Child and adolescent multidimensional self‐concept: A five‐instrument factor analysis

The factor structure of five self‐concept scales from a hierarchical, multidimensional theoretical model was investigated. The Coopersmith Self‐Esteem Inventory, Multidimensional Self Concept Scale, Piers‐Harris Self‐Concept Scale, Self‐Esteem Index, and the Tennessee Self‐Concept Scale were administered to 221 students in Grades 5 through 8 in a counter‐balanced administration format. The five scales each yielded strong general factors and six dominant factors that coincide with the proposed theoretical model, which reflects social, affect, competence, academic, family, and physical self‐concepts. © 2000 John Wiley & Sons, Inc.     

What really matters for students’ school satisfaction in Bangladesh?

School satisfaction is the reflection of students’ comprehensive evaluation of their school experience. This study reports the level of school satisfaction among students in Grades 6 and 8 in Bangladesh to perceive and the factors that might contribute to it using a cross‐sectional research design. A 61‐item survey questionnaire was utilized to collect data. The students’ mean score on the school satisfaction subscale of the Multidimensional Students’ Life Satisfaction Scale equated to a slightly positive attitude towards school. Three demographic factors including students’ academic achievement, gender, and grade level; and two school climate factors of perceived teacher–student relationship, and perceived academic support, emerged from the multiple regression analysis. The study findings are discussed from the perspective of self‐determination theory with implications for practice and avenues for future research offered.     

Chinese children’s perceived school satisfaction: the role of contextual and intrapersonal factors

This study investigated the contribution of school contextual factors and intrapersonal factors to school satisfaction among a sample of Hong Kong Chinese primary school children. A total of 760 children completed the School Satisfaction Subscale of the Multidimensional Life Satisfaction Scale for Children along with self‐report measures of intrapersonal factors (self‐esteem and hope) and school‐related factors (teacher support, peer support, peer conflict, peer victimisation and academic performance). Findings revealed teacher support as the most significant predictor of school satisfaction across grades, followed by academic performance. Hope was found to be a statistically significant mediator of school satisfaction across gender, whereas self‐esteem did not act as a potential mediator except in sub‐samples of girls and Grade 4 students. The findings lend support to using developmental ecological perspective and cognitive mediation models in studying school satisfaction. The implications of the findings for future research and educational practice were discussed.     

Peer victimization and prosocial experiences and emotional well‐being of middle school students

This study investigated the relationships among different forms of peer victimization and prosocial experiences and early adolescent emotional well‐being. A total of 571 students in grades 6–8 were administered the Positive and Negative Affect Scale–Children, Multidimensional Students' Life Satisfaction Scale, and the Children's Self Experience Questionnaire–Self Report. Females reported more prosocial experiences; males reported more overt and relational victimization. Differential predictors were observed for the emotional well‐being variables of life satisfaction, positive affect, and negative affect in a series of hierarchical multiple regression equations. Overt victimization experiences added significant variance to all three well‐being equations. Relational victimization experiences added significant variance to the negative affect equation. After accounting for overt and relational experiences, prosocial experiences added significant variance to the life satisfaction and positive affect equations. The experience of prosocial peer interactions thus appears to serve as a protective factor with respect to the relationship between victimization and life satisfaction and positive affect for early adolescents. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 199–208, 2007.     

中学生心理健康、学习适应和生活事件的关系研究

调查结果表明：生活事件对中学生心理健康水平具有显著的预测作用;心理健康水平对中学生的学习适应具有显著的预测作用;对三者的考察可以很好地预测中学生的语文、数学和英语成绩。     

MEASURING SCHOOL PSYCHOLOGY TRAINEE SELF‐EFFICACY

There is an ever‐increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self‐efficacy. However, little research on self‐efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of this construct. To address this gap, we examined the construct validity of the Huber Inventory of Self‐Efficacy for School Psychologists Research Version (HIS‐SP‐RV), a preexisting measure of self‐efficacy, with a sample of 520 school psychology graduate students. Results suggest that the HIS‐SP‐RV is not a valid measure of trainee self‐efficacy. We then created and conducted a psychometric evaluation of a shortened measure, the Huber Inventory of Trainee Self‐Efficacy (HITS). Results supported the validity of a five‐factor model. Implications for the use of the HITS for program evaluation, to improve trainee competence, and for future research are discussed.     

School-based extracurricular activities,personality, self-concept,and college career development skills in Chinese society

In the present study, we examined in Chinese society the association of school-based extracurricular activities (SBEAs) in both high school and college with students’ career development skills in college, as well as with various personality characteristics and self-concept. Each of 281 college students administered the Lai Personality Inventory, the Tennessee Self Concept Scale, the Adult Career Cognition Scale and an SBEA questionnaire. The results indicate that students who were more engaged in SBEAs had a healthier self-concept, were more extraverted, had better psychological health, were more emotionally stable, and had better social adaption and career development skills than other students. The implications and limitations of the findings, as well as future directions for research, are discussed.     

Promoting Positive Youth Development Through School‐Based Social and Emotional Learning Interventions: A Meta‐Analysis of Follow‐Up Effects

This meta‐analysis reviewed 82 school‐based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M_age = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty‐eight interventions took place outside the United States. Follow‐up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social‐emotional skills, attitudes, and indicators of well‐being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social‐emotional skill development was the strongest predictor of well‐being at follow‐up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories.     

A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis

Positive Behavior Support (PBS) for behavioral problems was included in the 1997 Individuals With Disabilities Education Act reauthorization, reflecting the increased implementation and strengthening empirical evidence for PBS in schools. Whereas PBS can be used reactively, its flexibility has led to a popular comprehensive school‐wide model used for prevention. School‐Wide Positive Behavioral Support (SWPBS) has been used across a variety of school environments and various demographics and has been evaluated using a variety of different outcome measures. The authors conducted a meta‐analysis of SWPBS research spanning 16 years and 20 articles. Specifically, single‐case studies were evaluated using a regression‐based procedure. Results show promising early trends in the data across dependent variables with a need for further research in specific areas. © 2011 Wiley Periodicals, Inc.     

初中生自我概念与学习成绩的相关性分析——基于宜春市二中150名初中生的调查

目的:分析初中生自我概念与学习成绩的相关性。方法:采用田纳西自我概念量表,对宜春市二中150名初中生进行问卷调查,结果:除家庭自我维度外,自我概念其余各维度在年级上呈现显著性差异;除心理自我和社会自我两个维度外,自我概念其余各维度在性别上不存在显著性差异;自我概念与学习成绩呈现出显著的正相关,除生理自我和道德伦理自我外,自我概念其余各维度在学习成绩上均呈现出显著性差异。     

The role of the school climate in high school students’ mental health and identity formation: A South Australian study

The well‐documented increase in student mental health issues in Australia and growing recognition of the need for education to play a part in students’ identity formation prompted this study. The research reported in this article sought to identify specific elements of the school climate that were likely to influence the interplay of adolescent health and development and students’ identity formation. The aim was two‐fold. First, the study examined the relationships between students’ perceptions of the school climate and self‐reports of wellbeing, resilience and moral identity; and, second, the interrelationships between the three outcome variables were explored. Two surveys, one to assess students’ perceptions of features of the school climate, and another to assess students’ wellbeing, resilience and moral identity, were administered to 618 Year 11 students from 15 independent schools in South Australia. Structural equation modelling was used to investigate hypothesised relationships between students’ perceptions of their school climate and self‐reports of wellbeing, resilience and moral identity. Our results indicated statistically significant and positive relationships between school‐climate factors and each of the three outcome variables. Further, indirect relationships (mediated largely by resilience) were found between school‐climate factors and students’ wellbeing. Our findings could be used to guide schools in building tangible, purposeful environments that engender well‐balanced, positive, resilient citizens with strong moral identities.     

Do Cultural Attitudes Matter? The Role of Cultural Orientation on Academic Self‐Concept Among Black/African College Students

The authors explored the relationship between academic self‐concept and noncognitive variables (i.e., Africentric cultural orientation, academic class level, gender, and involvement in culturally relevant school and community activities) among Black/African college students. Results indicated that Africentric cultural orientation and academic class level were significantly related to academic self‐concept. Female students had higher scores on the Academic Self‐Concept Scale ( Reynolds, Ramirez, Magrina, & Allen, 1980 ) compared with their male peers. Implications for counseling practice and future research are discussed.     

The Creation of the ‘Hong Kong Visual Arts Education Web’ and the Use of the Inquiry‐Based Teaching Approach

This article describes a collaborative action research conducted by a lecturer and several primary school art teachers, who between 2001 and 2006 created the Visual Arts Education Web (‘iii web’) in Hong Kong. The creation of the ‘iii web’ was accomplished through research that employed questionnaires, focus group discussions and individual interviews. Teachers' perceptions of using websites in teaching were examined, art education websites from Hong Kong, Taiwan, Mainland China and the USA were compared, in order to create a website that could meet the needs of Hong Kong primary school art teachers. Inquiry‐based learning is one of the important teaching approaches that were introduced during the Hong Kong Education Reform in 2003. An example of using the ‘iii web’ to teach public art is described to illustrate how the teacher and students used inquiry‐based learning in art education.     

中职学生积极心理品质现状调查和教育对策

积极心理品质培养是积极心理健康教育的核心内容.为了解当前我国中等职业学校学生积极心理品质发展状况,本研究使用《中国中小学生积极心理品质量表》调查了1942名中职学生,发现:(1)总体而言,中职学生积极心理品质的认知、情感、人际、公正、节制、超越等六大维度发展状况良好;(2)在15项积极心理品质中,中职学生发展最好的三项品质为爱、心灵触动和信念希望,发展最差的三项品质为真诚、创造力和领导力;(3)不同经济发展水平地区的中职学生在积极心理品质六大维度上存在显著差异;(4)积极心理品质六大维度存在显著的年级和性别差异,总体而言,除公正维度外,在积极心理品质的五个维度上,中职学生得分随年级的升高而提高;男生在公正维度上得分显著高于女生;(5)与全国高中生比较而言,除节制维度中职学生得分显著高于全国高中生外,在认知、情感、人际、公正和超越维度,中职学生得分均显著低于全国高中生;除求知力、思维与洞察力品质差异不显著外,中职学生与全国高中生在13项积极心理品质上均存在显著差异.最后,提出了培养中职学生积极心理品质的有关建议.     

SELF‐concept change through a microteaching experience

Thirty‐two Diploma of Education students took part in a microteaching course of 12 weeks duration. Each student taught two, 10 minute micro‐lessons to groups of five secondary school students, their performance being observed by their fellow trainee teachers and recorded on videotape. After the microlesson had been completed, the student teacher viewed his taped performance and made the decision whether to use it with his colleagues and the pupils he had taught in a discussion group format. In all cases this was done. Students completed the Tennessee Self‐Concept Scale before and after their microteaching course, their scores being compared with other Diploma of Education students who had had no such experience. Results indicated that self‐concept change in a positive direction was facilitated by the microteaching experience.     

The relationship of intelligence,self‐concept and locus of control to school achievement for Aboriginal and non‐Aboriginal Children

This research examines variables related to the school achievement of Aboriginal and non‐Aboriginal students. Thirty‐five indigenous students and fifty‐eight non‐Aboriginals in Grade eight completed a Coopersmith Self‐Esteem Inventory and the Intellectual Responsibility Questionnaire. These scores, together with information on intellectual ability, school achievement on teacher‐made English and mathematics tests, sex, school and ethnic origin, were entered in a multiple regression equation. No difference between the two groups emerged on scores of self‐esteem and locus of control. However, the predictors of achievement for each group differed significantly. Intellectual ability was the best predictor of achievement for non‐Aboriginals, while locus of control was the most important predictor for the indigenous group. Results are discussed in relation to recent research and classroom implications.     

An Investigation of Students’ Personality Traits and Attitudes toward Science

The purposes of this study were to validate an instrument of attitudes toward science and to investigate grade level, type of school, and gender differences in Taiwan’s students’ personality traits and attitudes toward science as well as predictors of attitudes toward science. Nine hundred and twenty‐two elementary students and 1,954 secondary students completed the School Student Questionnaire in 2008. Factor analyses, correlation analyses, ANOVAs, and regressions were used to compare the similarities and differences among male and female students in different grade levels. The findings were as follows: female students had higher interest in science and made more contributions in teams than their male counterparts across all grade levels. As students advanced through school, student scores on the personality trait scales of Conscientiousness and Openness sharply declined; students’ scores on Neuroticism dramatically increased. Elementary school and academic high school students had significantly higher total scores on interest in science than those of vocational high and junior high school students. Scores on the scales measuring the traits of Agreeableness, Extraversion, and Conscientiousness were the most significant predictors of students’ attitudes toward science. Implications of these findings for classroom instruction are discussed.     

Incorporating physical activity‐based interventions in school psychology research and practice: A systematic review

Physical activity provides a myriad of well‐documented social‐emotional, behavioral, and academic benefits for youth. While research suggests that physical activity should be integrated within the school day to support the well‐being of students, an understanding of related empirical work within school psychology research and practice is unclear. School psychologists are well positioned to systematically incorporate physical activity within their intervention practices, particularly given their role and expertise in implementing and evaluating interventions. Authors engaged in a systematic review of 20 years (1998–2018) of physical activity intervention research within 10 peer‐reviewed school psychology journals and six school psychology‐related journals. Authors analyzed 22 studies to glean a comprehensive understanding of the literature base and highlight the ways in which physical activity can be incorporated to support school and student outcomes. Suggestions for research and practice in school psychology are discussed in light of the examined literature.     

聋哑学生心理健康状况的初步调查

本调查研究采用<心理健康诊断测验(MHT)>与<中学生自卑心理自我检测问卷>对75名聋哑学生进行了测查,结果表明聋哑学生存在着一定的心理健康问题,其焦虑程度高于普通学生,焦虑倾向集中体现在对认焦虑、孤独倾向、身体症状等方面;聋哑女生的焦虑倾向比男生更为广泛和强烈,恐怖倾向突出;不同年级的聋哑学生,其焦虑倾向存在着显著差异.     

中职学生身份认同及其对心理健康的影响

为了探讨中职学生身份认同与心理健康、自尊的关系,采用了中学生心理健康量表、自尊量表、学生身份认同量表对600名中职学生进行调查。结果显示:心理健康与自尊呈负相关,心理健康与身份认同呈正相关,身份认同与自尊呈正相关。结构方程模型显示,自尊对心理健康和身份认同的中介假设模型的拟合指数良好,中介效应占总效应的比例为65.08%。因此,自尊在身份认同对心理健康的预测中起到完全中介的作用、身份认同正向预测自尊、自尊正向预测心理健康。性别因素在身份认同到自尊,以及自尊到心理健康这两条路径上起到了调节作用。