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: 2.16

Impact Factor Rankings

2016 Impact Factor Available summer 2017
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
    green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This study aims to validate the Bullying and Cyberbullying Behaviors Questionnaire, to examine the prevalence of bullying and victimization behaviors in Portuguese middle school students, and to analyse the differences in victimization and bullying between genders and across school grades. The questionnaire is composed of 36 items, allowing for the measurement of the prevalence of bullying and cyberbullying, and was completed by 1039 sixth to eighth graders (Mage¼12.02; SD¼1.36) from six public middle schools in the district of Lisbon. The questionnaire presented acceptable psychometrics properties, except for the victims of cyberbullying scale where there is an item that needs to be rewritten. Bullying prevalence (10.1% victims and 6.1% aggressors) is among the lowest internationally. Victimization prevalence was homogeneous between genders, but boys reported aggressive behaviors more frequently. The percentage of victims decreased across school grades. The present questionnaire is adequate for use in the assessment of bullying and cyberbullying with middle school students. Bullying prevention programs should take into account the need to raise teacher awareness of bullying and cyberbullying.
    No preview · Article · Feb 2016 · School Psychology International
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    ABSTRACT: Traditionally, the field of resilience research, especially as it relates to children and youth, has been well ensconced in the discipline of psychology. Sociologists, when they do engage with the concept, tend to do so at the level of the community. In recent years, an increasing number of scholars have called for a construction of resilience and resilience-promoting interventions that recognizes the importance of context and culture for the positive development of youth living in stressful circumstances. As such, the social ecologies surrounding a youth and the responsiveness of interventions within these ecologies are argued to be as important, if not more so, than the risk and protective factors characterizing the individual. This shift in gaze from the individual to systemic structures creates important challenges for practitioners such as school psychologists and opens up an interesting discursive space for sociologists to participate in the exploration and explication of what the concept of resilience is all about. In this article I explore how a sociological perspective can enrich the discourse and how the activation of the sociological imagination can serve to expand the boundaries of resilience research and school psychology practice.
    No preview · Article · Dec 2015 · School Psychology International

  • No preview · Article · Dec 2015 · School Psychology International
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    ABSTRACT: Children from economically disadvantaged communities frequently lack the socio-emotional, cognitive and behavioural skills needed for successful early school adjustment. Assessments of early school experience often rely on parent and teacher perspectives, yet children’s views are essential to design effective, resilience-promoting school ecologies. This mixed methods study explored children’s appraisals of potential stressors in the first school year with 25 children from a disadvantaged suburban community in Ireland. School scenarios were presented pictorially (Pictorial Measure of School Stress and Wellbeing, or PMSSW), to elicit children’s perspectives on social ecological factors that enable or constrain resilience. Salient positive factors included resource provision, such as food, toys and books; school activities and routines, including play; and relationships with teachers. Negative factors included bullying; difficulties engaging with peers; and using the toilet. Drawing on these factors, we indicate how school psychologists can develop resilience-fostering educational environments for children in vulnerable communities.
    No preview · Article · Dec 2015 · School Psychology International
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    ABSTRACT: A randomized controlled experimental pilot study was conducted in order to investigate the effect of life skills training on behavior problems in left-behind children (LBC) in rural China. Sixty-eight LBC were recruited from a middle school in rural China. The intervention group took a ten-week-long life skills training course. The Child Behavior Checklist (CBCL) and Teacher’s Report Form (TRF) were used to evaluate the behavioral problems of the children at three separate intervals: Prior to the intervention, the first week following the intervention, and three months after the intervention. Children in the intervention group showed significant improvement both in the CBCL and the TRF compared to children in the control group. Significant improvements were found in the CBCL total scores, internalizing behavior, externalizing behavior and seven subscales scores (p > 0.05). In TRF, similar significant improvements were found, except in internalizing behavior and the subscale of thought problems (p > 0.05). The effect of intervention remained the same three months after the intervention. As a pilot study, the life skill training was found to be effective in improving behavior problems in the LBC in rural China, with the exception of thought problems.
    No preview · Article · Dec 2015 · School Psychology International
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    ABSTRACT: Findings from several studies suggest that teachers who embrace an autonomy-supportive style vis-à-vis their students promote student motivation. However, the question of what makes teachers adopt this supportive style remains unanswered. Using Self-Determination Theory as a framework, we suggest that teachers’ own motivation and their beliefs about student motivation are predictors of their tendency to opt for an autonomy-supportive rather than a controlling style. One hundred and fifty-four teachers completed a questionnaire designed to assess their type of motivation to teach, what they believe is desirable student motivation, and the level to which they opt for behaviors that support student autonomy. Our findings suggest: Firstly, that teachers who teach out of interest and enjoyment, and value their work (autonomous motivation), tend to believe that the learning of students who are autonomously motivated benefits more; secondly, that teachers who believe that autonomous motivation is desirable for their students’ learning also tend to opt for an autonomy-supportive rather than a controlling style; thirdly, that teachers who are autonomously motivated themselves are more likely to adopt an autonomy-supportive style, especially when they also believe that autonomous motivation is desirable for their students’ learning. The study’s findings highlight the importance of a teacher’s own motivation and beliefs as factors that promote autonomy-supportive behavior in the classroom.
    No preview · Article · Dec 2015 · School Psychology International
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    ABSTRACT: Many have claimed, but only some have shown, that the social nature of teaching and classrooms is likely to have a direct effect on students’ achievement goals. This study examined the extent to which Dutch secondary school students’ (N = 2892) achievement goals were related to the interpersonal quality of teaching. Students’ goals were examined in terms of individual student perceptions of their teacher and their teacher’s general interpersonal disposition. Multivariate multilevel models were tested, specifying the student and the teacher level and using two achievement approach and two achievement avoidance goals as dependent variables. The most remarkably finding was that students who like a generally tough teacher (Level 2 effect) better than their peers do (i.e. Level 1 effect, students who report relatively high teacher communion) were more likely to report higher levels of approach goals. In particular when considering interpersonally more ‘extreme’ teacher dispositions, effects on students’ goals were considerable. Regarding students’ goals, identifying teachers who generally convey low levels of interpersonal agency and/or communion seems worthwhile for practitioners. Also identifying students with more pronounced, interpersonally negative perceptions of their teachers may be valuable when targeting students’ achievement goals.
    No preview · Article · Dec 2015 · School Psychology International
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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.
    No preview · Article · Nov 2015 · School Psychology International
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    ABSTRACT: Handwriting execution is based on the cognitive, kinesthetic, motor skills, and manual co-ordination skills of an individual. The deterioration in handwriting quality is a common implication of neurological disorders. Difficulty and degradation in handwriting has been attributed to the sensory motor deficits prevalent in developmental disorders. In spite of the association between developmental disorders and handwriting ability, the diagnostic potential of handwriting characteristics remains untapped. The present case control study was conducted among 300 subjects aged 6- to 11-years-old of North Indian origin to measure the potentials of handwriting characteristics to identify the selected developmental disorders namely ADHD, AD/HD, CD and DCD. A significant difference was obtained in the kinematics, relative size, number of handwriting defects, spatial orientation, line quality, and the mirror image presence between children with developmental disorders and typically developing (TD) children. A logistic model based on selected handwriting characteristics showed a cross validated 94.9% accuracy rate for diagnosis of developmental disorders. Receiver operator characteristic curve (ROC) analysis was conducted to assess the diagnostic potential of the model as presented by the area under curve was found to be 98.5%. The method is non-invasive, operationally easy and useful for an early identification of developmental disorders by parents and educators.
    No preview · Article · Nov 2015 · School Psychology International
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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.
    No preview · Article · Sep 2015 · School Psychology International