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Direct linkPandya, Samta P. – Psychology in the Schools, 2022
High schoolers' creative thinking and complex problem-solving abilities are important for determining achievement. There is a need to investigate whether spiritual training delivered via a microblogging social networking platform would be effective. This article reports a study that examines the impact of Twitter-based spiritual posts on high…
Descriptors: High School Students, Creative Thinking, Problem Solving, Spiritual Development
Fung, Francis; Tan, Cheng Yong; Chen, Gaowei – Psychology in the Schools, 2018
The present study explored the relationships between student engagement and mathematics achievement for 295,416 15-year-old students from 11,767 secondary schools in 34 countries who participated in the Program for International Student Assessment (PISA) 2012. Affective engagement was measured by students' mathematics interest (InterestMath) and…
Descriptors: Learner Engagement, Mathematics Achievement, Secondary School Students, Secondary School Mathematics
Vogelaar, Bart; Bakker, Merel; Hoogeveen, Lianne; Resing, Wilma C. M. – Psychology in the Schools, 2017
In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7- to 8-year-old gifted and average-ability children. Utilizing a pretest training posttest control…
Descriptors: Gifted, Problem Solving, Figurative Language, Educational Practices
Skinner, Christopher H.; McCleary, Daniel F.; Skolits, Gary L.; Poncy, Brian C.; Cates, Gary L. – Psychology in the Schools, 2013
The success of Response-to-Intervention (RTI) and similar models of service delivery is dependent on educators being able to apply effective and efficient remedial procedures. In the process of implementing problem-solving RTI models, school psychologists have an opportunity to contribute to and enhance the quality of our remedial-procedure…
Descriptors: Response to Intervention, Models, Problem Solving, School Psychologists
Peer reviewedGlickman, Carl D.; Tamashiro, Roy T. – Psychology in the Schools, 1982
Analyzed differences in first-year (N=50), fifth-year (N=49) and former (N=30) teachers on measures of efficacy, ego development, and problem solving. On measures of efficacy and ego development, both first-year and fifth-year teachers scored significantly higher than former teachers, but did not differ from each other. (Author)
Descriptors: Beginning Teachers, Comparative Analysis, Personality Traits, Problem Solving
Linares, L. Oriana; Rosbruch, Nicole; Stern, Marcia B.; Edwards, Martha E.; Walker, Gillian; Abikoff, Howard B.; Alvir, Jose Ma. J. – Psychology in the Schools, 2005
This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher-led program designed to promote cognitive-social-emotional (CSE) skills, including student self-efficacy, problem solving,…
Descriptors: Grade 5, Grade 4, School Activities, Prevention
