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Direct linkNursalim, Mochamad; Saroinsong, Wulan P.; Boonroungrut, Chinun; Wagino; Costa, Augusto da – Psychology in the Schools, 2023
The global health emergency, COVID-19, significantly influenced schooling in Indonesia. Students employed a variety of coping mechanisms to cope with unusual stress levels during confinement time. Hence, as students' COVID-19 resilience, investigation, and prevention were required for high and chronic stress connected with various disorders. This…
Descriptors: Prediction, COVID-19, Pandemics, Resilience (Psychology)
Randi A. Bates; Jaclyn M. Dynia – Psychology in the Schools, 2024
While early childhood educators' mental health is important, it may also affect the well-being and education of their students. Yet, little research has described the stress and stressors of early childhood educators (ECEs), particularly as the pandemic wanes. This pilot study aimed to (1) describe ECEs' psychological and physiological stress and…
Descriptors: Mental Health, Physical Health, Stress Variables, Early Childhood Teachers
Scheiber, Caroline; Reynolds, Matthew R.; Hajovsky, Daniel B.; Kaufman, Alan S. – Psychology in the Schools, 2015
The purpose of this study was to investigate developmental gender differences in academic achievement areas, with the primary focus on writing, using the child and adolescent portion (ages 6-21 years) of the "Kaufman Test of Educational Achievement-Second Edition, Brief Form," norming sample (N = 1,574). Path analytic models with gender,…
Descriptors: Gender Differences, Academic Achievement, Writing Skills, Path Analysis
Dever, Bridget V.; Dowdy, Erin; Raines, Tara C.; Carnazzo, Katherine – Psychology in the Schools, 2015
Universal screening for behavioral and emotional difficulties is integral to the identification of students needing early intervention and prevention efforts. However, unanswered questions regarding the stability of screening scores impede the ability to determine optimal strategies for subsequent screening. This study examined the 2-year…
Descriptors: Screening Tests, Emotional Disturbances, Behavior Disorders, At Risk Persons
Peters, Christina D.; Kranzler, John H.; Algina, James; Smith, Stephen W.; Daunic, Ann P. – Psychology in the Schools, 2014
The aim of the current study was to examine mean-group differences on behavior rating scales and variables that may predict such differences. Sixty-five teachers completed the Clinical Assessment of Behavior-Teacher Form (CAB-T) for a sample of 982 students. Four outcome variables from the CAB-T were assessed. Hierarchical linear modeling was used…
Descriptors: Disproportionate Representation, Special Education, Hierarchical Linear Modeling, Racial Differences
Shyman, Eric – Psychology in the Schools, 2010
The purpose of this preliminary study was to identify predictors of emotional exhaustion among special education paraeducators. A sample of 100 paraeducators in public and specialized alternative setting schools was used to determine whether self-reported levels of emotional exhaustion and other job-related factors were reported. Using…
Descriptors: Fatigue (Biology), Role Conflict, Special Education, Burnout
Elmore, Gail M.; Huebner, E. Scott – Psychology in the Schools, 2010
This study investigated the relationships among demographics, parent and peer attachment, school satisfaction, and student engagement behavior in a 1-year longitudinal study of secondary-school students. Statistically significant cross-sectional differences in school satisfaction were observed, based on grade, but not on race, gender, or…
Descriptors: Student Attitudes, Attachment Behavior, Parent Child Relationship, Correlation
Peer reviewedEvans, Paul L.; Richmond, Bert O. – Psychology in the Schools, 1976
This paper compares the 1972 Norms Edition of the Stanford-Binet Intelligence Scale, Form LM, and the Weschler Intelligence Scale for Children, Revised (1974) from a practitioner's viewpoint. The instruments are compared in relation to (a) standardization data given in the manuals, (b) ease of administration and interpretation, (c) age-range…
Descriptors: Academic Achievement, Age Differences, Children, Comparative Analysis
Predictors of Successful Transition from Self-Contained Special Education to Regular Class Settings.
Peer reviewedSchneider, Barry H.; Byrne, Barbara M. – Psychology in the Schools, 1984
Rated the adjustment of 129 newly mainstreamed learning disabled, emotionally disturbed, and mildly developmentally disabled pupils. While the teachers were, in general, very satisfied with the pupils' progress in both academic and behavioral areas, satisfaction declined after grade six. IQ data did not predict satisfactory adjustment. (JAC)
Descriptors: Age Differences, Elementary Secondary Education, Emotional Disturbances, Foreign Countries
