006, CAMB HANDB PSYCHOL, P1, DOI 10.2277/ 0521607779
   Schleppegrell M. J., 2004, The language of schooling: A functional linguistics approach
   Scott W.R., 2008, Organizations: Rational, natural, and open systems, V5th
   Shanahan T, 2008, HARVARD EDUC REV, V78, P40, DOI 10.17763/haer.78.1.v62444321p602101
   Strauss A.L., 1990, BASICS QUALITATIVE R
   Sturtevant E. G., 2006, ADOLESCENT LITERACY
   Tomas Rivera Center, 2001, COLL KNOW WHAT LAT P
   Valenzuela Angela., 1999, SUBTRACTIVE SCH US M
   Venezia A., 2003, BETRAYING COLL DREAM
   Vernez G., 2001, GOAL DOUBLE RATE HIS
   Villegas A.M., 2002, Educating culturally responsive teachers: A coherent approach
   Vygotsky L., 1978, MIND SOC DEV HIGHER, DOI 10.2307/j.ctvjf9vz4
   Walqui A., 2011, Teacher preparation for linguistically diverse classrooms: A resource for teacher educators, P160
   Wong-Fillmore L., 2005, What teachers need to know about language, P7
   Woolley M.E., 2009, The Prevention Researcher, V16, P9
   Yin R. K., 2014, CASE STUDY RES DESIG
   Yonezawa S, 2009, J EDUC CHANG, V10, P191, DOI 10.1007/s10833-009-9106-1
NR 86
TC 13
Z9 31
U1 0
U2 9
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0161-4681
EI 1467-9620
J9 TEACH COLL REC
JI Teach. Coll. Rec.
PD JUL
PY 2016
VL 118
IS 7
AR 070306
PG 60
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FJ6LN
UT WOS:000412869400006
DA 2024-07-15
ER

PT J
AU Prendergast, M
   Pinto, AMC
   Harvey, CJ
   Muir, E
AF Prendergast, Mabel
   Pinto, Alexandra M. Cardoso
   Harvey, Christopher-James
   Muir, Elizabeth
TI Burnout in early year medical students: experiences, drivers and the
   perceived value of a reflection-based intervention
SO BMC MEDICAL EDUCATION
LA English
DT Article
DE Burnout; Cognitive fatigue; Emotional exhaustion; Reflection; Medical
   students
ID STRESS; IMPACT; EDUCATION
AB IntroductionAccording to the 11th Revision of the International Classification of Diseases, burnout is defined as a syndrome resulting from chronic work-related stress that has not been successfully managed. Burnout is increasingly prevalent amongst medical students and has been shown to lead to worsened academic engagement, feelings of inadequacy, poor mental health and increased risk of withdrawal from the course. The aim of this study was to explore the experience of burnout amongst early year medical students and evaluate the perceived impact of a reflection-based intervention on their awareness and experience of burnout.MethodsThe reflection-based intervention comprised two tutorials covering the presentation, drivers, impact and management strategies for burnout syndrome. These were introduced into the second-year medical curriculum at Imperial College London. As part of the reflection-based intervention, students were invited to complete an anonymous Qualtrics form three times during the academic year. This included the Shirom-Melamed Burnout Measure (SMBM) and a free-text question prompting the student to consider their stressors at the time of completing the intervention. The former is composed of 14-questions measuring the extent of feelings or behaviours suggestive of burnout, divided into three categories: physical fatigue, cognitive weariness and emotional exhaustion. At the end of the academic year, students were invited to participate in an online focus group to further explore their experience of burnout and their perceived value of the reflection-based intervention. Results of the SMBM were explored descriptively; free-text questions and the focus group transcript were analysed using inductive thematic analysis.ResultsA total of 59 submissions for the reflection-based intervention were analysed: 26 students participated and consented in the first round, 8 in the second and 25 in the third round. Overall median burnout scores were 4 (IQR 3-5), 2 (IQR 1-4) and 3 (IQR 2-5) in each round of the SMBM, respectively. A total of 8 (30.8%) met the threshold for severe burnout (>= 4.4) in round 1 of the questionnaire, zero in the second round and 4 (16%) in the third round. Physical and cognitive fatigue showed higher median scores than emotional exhaustion in every round. Four students participated in the focus group, which had two sections. The first was reflecting on burnout in medical school and the intervention, which revealed four themes: (1) indicators of burnout (often insidious, but may involve lack of energy and motivation, or changes in perceived personality); (2) perceived drivers of burnout (perceived expectation that medical school is supposed to be challenging and consistent prioritisation of work over wellbeing); (3) working habits of medical students (unachievable self-expectations and feelings of guilt when not working); (4) value of the intervention (the teaching and reflection-based intervention prompted students to identify signs of burnout in themselves and consider management strategies).
   The second section included considerations for implementing burnout interventions into the medical school curriculum, which revealed three themes: (1) desire to learn about burnout (students hoped to gain insight into burnout and methods of prevention as part of their curriculum); (2) importance of community (group interventions and the involvement of Faculty helped students feel less isolated in their experiences); (3) feasibility of interventions (sustainable interventions are likely to be those that are efficient, such as using multiple-choice questions, and with allocated periods in their timetable).ConclusionSecond-year medical students demonstrated symptoms and signs of burnout, including exhaustion, lack of motivation and changes in personality. They also expressed a desire to gain greater awareness of burnout and insight into preventative strategies within the medical curriculum. Whilst certain drivers of burnout can be prevented by students themselves through adequate prevention strategies, many remain systemic issues which require curriculum-level change to be effectively addressed. The students found that the reflection-based intervention was effective at improving their perception of burnout and a convenient tool to use, which could be implemented more widely and continued longer-term throughout medical school.
C1 [Prendergast, Mabel; Pinto, Alexandra M. Cardoso] Imperial Coll London, Sch Med, London, England.
   [Harvey, Christopher-James] Imperial Coll London, Sch Publ Hlth, London, England.
   [Muir, Elizabeth] Imperial Coll, Dept Primary Care & Publ Hlth, London, England.
C3 Imperial College London; Imperial College London; Imperial College
   London
RP Prendergast, M (corresponding author), Imperial Coll London, Sch Med, London, England.
EM mabel.prendergast18@imperial.ac.uk
OI Cardoso Pinto, Alexandra M./0000-0001-5852-4841; Harvey,
   Christopher-James/0000-0003-2269-9089
CR Abdul Rahim H, 2022, A global call to action to protect the mental health of health and care workers
   Ali A, 2022, ANN MED-PSYCHOL, V180, pS29, DOI 10.1016/j.amp.2021.02.004
   Alves SA, 2022, BMC MED EDUC, V22, DOI 10.1186/s12909-021-03094-9
   [Anonymous], BURN OUT OCCUPATIONA
   BBC, BBC News
   Braun V., 2006, Qualitative Research in Psychology, V3, P77, DOI [DOI 10.1191/1478088706QP063OA, 10.1191/1478088706qp063oa]
   Chunming WM, 2017, BMC MED EDUC, V17, DOI 10.1186/s12909-017-1064-3
   Dahlin Marie E, 2007, BMC Med Educ, V7, P6, DOI 10.1186/1472-6920-7-6
   Daya Z, 2018, MED TEACH, V40, P146, DOI 10.1080/0142159X.2017.1394999
   De Hert S, 2020, LOCAL REG ANESTH, V13, P171, DOI 10.2147/LRA.S240564
   Di Monte C, 2020, FRONT PSYCHOL, V11, DOI 10.3389/fpsyg.2020.567201
   Dunn LB, 2008, ACAD PSYCHIATR, V32, P44, DOI 10.1176/appi.ap.32.1.44
   Dweck CS, 2007, Mindset: The new psychology of success
   Dyrbye L, 2016, MED EDUC, V50, P132, DOI 10.1111/medu.12927
   Farrell SM, 2019, INT REV PSYCHIATR, V31, P579, DOI 10.1080/09540261.2019.1675960
   Fogg B.J., 2020, Tiny Habits: The Small Changes That Change Everything
   Gerber M, 2018, BMC PSYCHIATRY, V18, DOI 10.1186/s12888-018-1841-5
   Gleeson D, 2020, ADV MED EDUC PRACT, V11, P775, DOI 10.2147/AMEP.S273181
   Hill MR, 2018, MED EDUC ONLINE, V23, DOI 10.1080/10872981.2018.1530558
   Ishak W, 2013, CLIN TEACH, V10, P242, DOI 10.1111/tct.12014
   Jordan J, 2019, AEM EDUC TRAIN, V3, P218, DOI 10.1002/aet2.10354
   Jumat MR, 2020, BMC MED EDUC, V20, DOI 10.1186/s12909-020-02187-1
   Lin YK, 2019, BMC MED EDUC, V19, DOI 10.1186/s12909-019-1912-4
   Lou NM, 2022, J CONTIN EDUC HEALTH, V42, pE44, DOI 10.1097/CEH.0000000000000365
   Lundgren-Nilsson Å, 2012, BMC PUBLIC HEALTH, V12, DOI 10.1186/1471-2458-12-1
   Lutz G, 2013, PATIENT EDUC COUNS, V92, P337, DOI 10.1016/j.pec.2013.03.020
   Lyndon Mataroria P, 2017, J Med Educ Curric Dev, V4, p2382120517721901, DOI 10.1177/2382120517721901
   Lyons Z, 2020, AUSTRALAS PSYCHIATRY, V28, P649, DOI 10.1177/1039856220947945
   Medisauskaite A, 2019, PSYCHIAT RES, V274, P383, DOI 10.1016/j.psychres.2019.02.075
   Palmer B, The long goodbye? Exploring rates of staff leaving the NHS and social care
   Peterson U, 2008, J ADV NURS, V63, P506, DOI 10.1111/j.1365-2648.2008.04743.x
   Pokhrel NB, 2020, BMC PSYCHIATRY, V20, DOI 10.1186/s12888-020-02645-6
   Reed DA, 2011, ACAD MED, V86, P1367, DOI 10.1097/ACM.0b013e3182305d81
   Seo C, 2021, BMC MED EDUC, V21, DOI 10.1186/s12909-021-02495-0
   Smirnova D, 2021, PSYCHIAT DANUB, V33, pS119
   Wald HS, 2016, MED TEACH, V38, P525, DOI 10.3109/0142159X.2016.1150980
   Williams D, 2015, ACAD PSYCHIATR, V39, P47, DOI 10.1007/s40596-014-0197-5
   Wood W, 2007, PSYCHOL REV, V114, P843, DOI 10.1037/0033-295X.114.4.843
NR 38
TC 0
Z9 0
U1 11
U2 11
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1472-6920
J9 BMC MED EDUC
JI BMC Med. Educ.
PD JAN 3
PY 2024
VL 24
IS 1
AR 7
DI 10.1186/s12909-023-04948-0
PG 11
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EY4T4
UT WOS:001142490200002
PM 38172864
OA gold, Green Published
DA 2024-07-15
ER

EF