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 2016
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
    • Must link to publisher version with DOI
    • Publisher last reviewed on 29/07/2015
  • Classification

Publications in this journal

  • School Psychology International 12/2015; 36(6):575-588. DOI:10.1177/0143034315609969

  • School Psychology International 12/2015; 36(6):559-574. DOI:10.1177/0143034315608235
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    ABSTRACT: Relational features of the educational environment such as positive teacher-student relationships are important for students’ academic success. This case study explores the relational practices of a teacher who negotiates educational relationships with students who have a history of school failure. “Gunilla”, a secondary school teacher working in the Swedish “Introduction Programme” (for students who have not been accepted in national upper secondary school programmes) and identified as a successful instructor for students who have failed at school, was selected for the study. The data consists of two semi-structured interviews eliciting the informant’s stories of practice and practical arguments and a researcher’s contextual observation. The observation serves to familiarise the researcher with the work context of the informant and to elicit new questions. The results describe show how relational practices focus on creating an emotionally safe school climate. In the initial phase of the teacher-student relationship the main purpose of the activities is to establish trust and repair the students’ self-image so that they can view themselves as successful learners. This requires professional closeness and the teacher distancing herself from stereotypical teaching, partly in order to display humaneness and empathy. The findings contribute to understanding how relational features in the everyday school context help students to learn and how school psychologists can be part of this endeavour.
    School Psychology International 11/2015; 36(6):589–604. DOI:10.1177/0143034315607412

  • School Psychology International 11/2015; DOI:10.1177/0143034315615936
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    ABSTRACT: This study compared bullying involvement of Korean or Korean-German children living in Germany with children in Korea, and examined children’s perceptions of school environment associated with bullying involvement of the children. This study included 105 Korean or Korean-German children living in the Bayern State of Germany as the study sample and 95 Korean children in Gyeongnam Province of Korea as the control group. Korean children in Germany were significantly less likely to be exposed to and less likely to be engaged in bullying behaviors than those in Korea, except relational bullying. Overall 21.0% of Korean or Korean-German children were being bullied and 18.1% of children were bullying peers in Germany, whereas 33.7% of children were exposed to being bullied and 35.8% of children were involved in bullying peers in Korea. Children’s perceptions of school environment as being more favorable were significantly associated with decreased bullying involvement of children. Policy implications were suggested based on the findings.
    School Psychology International 09/2015; DOI:10.1177/0143034315605421
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    ABSTRACT: The absence of an approach which encompasses several micro-systems in Korea may leave important factors of youth risk behaviors undetected. Thus, an examination of a broad set of ecological factors within the micro-system--including individual characteristics as well as immediate family, peer, and school environments surrounding the youth--that is associated with juvenile theft is warranted. The current study analyzes a rare dataset of 176 youth who were arrested for theft and a matching non-theft sample of 180 youth. Stepwise logistic regression analysis was used to examine variables related to theft engagement. Higher levels of depression was associated with greater odds of theft behavior when examining psychological factors only. Maternal positive parenting behaviors in the family model and school adjustment in the social model were significantly linked with decreased odds of theft engagement. These results may have important implications for providing counseling and educational services to adolescents arrested for theft. Findings encourage expanding the scope of the currently individual-focused program to consideration of family and school contexts that may be crucial for serving youth with theft experience.
    School Psychology International 09/2015; DOI:10.1177/0143034315604184
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    ABSTRACT: Research on school bullying often focuses on the directional path of bullying and/or victimization leading to psychosocial problems, while such one-dimensional views have been shown to be too simplistic. Furthermore, recent research has shown that patterns of bullying at school differ for boys and girls, which makes gender a particularly relevant factor in exploring the causes and consequences of bullying. Therefore, the present study explored the bidirectional, longitudinal associations of bullying and bullying victimization on several psychosocial problems via a longitudinal cross-lagged panel study in 1243 adolescents in the Netherlands, while taking into account potential gender differences. Data were collected in September 2011 and 2012. Results showed that both bullied boys as well as girls reported more conduct problems at follow-up. Both boy and girl bullies reported less pro-social behavior and more peer problems at follow-up, but boys also reported more conduct problems at follow-up, while girls did not. Furthermore, in girls, emotional problems were associated with more victimization at follow-up, while inattention-hyperactivity problems and less pro-social behavior were related to increased chances of being a perpetrator of bully at follow-up. Conversely, in boys, baseline inattention-hyperactivity problems were not associated with being a bully later on, but rather with increased chances of being a bullying victim at later times. These results can help to tailor future anti-bullying interventions at schools.
    School Psychology International 09/2015; 36(5). DOI:10.1177/0143034315604018
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    ABSTRACT: We examined how perceived parenting style, friendship satisfaction, and academic motivation influence the addictive use of smartphones longitudinally. We utilized the panel data (from 2010–2012) of Korean children and youth panel survey of the National Youth Policy Institute. Data were collected from 2,376 individuals in the first year (boys: 1,241, girls: 1,135), 2264 individuals in the second year (boys: 1,180, girls: 1,084), and 2,218 individuals in the third year (boys: 1,167, girls: 1,051). Results of the multivariate latent growth modeling indicated that higher democratic parenting (warmth, supervisory, and rational explanation) was related to lower addictive use of smartphones. And, the more perceived democratic parenting was high, the more academic motivation and friendship satisfaction were high. Also, friendship satisfaction and academic motivation negatively influenced the addictive use of smartphones; the more friendship satisfaction and academic motivation increased rapidly over time, the more the addictive use of smartphones decreased over time. These results imply that affective and supervisory parenting can positively impact peer relationship and learning motivation, and the satisfaction of peer relationship and academic motivation can be protective factors for the addictive use of smartphones.
    School Psychology International 09/2015; 36(5). DOI:10.1177/0143034315604017
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    ABSTRACT: The purpose of this study was to examine the mediational effects of dysfunctional beliefs and difficulties in emotional regulation on children's perception of interparental conflict and subsequent internalizing and externalizing problems. The participants in this study were 335 fifth grade elementary school students in Korea. We hypothesized that the association between children's perceived parental conflict and their internalizing and externalizing problems is mediated by dysfunctional beliefs and difficulty in emotional regulation. The hypothesized model was tested by structural equation modeling (SEM). The hypothesis was supported, and we concluded that children's perceived parental conflict affects children's internalizing problems through dysfunctional beliefs and difficulties in emotional regulation. However, the bootstrap results indicate that the direct path between parental conflict and externalizing problems is not significant, which suggests full mediation of dysfunctional belief in the association between parental conflict and externalizing problems, while dysfunctional belief partially mediated the association between parental conflict and internalizing problems.
    School Psychology International 09/2015; 36(5). DOI:10.1177/0143034315602525
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    ABSTRACT: Future time perspective (FTP) has been associated with positive outcomes in adolescents’ development across different contexts. However, the extension to which FTP influences adaptation needs additional understanding. In this study, we analyzed the relationship between FTP and adolescents’ behavior in school, as expressed in several indicators of achievement, social integration, and overall satisfaction. We also considered the mediating role of FTP in the association between socioeconomic status, defined by parental education, and adolescents’ behavior in school. The sample consisted of 349 Portuguese adolescents, ranging in age from 14 to 18 years. We used a self-report measure of FTP and a school life survey. Regression analyses and bootstrapping procedures revealed that FTP was a significant predictor of school adaptation and a mediator of parental education influence on several adaptation variables. We discussed the results regarding the broader role of FTP in adaptive behavior as well as the importance of school counseling services aimed at fostering adolescents’ FTP.
    School Psychology International 08/2015; 36(5). DOI:10.1177/0143034315601167
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    ABSTRACT: This study examined the relationships between school belonging, academic emotions, and academic achievement in Macau adolescents. A survey of 406 junior high school students in Macau was used to collect information on the extent to which these students felt accepted and respected in their schools (school belonging), the emotions they experienced in learning (academic emotions), and their grade point averages. Path analysis indicated that academic emotions mediated the relation between school belonging and academic achievement. Students with a greater sense of school belonging experienced more positive emotions (both activating and deactivating) and less negative deactivating emotions, which in turn contributed to their academic success. A sense of being rejected in school can affect academic achievement negatively through facilitating negative deactivating emotions and inhibiting positive deactivating emotions.
    School Psychology International 08/2015; 36(4):393-409. DOI:10.1177/0143034315589649
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    ABSTRACT: School psychologists often have the opportunity to work with students and families from varied backgrounds and cultures. While this can be an exciting and enriching part of the job, it can also be daunting for some practitioners, particularly those who are inadequately prepared. A number of strategies have been implemented in school psychology training programs to improve students’ intercultural competency. This exploratory study investigated the results of one university’s short-term study abroad program for school psychology graduate students. Pre- and post- intercultural development assessments were given to school psychology graduate students who completed a course abroad; results were compared to students who took the same course on campus in the United States. Findings indicated that there was no measurable growth in intercultural competence in either group. Implications for school psychology training programs, suggestions for future research, and ways to improve intercultural competency among school psychologists are discussed.
    School Psychology International 08/2015; 36(4):375-392. DOI:10.1177/0143034315592664
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    ABSTRACT: The lack of cultural diversity among practitioners and trainers in the field of school psychology has been recognized as a longstanding problem. In particular, individuals from racial, ethnic, and linguistic minority and international backgrounds often encounter a range of barriers to pursuing graduate study in school psychology. Given the urgent need to increase diversity among school psychologists, faculty and institutions must take proactive measures to deconstruct these barriers and to support the success of all students. This article outlines a multilevel framework for recruiting and supporting graduate students from culturally diverse backgrounds in school psychology programs. Within this framework, research-based strategies are presented at the primary, secondary, and tertiary levels of support. Moreover, considerations for assessing program and student outcomes are discussed, and applications to school psychology programs internationally are considered.
    School Psychology International 08/2015; 36(4):339-357. DOI:10.1177/0143034315592270