ABSTRACT

Teachers' teaching styles play a crucial role in students' creativity. However, previous studies have focused only on variable-centered research methods that presuppose teachers to be of a particular type, which does not correspond to real-life contexts in which they teach. Therefore, this study will use a person-centered approach, latent profile analysis (LPA), to assess the impact of teachers' teaching styles on students' creativity. This study used cluster sampling with a sample of 367 primary school students to investigate the current status of teachers' teaching styles and students' creativity levels as perceived by the students from the student's point of view. The results showed that: (a) there were three subtypes of teachers' teaching styles perceived by primary school students, namely, Balanced, Traditional, and Diverse; (b) Compared to Traditional and Balanced teachers, Diverse teachers are more conducive to the development of students' creativity.

ABSTRACT

In the fall of 2021, experts declared a national emergency in children's mental health, urging organizations to put in place school-based mental health care services to reduce barriers and increase access to care. This paper describes implementation and acceptability of an innovative school-based model to deliver group art therapy that is integrated into the school's Muti-Tiered System of Supports, and changes in student social-emotional competencies that occurred in association with participation. The 7-week pilot was implemented in three successive semesters, serving 280 elementary students. Guardians completed Strengths and Difficulties Questionnaires (SDQ) before and after the intervention to describe changes in student social-emotional competencies. SDQ data suggest improvement in internalizing symptoms amongst participants (n = 17, mean decrease in 1.7 points [95% CI: 0.2–3.2]; p = 0.0314). Guardians surveyed (n = 12) strongly agreed that art therapy programs should be continued in the school and that the art therapy process gave their child an alternative form of safe expression [4.88 and 4.75 out of 5 (SD = 0.14 and 0.29), respectively]. All students completed the program. Cost was $170.00 per child. This school-based group art therapy model was found feasible and acceptable, and if scaled, can impact a large population of children with barriers to mental healthcare access.

ABSTRACT

The present nonexperimental study explores the role of the school social context in shaping students’ schooling experiences and personal well-being. A dynamic school system provides a rich environment that encompasses various processes, factors, and outcomes, one of the most significant being the provision of quality social support. In particular, perceived social support is hypothesized to act as an antecedent of both learning and non-learning experiences, such as personal well-being. The focus of this study was to investigate the impact of different types of social support—specifically from parents, teachers, and peers—on the multifaceted nature of personal well-being. We hypothesized that social support from key figures, like parents, would positively influence a child's overall well-being. We employed a comparative methodological design, analyzing two distinct convenient cohorts of elementary school students from Australia (N = 198) and Malaysia (N = 162). Statistical analyses were conducted using confirmatory factor analysis (CFA) and structural equation modeling (SEM) to test our hypothesized relationships. The results supported our original proposition that different types of social support, including peer support, serve as positive antecedents for personal well-being. Notably, we found that peer support positively influenced proactive engagement among students. An innovative aspect of our findings was the identification of a “higher-order” latent factor of personal well-being, which was positively associated with a state of “flourishing.” In conclusion, our study offers important insights into the practical implications of social support within the educational and social contexts. These findings are particularly valuable for the design of both educational and noneducational programs that capitalize on the social context to enhance personal well-being.

Psychology in the Schools, Volume 62, Issue 4, Page 977-981, April 2025.

ABSTRACT

This study adapts the “Scales for Identifying Gifted Students (SIGS-2)” into Turkish for use from preschool onward, specifically during the candidate nomination stage. Conducted with 974 parents (675 mothers, 299 fathers) of children aged 5–10, it employs Confirmatory Factor Analysis (CFA) to evaluate the scale's structure and reliability. CFA results show excellent fit indices (CFI = 0.998, GFI = 0.994, IFI = 0.998, NFI = 0.993, NNFI = 0.998, RFI = 0.993) and an RMSEA of 0.017, indicating good model fit. Factor loadings ranged from 0.36 to 0.89, and item-total correlations were between 0.32 and 0.79, demonstrating effective discrimination. Reliability coefficients were high, with Cronbach's alpha, McDonald's omega, and Composite Reliability (CR) ranging from 0.87 to 0.96. The SIGS-2 Home Rating Scale aligns well with existing measures and reflects changes in IQ levels, showing its suitability for assessing gifted children in Türkiye. While parental nominations are valuable, they may be less reliable than test results in identifying giftedness.

ABSTRACT

STEM is a field where gender stereotypes regarding men persist. Women are underrepresented compared to men in STEM fields. The social belief that engineering is only for men discourages young girls from pursuing such endeavors. Encouraging young girls to enter STEM fields is crucial to dispel these stereotypes. Therefore, one of the essential aspects of beginning STEM education in early childhood is dismantling the gendered perception of professions. This study aimed to support girls’ engineering habits of mind (EHoM) with STEM education. The participants in the study were eight 5-year-old children. Children participated in six STEM activities for 12 weeks. Two days per week and 120 min per day were devoted to practice. We collected the data using the observation protocol, interview protocol, and reflective diary and analyzed it using content analysis. We explained the results within the context of six fundamental EHoM mentioned previously in the literature: systems thinking, creativity, optimism, collaboration, communication, and attention to ethical considerations. While collaboration, communication, systems thinking, and creativity were the most utilized habits of mind in STEM education, attention to ethical considerations was the least used. The girls found numerous opportunities to support their EHoM in this process. Our findings indicate that STEM education can help girls’ EHoM.

ABSTRACT

School staff are exposed to high levels of occupational stressors and often work within significant resource constraints, putting them at risk for burnout and secondary traumatic stress (STS). Initially developed to support community-based social workers, the Stress-Less Initiative (SLI) is a 12-session, team-based, and internally facilitated intervention intended to build personal, team, and organizational resilience to mitigate STS and burnout. Our pilot of SLI among school staff providing after-school programming in two under-resourced K-8 public schools explored its feasibility and impact in the school setting. To evaluate this pilot, we interviewed five school staff with varying levels of participation in SLI to understand their experiences, perceived outcomes, and opportunities to optimize and sustain SLI and other supportive well-being initiatives for school staff. Interviewees described SLI as timely, relevant, and personally meaningful and pointed to several associated individual, team, and interpersonal outcomes. They also highlighted opportunities for optimizing school-based well-being initiatives to support their sustainability and impact and staff engagement as well as more general staff needs and preferences for professional development. These results further our understanding of how workplace-based strategies can be implemented in school settings to support staff facing myriad stressors that impact their health, well-being, and effectiveness.

ABSTRACT

This literature review explores the experiences of male kindergarten principals through the lens of social role theory, which posits that gender roles shape individuals' behaviors and societal expectations, influencing leadership perceptions and practices. Hence, the review aims to synthesize international research on male principals in early childhood education to examine how societal stereotypes and gender roles affect their professional experiences, leadership efficacy, and career trajectories. The systematic review of 11 studies was conducted between 2001 and 2024, using qualitative, mixed-methods, and case-study approaches. The findings reveal that despite these challenges, male principals employ coping strategies such as role adaptation, boundary negotiation, mentorship, and networking to navigate gendered expectations and assert leadership. The implications of this review underscore the need for systemic interventions to support male leaders in early childhood education, including mentorship programs, professional development opportunities, and policies that challenge traditional gender roles.

ABSTRACT

Despite the extensive research studies on teacher mental health and associated contributing factors, a systematic investigation of the different occupational and personal stressors and mental health challenges that teachers cope with remains notably scarce. Using the socio-ecological framework, this research was an attempt to synthesize two decades of inquiries to explore and classify significant occupational and personal stressors, mental health challenges, and practical and effective intervention programs in schools with limited available resources. This systematic narrative review of 34 research articles informs the development of the Integrated Model of Mental Health (IMH) by classifying the influences of potential occupational and personal risk factors on teacher mental health in diverse socio-ecological systems. The results demonstrated the multifaceted nature of teacher mental health challenges and the necessity of developing systemic interventions that address root causes across multiple levels, from individual to societal norms and policies. While research findings manifested a diverse range of mental health issues corresponding to each ecological level, stress and burnout were the most challenging, persistent, and prevalent psychological concerns in teachers. Effective and feasible interventions that emerged from the research literature included: (a) promoting a culture of support and empathy, (b) establishing regular communication channels, (c) encouraging transformational leadership, and (d) addressing structural inequities, biases, and systemic oppression. Eventually, the findings indicated the significance of adopting a holistic and preventive approach to teacher mental health that takes into account the complicated interaction of factors within and beyond the educational context.

ABSTRACT

This study examined the relationships between social support from parents, friends, and teachers, grit, and academic achievement among junior high school students in South Korea. Data were collected from 9502 students using third-grade junior high school students in the 2020 National Level Assessment of Academic Achievement. Descriptive statistics, regression, and mediator effect analysis were performed by using SPSS 21.0 and Hayes Process Macro 3.5. The results indicated that parental support had a greater impact on learners’ academic achievement than support from teachers or peers. In addition, grit mediated the relationship between social support and learners’ academic achievement, and teachers had a larger effect on learners’ grit than support from parents or peers. These findings suggest that schools and educational institutions should consider incorporating parental involvement in programs to enhance academic achievement. In addition, the positive impact of social support from teachers, parents, and friends on grit highlights the benefits of implementing grit development programs within educational settings.

ABSTRACT

Throughout the COVID-19 pandemic, teachers risked their physical and mental health to continue providing educational services to students. This study examined the prevalence of mental health distress and risk factors among a sample of teachers from the mid-Atlantic United States. PreK-12 educators (N = 1295) completed online cross-sectional quantitative surveys between October 2020 and January 2021. After obtaining descriptive statistics on rates of posttraumatic stress, depression, anxiety, risky alcohol use, and insufficient sleep, logistic regressions were conducted to examine risk factors for screening positive for clinically meaningful distress. The majority of respondents (65%) screened positive for clinically significant mental health distress on at least one condition, with specific prevalence as follows: traumatic stress (51%), depression (36%), anxiety (50%), risky alcohol use (34%), insufficient sleep (56%). Teachers (vs. other school personnel) had a significantly higher chance of screening positive. Greater chances of screening positive for mental health distress was also associated with having an immunocompromising medical condition, teaching remotely, working more hours, and being younger, female, and/or being a racial and ethnic minoritized-identifying educator. K-12 teachers had high risk for mental health distress, increased by risk factors in educational, demographic, and COVID-19 specific dimensions that have implications for policy and intervention.

ABSTRACT

The purpose of this review is to summarize the literature on school-based programs that have been developed to address body image among adolescents. A literature review on this topic has not been conducted since 2013, warranting the need for an updated review since the proliferation of social media and other societal changes. Articles were included if they were published from 2011–2022; 2011 to 2022; described programs implemented in secondary schools in the United States or Canada; and included at least one measure of body image improvement, awareness, or knowledge in the program assessment. The article search involved identifying keywords and applying them to searches in specific databases, including Academic Search Complete, ERIC, MEDLINE, ProQuest Dissertations, PsycInfo, PubMed, Web of Science, and Google Scholar. The search parameters yielded eleven articles, which included studies with both co-ed and female-only samples. None included gender-inclusive curriculum or survey demographics. For most studies, researchers used small sample sizes, self-reported data, and single-site samples. Most included a measure on eating disorder risk in addition to one or more body image measures. Researchers should conduct future studies with larger and more diverse samples. Areas of need include implementing comprehensive programs in the school setting, promoting inclusivity to incorporate gender identity/fluidity, and using experimental research designs with longitudinal assessments.

ABSTRACT

Parenting programs may mitigate adverse childhood experiences (ACEs) and promote positive childhood experiences (PCEs), yet they can be stigmatizing and difficult to access in under-resourced communities. We explored whether a trauma-informed, evidence-based parenting program (Chicago Parent Program; CPP) offered universally in public schools in high-poverty urban communities can engage and support parents who have experienced multiple ACEs. Parents participating in CPP in their child's school completed measures of their ACEs, PCEs, and perceptions of program satisfaction and impact. CPP uptake based on session attendance and group-leader ratings of parent engagement in CPP sessions were also obtained. Data were analyzed using descriptive and correlational statistics. Parents (N = 230 across 15 schools and 38 CPP groups; 82.6% mothers, 67.4% Black/African American, 52.8% with incomes < $20,000) reported improvements in parenting and child behavior. 53.5% reported four or more ACEs. On average, parents attended 75% of 12 group sessions and were highly engaged. ACEs and PCEs were negatively correlated (r = −0.44, p < 0.001) though neither was associated with program attendance, engagement, or satisfaction. A universal trauma-informed parenting program offered in public schools in high-poverty urban communities can engage parents exposed to high levels of ACEs.

Trial Registration: ClinicalTrials.gov identifier: NCT04968314.

ABSTRACT

Despite the growing prevalence of mindfulness in schools, the empirical landscape describing best practices for implementation is incomplete. The purpose of this project was to develop a framework that explicated the steps and considerations for implementing mindfulness at the whole-school level, rather than just considering individual classroom programs or practices. The Whole School Mindfulness (WSM) conceptual framework was developed using a consensus-building approach with 39 expert educators, researchers, program developers, and practitioners with unique perspectives on what is needed to implement and sustain mindfulness successfully in schools. Information was gathered across three initial meetings and a 2.5-day conference using a process inspired by Appreciative Inquiry; notes were used to create a consensus document that was reviewed and augmented by attendees. Expert contributions were aligned and expanded upon using existing organizational change and implementation science frameworks across various disciplines. The WSM framework, with four phases of development, is structurally similar to other frameworks, but accounts for unique needs related to mindfulness including professional development of personal mindfulness for leaders and school staff, the importance of voluntary engagement in practices, and consideration of contextual and cultural issues.

ABSTRACT

The benefits of parental educational involvement (PEI) are well documented in the literature, specifically on children's learning outcomes and social-emotional development. Thus, it is important to explore the factors that influence PEI. This paper is a qualitative study on the motivators, facilitators, and barriers to PEI among low-income parents in the Philippines. Through purposive sampling, 31 parents were engaged in semi-structured interviews or pakikipagkwentuhan, a data collection method informed by indigenous Filipino Psychology. Participant responses were coded and summarized using thematic analysis. Findings represent a broad range of factors that influence PEI that were categorized into three themes. Theme 1 encompasses parent-related factors, which includes parental aspirations, access to learning and financial resources, efficacy in helping the child, finding time to be involved, and perception of what other people would think. Theme 2 represents social support from spouse, other family members, and fellow parents and friends as facilitators of PEI. Theme 3 involves school-and teacher-related factors, specifically invitation to be involved from teachers and the school and unpleasant past school experiences as a barrier. Findings from this study contribute to our understanding of the factors driving PEI, particularly among vulnerable populations that remain underrepresented in the literature. Moreover, findings also have implications for acknowledging the challenges experienced by low-income parents in supporting their children's education, while also highlighting their resilience and resourcefulness in employing PEI strategies. The crucial role of teachers and school in effectively promoting PEI and supporting educational equity is also discussed.

ABSTRACT

Executive functions are one of the most prominent research topics investigated in explaining reading skills, which involve complex cognitive processes. In this study, a bibliometric analysis of articles on executive functions and reading in the field of education was conducted. In the study, 42 articles published between 2012 and 2024 were accessed using the Web of Science database, and the analyses were carried out using the VOSviewer program. As a result of the study, an increase was observed in the number of articles on executive functions and reading in recent years, with three peaks (2018, 2020, and 2023). The examined articles were mostly published in well-established scientific journals with the highest impact factor in the field of reading. Keyword analysis revealed that reading comprehension was one of the most popular concepts. Moreover, it was determined that the role of working memory, inhibitory control, and cognitive flexibility in the decoding process was discussed less than their role in reading comprehension. Finally, in the abstracts of the articles, the terms “student” and “child” were included as strong links and were among the most frequently repeated terms. This finding is important in that it particularly emphasizes the importance of executive functions in childhood.

ABSTRACT

The present study examined the posited structure of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) ancillary index scores with normative sample participants aged 6-16 years (N = 2200) using a series of confirmatory factor analyzes (CFA) with maximum likelihood estimation. CFA results supported the retention of auditory working memory (AWM) but not quantitative reasoning (QR) as narrow dimensions in an extended WISC-V measurement model. Additional results from models explicating the structures for each of the posited ancillary composite-level indexes (nonverbal [NVI], general ability [GAI], cognitive processing [CPI]) provided support, in part, that these indexes represent global dimensions with differing degrees of generality. Though some of these scores may be used in the manner intended by the test publisher (e.g., comparing and contrasting performance on different composites, specific learning disability identification), provisional limitations for using the ancillary indexes as a focal point of clinical decision-making are discussed.

ABSTRACT

In Cambodia, students with disabilities remain marginalized and excluded from regular education settings, leading to low attendance and primary education completion rates. These challenges highlight critical concerns about teachers' inclusive practices. This study utilized the Theory of Planned Behavior to explore how teachers' attitudes (attitudes toward inclusion), subjective norms (concerns about inclusion), perceived behavioral control (self-efficacy for inclusive practices), and behavioral intentions shaped their actual behavior to include students with disabilities. A survey was conducted with 1008 in-service teachers from 236 primary schools across Cambodia using the teachers' attitudes toward inclusion scale, concern about inclusive education scale, and teacher efficacy for inclusive practices. Data analysis employed a mediation analysis using structural equation modeling with the lavaan package in RStudio. The study revealed that subjective norms and perceived behavioral control significantly and directly predicted teachers' intentions to support students with disabilities. Behavioral intentions, subjective norms, and perceived behavioral control also directly predicted their actual behavior. Indirect effects showed that subjective norms and perceived behavioral control significantly predicted actual behavior through behavioral intentions. The findings highlight the importance of strengthening policy and training programs to alleviate teachers' concerns and enhance their self-efficacy to promote inclusive practices.

ABSTRACT

With the affective turn in education, particularly with the control-value theory (CVT) proposal, a wide range of antecedents of achievement emotions, including psychological capital (PsyCap), have been investigated and verified. It is worth noting, however, that few studies have examined whether cognitive appraisals mediate the association between PsyCap and achievement emotions. Using latent structural equation model analysis (SEM), this study examined whether mathematical PsyCap predicted mathematics achievement emotions directly and indirectly mediated by mathematics-related control and value appraisals. Data were gathered from 1106 Chinese secondary school students, all of whom were between the ages of 11 and 16 years old. Corroborating the CVT, results indicated that mathematics PsyCap was positively correlated with mathematics enjoyment and achievement and negatively associated with mathematics boredom. The mediating effects of control and value appraisals were also confirmed in the relationships between mathematics PsyCap and achievement emotions (i.e., enjoyment, boredom, and anxiety), as well as between mathematics PsyCap and mathematical achievement. These findings enhance the current knowledge supporting the CVT and provide further insights into the linkage between PsyCap and achievement emotions in Chinese adolescents’ mathematics education.

ABSTRACT

Forgiveness is a coping strategy that facilitates psychological well-being and reduces stress, leading to growing interest in identifying its key predictors. This study examined how situational characteristics, as defined by the DIAMONDS model, influenced emotional forgiveness among socially maladjusted youths in Poland. Utilizing a two-wave longitudinal design with 354 participants aged 11–18 years, with assessments conducted at 3-month intervals, this research explored the effects of the situational dimensions Duty, Intellect, Adversity, Mating, pOsitivity, Negativity, Deception, and Sociality (DIAMONDS) on emotional forgiveness outcomes. The findings indicated that Adversity impeded the reduction of negative emotions, while Duty supported constructive emotional processing; pOsitivity exhibited a nuanced impact, influencing both positive and negative emotional responses in different ways. These results underscore the importance of both situational context and individual perceptions in shaping forgiveness. We call for integrated approaches that consider both personality traits and situational factors to provide a more comprehensive understanding of forgiveness. Further longitudinal research is recommended to explore these dynamics among socially maladjusted youths.