School Psychology International (SCHOOL PSYCHOL INT)

Publisher: SAGE Publications

Journal description

School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer.

Current impact factor: 0.59

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2009 Impact Factor 0.446

Additional details

5-year impact 1.77
Cited half-life 5.80
Immediacy index 1.32
Eigenfactor 0.00
Article influence 0.27
Website School Psychology International website
Other titles School psychology international (Online)
ISSN 0143-0343
OCLC 41552163
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

SAGE Publications

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Authors retain copyright
    • Pre-print on any website
    • Author's post-print on author's personal website, departmental website, institutional website or institutional repository
    • On other repositories including PubMed Central after 12 months embargo
    • Publisher copyright and source must be acknowledged
    • Publisher's version/PDF cannot be used
    • Post-print version with changes from referees comments can be used
    • "as published" final version with layout and copy-editing changes cannot be archived but can be used on secure institutional intranet
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Systematic research into bullying has a short history spanning about 40 years. However, investigations into school bullying from a multicultural context are especially limited. As schools in the 21st century become increasingly diverse due to rapid globalization and immigration, there is a need to consider bullying within changing populations. The goals of this study were three-fold. First, to explore the prevalence of bullying between refugee, immigrant, and native born children. Second, to explore the impact of immigration status, and age and gender on the prevalence of bullying. Finally, through a socio-ecological model framework, this study examined the influence of individuals and teachers upon bullying among refugee children. This study employed a mixed methodology consisting of both the Swearer Bully Survey and in-depth interviews. A purposeful sampling of 116 Grade 3 and Grade 6 students and 13 teachers from an inner city USA public school participated. Quantitative results suggest that statistically significant differences were found only in regard to grade level. A new image of the concept of ‘victim’ emerged from the qualitative data. Refugee children responded as non passive victims in contrast to the ‘passive victim’ adopted by immigrant and native born children.
    School Psychology International 05/2015; 36(3). DOI:10.1177/0143034315571158
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    ABSTRACT: Treatment acceptability (TA) is critical when selecting and implementing an intervention, as TA is associated with treatment outcomes. The significance of TA is reflected in school psychology models for services that state that school psychologists should address TA during development, implementation, and evaluation of interventions. However, the understanding of TA as it pertains to issues relevant to school psychologists is limited by the lack of analyses of the reporting of TA in intervention research. This study addresses this topic, as it represents a content analysis of intervention research published in six peer-reviewed journals in the field of school psychology from 2005-2014; the search yielded 2,343 articles, of which 243 were intervention research articles that included children as target samples. Overall results suggest low assessment or monitoring of TA in school psychology intervention research. Implications for practice and future research are discussed.
    School Psychology International 05/2015; 36(3). DOI:10.1177/0143034315574153
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    ABSTRACT: The Social Skills Improvement System (SSIS; Gresham & Elliott, 2008) is a multiple stage, broadband system for assessing and intervening with children in preschool through 12th grade originally normed in the USA. Two of the assessment components of this system were analysed: (a) the Performance Screening Guides (PSGs); and (b) the Rating Scales (RSs). Australian teachers in Ipswich (N = 15) and South Brisbane (N = 30) rated their elementary school students with the SSIS. This study’s objective was to compare the psychometric properties of an Australian sample of students to the US-based normative sample to determine the transferability of the measure among English speaking populations. Internal consistency reliability was good for both samples across both measures. Correlations between PSGs and RSs domains were similar within the two countries. Conditional probability analyses indicated the PSGs work as the first stage of a multiple gating procedure. Overall, the psychometric data, based on a sample of Australian students, demonstrated similar results to the large US-based normative sample, suggesting that the reliability of scores and the validity of ensuing inferences for the SSIS measures are generalizable for child assessment purposes.
    School Psychology International 05/2015; 36(3). DOI:10.1177/0143034315574767
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    ABSTRACT: With China’s rapidly developing economy and increasing urbanization, many adults from rural areas migrate to urban areas for better paid jobs. A side effect of this migration is that parents frequently leave their children behind (left-behind children). This research investigated left-behind children’s and non-left-behind children’s psychological, behavioral, and educational functioning. Survey participants included 1,708 adolescents (54.8% female; mean age = 15.03 ± 1.93 years) from rural areas in Central China. Additionally, 32 left-behind children and 32 head teachers were interviewed. Data indicated that in comparison to non-left-behind children, left-behind children were at a disadvantage in regard to emotional adjustment (i.e. lower life satisfaction, lower self-esteem, and higher depression), but fared better in educational adjustment (greater school engagement). Mitigating factors which positively influenced outcomes of certain subgroups of left-behind children included the presence of one parent, increased parental contact, and shorter length of time since parental migration. Information gathered from interviews with LBC also indicated adverse effects of parent absence on children’s development. Teachers identified education measures and support offered to left-behind children and reported difficulties in communicating with parents. Based on this study’s findings, and considering the perspective of educators, implications for school-based interventions are explored.
    School Psychology International 05/2015; 36(3). DOI:10.1177/0143034314566669
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    ABSTRACT: This study examined how psychosocial conditions at school are associated with prosocial behaviour, a key indicator of positive mental health. Participants were 3,652 Swedish Grade 9 students from the Health Behaviour in School-aged Children study. Structural equation modelling demonstrated that students who experience more manageable school demands and greater social support from teachers and classmates are more likely to display caring, sharing, and cooperative behaviours. However, those that feel acutely stressed, particularly girls, also reported greater prosocial behaviour. Teacher support played a greater role in girls' prosocial behaviour and perceptions of school demands than boys'. The findings extend knowledge of the importance of psychosocial work conditions for adolescent health to positive mental health.
    School Psychology International 05/2015; 36(3). DOI:10.1177/0143034315573350
  • School Psychology International 04/2015;
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    ABSTRACT: Existing literature shows promising effects of physical activity on children’s cognitive outcomes. This study assessed via a randomized, controlled design whether additional curricular physical activity during the school day resulted in gains for children’s fluid intelligence and standardized achievement outcomes. Participants were children (N = 460) from four urban schools in the Southeast United States. Schools were randomly assigned to treatment and control conditions. Treatment schools received additional physical activity breaks throughout the school day while control schools maintained a typical schedule without curricular activity breaks. Results from the one-year study show positive effects for children’s mathematics and reading achievement but no differences across treatment and control groups for children’s fluid intelligence scores. Implications for school psychologists in promoting physical activity breaks on a systems-wide level are discussed.
    School Psychology International 03/2015; 36(2):135-153. DOI:10.1177/0143034314565424
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    ABSTRACT: Numerous studies indicate that intrinsic motivation predicts academic achievement. However, relatively few have examined various subtypes of intrinsic motivation that predict overall achievement, such as motivation for exercise and physical activity. Based upon the 16 basic desires theory of personality, the current study examined the motives of 178 senior high school (gymnasium) students (mean age = 17.6, range = 16-20) from Finland, using the Reiss School Motivation Profile. In structural equation models that controlled for gender and age, intellectual curiosity was positively associated with achievement, whereas the family motive was negatively associated with achievement. Boys had a higher intellectual curiosity and a lower family motive than girls. The physical activity motive had a significant negative interaction with intellectual curiosity, such that youth with higher intellectual curiosity had the strongest achievement when their physical activity motive was lower. This suggests that adolescents with a strong desire for exercise may have some difficulty in selective high schools that require rigorous study and long hours of sitting, even when they enjoy learning. Implications for motivational theory, education research, physical education for promoting fitness, and school psychology practice are discussed.
    School Psychology International 03/2015; 36(2):207-221. DOI:10.1177/0143034315573818
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    ABSTRACT: The aim of this pilot study is to identify the best way of preventing and assessing the livelihood and risk of school dropout amongst children entrusted to the care of the French child protection system in the Département of Rhone. The sample comprised 91 children and adolescents aged 4- to 17-years-old, of whom 45 were girls. The data were gathered using a unique report including the items evaluating sociodemographic data and the School Dropout Risk Evaluation Questionnaire. The results show that the older these children get, the more they see their academic problems as revolving around themselves. The youngest amongst them attribute their problems to the quality of approach adopted in the environment while the older children tend to view themselves as the reason for their failure. Collaborative efforts are therefore necessary between all actors in order to prevent school dropout and to provide intervention as early as possible.
    School Psychology International 02/2015; 36(3). DOI:10.1177/0143034315573563
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    ABSTRACT: Although research on cyberbullying and cyber aggression is growing, little attention has been given to examinations of these behaviors among adolescents in Asian countries, particularly in India. The present study examined the relationships among cyber aggression involvement and cultural values (i.e. individualism, collectivism), along with peer attachment as a moderator in these associations, while controlling for gender and face-to-face aggression involvement. Participants were 480 adolescents (ages 13- to 15-years-old) from India. Findings revealed that individualism and collectivism were related positively to peer attachment. In addition, individualism was associated positively with cyber aggression perpetration and cyber victimization, whereas these relationships were negative for collectivism. Peer attachment was related negatively to cyber aggression involvement. At lower levels of peer attachment, the association between cyber aggression perpetration and individualism was stronger. In contrast, the relationships between cyber aggression involvement (i.e. perpetration, victimization) and collectivism were more negative at higher levels of peer attachment. These results are discussed in the context of cultural values and peer attachment, and recommendations are given for future research and for school personnel in India.
    School Psychology International 01/2015; DOI:10.1177/0143034315584696
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    ABSTRACT: This cross-national study investigates the perception of the impact of students’ rela- tionships towards teachers and peers on scholastic motivation in a total sample of 1477 seventh and eighth grade German (N 1⁄4 1088) and Canadian (N 1⁄4 389) secondary school students. By applying Multigroup Confirmatory Latent Class Analysis in Mplus we con- firmed four different motivation types: (1) teacher-dependent; (2) peer-dependent; (3) teacher-and-peer-dependent; (4) teacher-and-peer-independent motivation types in Que ́bec, Canada, as they were found in a preliminary study among German students in the state of Brandenburg (Raufelder, Jagenow, Drury, & Hoferichter, 2013). However, across the two samples, the class sizes varied considerable. The largest group among Canadian students was composed of teacher-and-peer-dependent stu- dents, followed by teacher-and-peer-independent students, while the largest group among German students was composed of peer-dependent students, followed by tea- cher-and-peer-independent students. In both settings the teacher-dependent motivation type constituted the smallest group. These results manifest the different impacts of social environmental variables on the motivation of German and Canadian students, having practical implications for school psychologists and educators in general.
    School Psychology International 10/2014; DOI:10.1177/0143034314552345
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    ABSTRACT: We explore the relationship between the ascribed tendency of Albanian preschoolers’ to take on prosocial and/or hostile roles and their empathy and emotion comprehension. Participants were 63 preschoolers (3-6 years old) and six teachers. Pupils’ empathy and hostile/prosocial roles were assessed via teacher reports and their emotional comprehension through a non-verbal test. The results confirmed the pattern of relationships previously found in Italian preschoolers (Belacchi & Farina, 2010; 2012) among children’s roles in bullying, developmental stage of emotion comprehension and empathic disposition. Differences emerged regarding Albanian teachers’ attributions of roles and empathic disposition as a function of gender; they also perceived children displaying hostile behavior as having strong perspective-taking abilities. This evaluation style may be culture-specific and related to the values of a society-in-transition such as Albania.
    School Psychology International 10/2014; 35(5):475-484. DOI:10.1177/0143034313511011