Psychology in the Schools
Vol. 61, n°12, 12/2024
RESEARCH ARTICLE
- Gaining headspace: A classroom-based mindfulness intervention to promote attention for primary students, Alexander M. Rigney, Daniel D. Drevon, Michael D. Hixson
- “We felt so alone, but at least we felt it together”: Self-compassion among teachers, Sawsan Awwad-Tabry, Inbar Levkovich
- Empowering the digital learner: Exploring the relationship between teacher support, autonomy in technology, and self-efficacy in Chinese vocational colleges, Dan Wang, Qian Qiu, Lijuan Wang, Yu Jiang, Aihua Ran
- ‘Putting expertise at the front door’: A systems change evaluation of digitally-mediated team communication for responding to social, emotional, and mental health support needs in primary school settings, Lauren S. Jones, Ailsa Russell, Mark Brosnan
- Self-regulation and self-efficacy of EFL learners in hybrid educational settings in Türkiye, Mehmet Yağız Kaptanoğlu, Suzan Kavanoz
- Explaining preservice teachers' intention and behavior to use technology-enabled learning in China: A multi-group analysis across experiences, Mingdi Hou, Yafei Shen
- Mediation of the influence of mindfulness on academic buoyancy by academic hope: A two-wave longitudinal study, Seydi Ahmet Satıcı, Hasan Kütük, Sinan Okur
- The mediating effect of adolescents' emotional regulation strategies on their psychological resilience, Alev Üstündağ
- Developing and validating perceived intercultural communication anxiety/apprehension scale, Ali Roohani, Reza Parhizkar, Shahla Ostovar
- Validation of the Spanish form of a multidimensional assessment of family engagement for early childhood programs, Johayra Bouza, Rebecca J. Bulotsky-Shearer, Krystal M. Bichay-Awadala, Jhonelle Bailey, Patricia Gaona, Lisa White, Veronica A. Fernandez
- Mastery performance-goal orientation objective test: goal orientation profiles, Miriam Romero, James F. Juola, Cristina Casadevante, José Manuel Hernández
- The effect of perceived parental conflict on middle school students' social anxiety: The role of self-compassion and shame, Siyuan Huang, Xishan Huang, Ruonan Luo, Ikue Suzuki, Lin Zou, Miao Chen
- How does career calling influence teacher innovation? The chain mediation roles of organizational identification and work engagement, Bowen Xiang, Mengjie Xin, Xiaodong Fan, Zhaoyang Xin
- Child gender and challenging behavior influences early childhood teachers' use of behavior specific praise, Kristen L. Granger, Melissa Washington-Nortey, Jason C. Chow, Michael D. Broda, Alexandra Montesion, Kevin S. Sutherland, Maureen A. Conroy
- A pilot study of race, ethnic, gender, and parental education level differences on the Naglieri General Ability Tests: Verbal, Nonverbal, and Quantitative, Mathangi Selvamenan PhD, Angelina Paolozza PhD, Joanna Solomon MSc, Jack A. Naglieri PhD
- The development of sources of self-efficacy in self-regulation during one primary school year: the role of gender, special educational needs, and individual strengths, Minna J. Ikävalko, Erkko T. Sointu, Matthew C. Lambert, Rebecca Lazarides, Jaana Viljaranta
- “May all be well”: The links between compassion, psychological distress, and mindfulness in teaching in early years, Rebecca Y. M. Cheung, Maria Kambouri
- Spurring teacher well-being from teacher leadership and basic psychological needs perspectives, Lei Mee Thien, Peng Liu
- Teachers' emotional intelligence and job satisfaction: The mediating roles of expression of naturally felt emotion and perceived teacher-student closeness, Mingwei Li, Ran Cheng, Feifei Liu
- How do personal resources and homeroom teacher job demands influence teachers’ professional identity? A perspective based on the job demands-resources model, Peiling Zhou, Yue Zhou, Tingting Li, Ran Zhao, Wenwen Sun
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