Social-emotional learning and adolescent mental health: Indirect effects and the moderating role of peer victimization [0.03%]
社交情感学习与青少年心理健康：间接效应及同伴受害的调节作用
Lyndsay Jenkins,Stephanie Fredrick,Amanda Nickerson
Lyndsay Jenkins
This study aimed to (a) examine the direct and indirect effects of social-emotional learning (SEL)-infused instruction on secondary student mental health through social-emotional skills (SEL) and student-to-student relationships and (b) exp...
From what is wrong to what is strong: Using tiered frameworks to identify early literacy strengths in Black preschool-age children [0.03%]
从弱势到强势：使用分层框架识别黑人学龄前儿童的早期读写优势
Kizzy Albritton,Adrienne Stuckey,Kenia Cruz et al.
Kizzy Albritton et al.
Efforts to improve preschool children's early literacy skills continue to intensify (e.g., Cabell et al., 2023; Wackerle-Hollman et al., 2024), often using tiered frameworks (e.g., response to intervention and pyramid model) to identify chi...
The development of a universal screening measure for young children: Assessing social and emotional competencies in early childhood [0.03%]
适用于学龄前儿童的普遍筛查措施的发展：评估幼儿社交和情感能力
Madeline Wadington,Katie Eklund,Stephen P Kilgus et al.
Madeline Wadington et al.
Research highlights the importance of the early identification of social, emotional, and behavioral concerns in young children; however, there are limitations regarding the usability and technical adequacy of available measures. The purpose...
Development of Arabic curriculum-based measurement for early literacy reading skills [0.03%]
阿拉伯语基础课程测量早期读写技能的发展
Saeed S Alqahtani
Saeed S Alqahtani
Curriculum-based measurement (CBM) is widely used to support early identification, screening, and progress monitoring of students at risk for reading difficulties; however, CBM measures developed specifically for Arabic early literacy remai...
Flux and flow: Exploring the dynamic nature of acceptability in writing feedback [0.03%]
flux与flow：探究写作反馈中可接受性的动态特征
Tyler J Young,Tanya L Eckert,Sara E Burke
Tyler J Young
Acceptability, defined as the perception that an intervention is appropriate, fair, and reasonable, is crucial to assess during implementation (Kazdin, 1981). Despite its original conceptualization as a dynamic process, repeated assessments...
Intersections of disability and housing insecurity: A snapshot and call to action [0.03%]
关于残疾与住房不安全的交叉状况：概览和行动呼吁
Elizabeth L Shaver,Shayna C Williams,Amanda L Sullivan et al.
Elizabeth L Shaver et al.
Few studies have explored the co-occurrence of housing insecurity and educational disability among preK-12 students. Yet, both are the basis for legal entitlements to educational supports and protections and are often associated with unmet ...
The family check-up: Relations between motivational interviewing fidelity and intervention outcomes in early elementary school [0.03%]
家庭健康检查：动机访谈忠实度与干预效果在小学低年级的关系研究
Caleb E Flack,S Andrew Garbacz,Elizabeth A Stormshak et al.
Caleb E Flack et al.
The Family Check-Up (FCU) is a family-centered intervention that uses motivational interviewing (MI) to enhance parents' motivation for goal-directed change in parenting practices. The present study examined relations between FCU therapists...
Gabrielle Yale-Soulière,Isabelle Plante,Kathryn E Chaffee et al.
Gabrielle Yale-Soulière et al.
Test anxiety has been associated with educational and psychological well-being impairments, especially for girls. However, its stability over an academic year and the distribution of high test anxiety scores across students remain unclear. ...
Correction to "Assessing teachers' intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment" by Sanetti et al. (2024) [0.03%]
桑奈蒂等人(2024)关于《评估教师的干预相关期望和自我效能：实施信念评估因子结构的考察》的勘误通知
Reports an error in "Assessing teachers' intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment" by Lisa M. H. Sanetti, Nedim Yel, Anna C. J. Long, Melissa A. Col...
Published Erratum
School psychology (Washington, D.C.). 2026 Mar;41(2):245. DOI:10.1037/spq0000700 2026
Malleable correlates of teacher-student relationship quality among elementary students with disabilities: Teacher and student perspectives [0.03%]
从教师和学生视角看小学残疾学生的师生关系质量及其可塑性影响因素
Christopher Murray,Christen Knowles,Yen K Pham et al.
Christopher Murray et al.
Teacher-student relationships (TSRs) are critical for student development, yet little is known about the role that malleable child-level skills and experiences play in shaping TSR quality among students with disabilities experiencing behavi...