Taking a playful approach to schoolwork: Associations with schoolwork engagement, school satisfaction, and school belonging [0.03%]
以玩耍的态度对待学业：与学业投入、学校满意度和归属感的关系
Helga Bjørnøy Urke,Arnold B Bakker,Jørn Hetland et al.
Helga Bjørnøy Urke et al.
The present study investigates how students in lower secondary education may playfully design their schoolwork with fun and competition (i.e., playful study design) to shape their schoolwork engagement, school satisfaction and school belong...
Discussions of race/ethnicity related differences in school psychology journals: A descriptive review [0.03%]
学校心理学期刊中有关种族/族裔差异的讨论：描述性综述
Victor Villarreal,Lisa S Peterson,Laura M Peña et al.
Victor Villarreal et al.
In recent years there has been growing awareness of the importance of addressing equity issues in school psychology. This awareness extends to school psychology research, where there remains a need for systematic analysis to better understa...
Reciprocal associations between teachers' use of disciplinary practices and aggression in elementary school students [0.03%]
中小学教师采用纪律措施与学生攻击性行为的相互影响关系研究
Roxane L&#x;Écuyer,François Poulin,Frank Vitaro et al.
Roxane L&#x;Écuyer et al.
Transactional theories of human development suggest that the association between teachers' disciplinary practices and students' aggressive behavior may be reciprocal. However, no study has tested this possibility. Therefore, this study exam...
Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial [0.03%]
一种普遍的创伤知情干预对学生产生的积极影响：Project POWER 试验
Tamar Mendelson,Laura K Clary,Rashelle J Musci et al.
Tamar Mendelson et al.
Effective school-based universal interventions to prevent or reduce mental health problems among upper middle school students are lacking, particularly for student populations with chronic exposure to adversity. To address this gap, we cond...
The differences in school refusal networks among Chinese adolescents under varying cumulative ecological risks [0.03%]
不同累积生态风险下中国青少年拒绝上学的社会关系网络差异分析
Haidong Liu,Zheng Zhang,Baojuan Ye
Haidong Liu
The phenomenon of adolescent school refusal is closely associated with their ecological environment. While numerous studies have examined the impact of a single risk factor on adolescent school refusal, few have delved into the cumulative e...
A healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students' belief in a just world [0.03%]
健康的环境，正义的环境吗？课堂受害经历在欺凌被害对学生世界信念的负面影响中的作用
Daniel Graf,Takuya Yanagida,Lydia Laninga-Wijnen et al.
Daniel Graf et al.
The phenomenon that victims of bullying experience greater psychological problems in environments with lower levels of victimization is known as the healthy context paradox. The current study investigated the healthy context paradox with re...
Examining social withdrawal in relation to academic enablers in students with and without cognitive disengagement syndrome [0.03%]
探究学业促成因素与认知放弃综合征学生社交退缩之间的关系
R Elizabeth Capps,Stephen P Becker
R Elizabeth Capps
Students' social behaviors are associated with academic enablers and academic outcomes. However, social withdrawal, a key correlate of youth with cognitive disengagement syndrome (CDS), has not been examined in relation to academic enablers...
Conjoint behavioral consultation and students of Latine origin: Effects on social and behavioral outcomes at school and home [0.03%]
联合行为咨询与拉丁裔学生：对学校和家庭中的社交和行为结果的影响
Susan M Sheridan,Lorey A Wheeler,Elizabeth S Brower et al.
Susan M Sheridan et al.
Latine students represent the second largest racial/ethnic group of enrolled students in the United States. Despite assets that can position them to experience success in school, Latine youth often experience persistent disparities in educa...
A practical guide to causal moderation analysis for investigating the role of context, identity, and culture in intervention research [0.03%]
干预研究中探讨情境、身份和文化作用的因果调节分析实用指南
Nianbo Dong,Keith Herman,Benjamin Kelcey et al.
Nianbo Dong et al.
Contextual, identity, and cultural factors are not only associated with student outcomes but can also serve to moderate the effects of interventions. However, the conventional analysis of moderation commonly used in school psychology is sub...
Supporting paraeducators' adherence to behavior support plans through implementation planning [0.03%]
通过实施计划支持助教坚持行为支持计划
Ashley M Boyle,Lisa M H Sanetti,Melissa A Collier-Meek et al.
Ashley M Boyle et al.
Paraeducators are tasked with providing behavior support to students with complex needs but have limited preparation to do so. Emerging research suggests paraeducators require different levels of implementation support, yet few implementati...