Multicomponent framework for students' subjective well-being in elementary school [0.03%]
小学学生主观幸福感的多元构念模型研究
Tatjana Kanonire,Denis A Federiakin,Irina L Uglanova
Tatjana Kanonire
The study proposes a multicomponent model of subjective well-being (SWB) in elementary school. The model includes satisfaction with school, affect toward school, well-being related to communication with peers, and subjective physical well-b...
Preliminary development and validation of the Interconnected Systems Framework-Implementation Inventory (ISF-II) [0.03%]
互联系统框架实施清单（ISF-II）的初步开发与验证
Joni W Splett,Kelly Perales,Amira M Al-Khatib et al.
Joni W Splett et al.
As schools increasingly implement multitiered systems of support, there is a pressing need to develop psychometrically sound implementation fidelity measures. The interconnected systems framework (ISF) is a multitiered model blending system...
Brandi Simonsen,Jennifer Freeman,Janice Kooken et al.
Brandi Simonsen et al.
Effective classroom management is critical for student and teacher success. Because teachers receive limited preservice preparation and in-service support in classroom management, educational leaders (e.g., school psychologists, behavior co...
Chinese children's heterogeneous gratitude trajectories: Relations with psychosocial adjustment and academic adjustment [0.03%]
中国儿童不同类型的感恩模式与心理社会适应和学业适应的关系
Renshuang Wu,E Scott Huebner,Lili Tian
Renshuang Wu
Gratitude is a human strength that is beneficial for psychosocial adjustment and academic adjustment. This study aimed to examine the (a) heterogeneity and gender differences in the developmental trajectories of gratitude to obtain a more n...
Effects of unfamiliar diverse names on elementary students' passage comprehension [0.03%]
不熟悉的名字对小学阅读理解的影响
Kala L H Taylor,Christopher H Skinner,Dennis J Ciancio et al.
Kala L H Taylor et al.
Elementary school multicultural reading curricula include characters with diverse proper names, which are often unfamiliar and differ phonetically from students' native language. These names could impact reading outcomes by increasing stude...
Performance feedback during writing instruction: A cost-effectiveness analysis [0.03%]
写作教学中的绩效反馈：一种成本效益分析方法
Courtenay A Barrett,Adrea J Truckenmiller,Tanya L Eckert
Courtenay A Barrett
Students in K-12 settings experience poor writing outcomes, with less than 30% of students writing at the proficient level. Coupled with the pressure to improve academic outcomes with limited resources, schools are in dire need of efficient...
Cyberbullying victimization and student engagement among adolescents: Does school climate matter? [0.03%]
网络欺凌、校园环境与学生参与度之间的关系研究
Chunyan Yang,Jill D Sharkey,Lauren A Reed et al.
Chunyan Yang et al.
Although the psychological impacts of cyberbullying victimization (CBV) have been documented, research is inconclusive about the role of contextual factors in the association between CBV and student engagement. Sampling 16,237 adolescents f...
The magnitude and precision of estimates of change in formative teacher assessment [0.03%]
形成性教师评估变化的量级和精确度估计
Adam J Lekwa,Linda A Reddy,Elisa S Shernoff
Adam J Lekwa
Despite growing interest in formative assessment of teacher practices, research on rates of change in teachers' practices is sparse. This is the first study to examine the characteristics of observed change in classroom practices using the ...
Tier I implementation supports for classroom management: A pilot investigation targeting teachers' praise [0.03%]
一级支持在课堂管理中的应用：一项以教师表扬为目标的试点调查研究
Brittany Zakszeski,Lisa Thomas,Lyndsie Erdy
Brittany Zakszeski
Evidence-based classroom management practices have profound effects on student outcomes. Yet teachers commonly struggle to effectively implement these practices, imploring the provision of implementation supports within a multitiered framew...
Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors [0.03%]
面向小学生的课堂管理通用教师培训计划对攻击性行为的影响
Chi-Ching Chuang,Wendy M Reinke,Keith C Herman
Chi-Ching Chuang
The purpose of this study was to examine the treatment effects of the Incredible Years Teacher Classroom Management (IY TCM), a universal classroom management intervention, on the outcomes of children with aggressive behavior in elementary ...
Randomized Controlled Trial
School psychology (Washington, D.C.). 2020 Mar;35(2):128-136. DOI:10.1037/spq0000351 2020