Cognitive insensitivity and cognitive impulsivity as mediators of bullying continuity: Extending the psychological inertia construct to bullying behavior [0.03%]
认知迟钝和认知冲动在欺凌持续性中的中介作用：扩展心理惯性的概念至欺凌行为
Glenn D Walters,Dorothy L Espelage
Glenn D Walters
Psychological inertia, the process by which social-cognitive variables help maintain behavioral patterns over time, has been found to explain crime continuity. The present study sought to determine whether psychological inertia can also be ...
How are treatment integrity data assessed? Reviewing the performance feedback literature [0.03%]
如何评估介入实施的 fidelity 数据？借鉴绩效回馈文献的观点
Melissa A Collier-Meek,Lindsay M Fallon,Kaitlin Gould
Melissa A Collier-Meek
Collecting treatment integrity data is critical for (a) strengthening internal validity within a research study, (b) determining the impact of an intervention on student outcomes, and (c) assessing the need for implementation supports. Alth...
The relationship between sense of community in the school and students' aggressive behavior: A multilevel analysis [0.03%]
学校社区意识与学生攻击性行为的关系：多水平分析视角
Gabriele Prati,Cinzia Albanesi,Elvira Cicognani
Gabriele Prati
School sense of community has been associated with lower levels of students' aggressive behaviors. The main aim of the study was to examine whether the magnitude of the influence of school sense of community on students' aggressive behavior...
Influence of homogeneity of student characteristics in a group-based social competence intervention [0.03%]
基于群体的社会能力干预中学生特征同质性的影响
Janine P Stichter,Melissa J Herzog,Emily Malugen et al.
Janine P Stichter et al.
Although some literature reviews cited mixed results for group-based social competence interventions in schools, existing descriptions of intervention efficacy often lack attention on important factors that may moderate differential respons...
Developing a direct rating behavior scale for depression in middle school students [0.03%]
中学生抑郁症直接评定行为量表的编制
Stephen P Kilgus,Michael P Van Wie,James S Sinclair et al.
Stephen P Kilgus et al.
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 u...
Differences in school climate and student engagement in China and the United States [0.03%]
中美学校气候及学生参与情况的差异性分析
George G Bear,Chunyan Yang,Dandan Chen et al.
George G Bear et al.
Objective: The purpose of this study was to examine differences between American and Chinese students in their perceptions of school climate and engagement in school, and in the relation between school climate and engagem...
Nicole Menolascino,Lyndsay N Jenkins
Nicole Menolascino
Bullying is a prevalent issue in schools, and the importance of involving bystanders in bullying prevention has been recognized; however, there are few studies that examine personal characteristics that relate to the five steps of Latané a...
Bullying involvement, teacher-student relationships, and psychosocial outcomes [0.03%]
欺凌、师生关系和心理社会成果之间的关联研究
Francis L Huang,Crystal Lewis,Daniel R Cohen et al.
Francis L Huang et al.
Students involved in bullying experience mental health issues and negative psychosocial outcomes. Few studies have investigated how teacher-student relationships (TSRs) may buffer the negative outcomes experienced by students involved in bu...
Gender integration in coeducational classrooms: Advancing educational research and practice [0.03%]
性别平等视角下的男女同校教育：推进教育研究与实践
Richard A Fabes,Carol Lynn Martin,Laura D Hanish et al.
Richard A Fabes et al.
Despite the fact that most boys and girls are in classrooms together, there is considerable variation in the degree to which their classrooms reflect gender integration (GI). In some classrooms, boys' and girls' relationships with each othe...
A comparison of nonsense-word fluency and curriculum-based measurement of reading to measure response to phonics instruction [0.03%]
音素教学效果的两种测量方法的比较研究：无意义词流畅度与基于课程阅读测量
Ethan R Van Norman,Peter M Nelson,David C Parker
Ethan R Van Norman
Student response to instruction is a key piece of information that school psychologists use to make instructional decisions. Curriculum-based measures (CBMs) are the most commonly used and researched family of academic progress-monitoring a...