Psychology in the Schools

  Vol. 61, n°11, 11/2024

 

RESEARCH ARTICLE

• School adjustment scale for high school students: Development and initial validation, Semih Kaynak, Adnan Kan
• Evaluation of remote and in-person instruction of a social-emotional learning curriculum in a rural midwestern middle school: A case study, Kristina Hunter-Mullis, Catherine Qing, Kim Alexander Decker
• Beyond the model minority myth: Student–counselor interactions and college enrollment of Asian American students, Jungnam Kim, Hyunhee Kim, Hong Ryun Woo, Ching-Chen Chen, Sangmin Park
• The relationships between teacher self-efficacy, optimism, perceived social support, and burnout: A moderated mediation analysis using the revised job demands–resources model, Alper Uslukaya
• The Teachers' Mental Health Literacy Scale, Candra Skrzypek
• Addressing suicidality in autistic youth: Implications for school mental health professionals, Geovanna Rodriguez, Dania R. Holmberg, Amber Fredrick, Susan J. Stadelman
• Extended time test accommodations: Does use correspond to score comparability for students with disabilities deemed in need?, Sara E. Witmer, Nathalie Marinho
• Examining school crisis plan components using the comprehensive crisis plan checklist—Second edition, Kathleen B. Aspiranti, Daniel F. McCleary, Sara Ebner, Jessica Blake, Lauren E. Biggs, Reggie N. Rios
• Mediating effect of teacher support and student engagement in mathematics at Chinese junior middle school, Yanfei Yang, Priyalatha a/p Govindasamy, Nor Junainah binti Mohd Isa
• A study of college students' perspectives on marriage immigration: Relationships of multicultural acceptance, Nein-Tsu Chiang, Hsiang-Yu Ma, Rui-Hsin Kao, Jui-Chung Kao
• Understanding teacher counterproductive work behavior: Tracing individual, occupational, and organizational factors, Farshad Ghasemi, Keith C. Herman
• Students' perspectives and utilization of school resource officers after experiences with school discipline or law enforcement, Michelle Jancaric, Patricia Jewett, Iris W. Borowsky
• Understanding anxiety-related problems of children with ASD in school settings, Celal Perihan, Ali Bicer, Joel Bocanegra
• A cognitive-behavioural psychoeducation intervention on childhood anxiety for school staff: A quantitative feasibility study, Elene Nicola, Kiki Mastroyannopoulou, Laura Pass
• Pandemic-related stressors of school counselors: Implications for resilience and retention, Elizabeth M. Vera, Amy J. Heineke
• The PERMA model of well-being and student engagement amid Covid-19: A two-wave study among a sample of Filipino university students, Jonee O. Miranda, Olga Angelinetta P. Tulabut, Cherry Lou De Ala, Abigail Gonzales, Justin Vianey M. Embalsado, Lee Vergel Estacio, Irish Mandap, Aira Joy Keynn Medina, Mary Anne Joseph Montoya, Beatriz Balilu, June Rivera-De Leon, Roger Mangalus, Ericka Lance Pare, Reymond Neal C. Cruz
• Social skills predict the development of creative strategies in college teachers during the COVID-19 pandemic, Vanessa Pederiva, Ilana Andretta, Priscila G. Brust-Renck
• Family communication and bi-dimensional student mental health in adolescents: A serial mediation through digital game addiction and school belongingness, M. Engin Deniz, Hacer Yildirim Kurtulus, Yagmur Kaya
• Unpacking the differences in social impact and social preference among Spanish preschool aggressors, victims, aggressor-victims, and defenders whilst controlling for emotional competences, Raúl Navarro, Beatriz Víllora, Juan Manuel Rodríguez-Álvarez, Santiago Yubero, Elisa Larrañaga
• Teaching foundational skills using strategic incremental rehearsal: Investigating effectiveness across varying school agents, Christina Novelli, Scott P. Ardoin

https://onlinelibrary.wiley.com/toc/15206807/current