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Peer reviewedMarchant, Gregory J.; Paulson, Sharon E.; Rothlisberg, Barbara A. – Psychology in the Schools, 2001
Examines the relations of both family and school contexts on students' academic achievement and explores the mediating effects of students' perceptions of their motivations and academic self-competence. Students' perceptions of parenting style, parental involvement, teaching style, and school atmosphere significantly predicted their school…
Descriptors: Academic Achievement, Context Effect, Educational Environment, Family Environment
Direct linkMartin, Kellie M.; Huebner, E. Scott – Psychology in the Schools, 2007
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…
Descriptors: Early Adolescents, Bullying, Life Satisfaction, Middle School Students
Curby, Timothy W.; Rudasill, Kathleen Moritz; Rimm-Kaufman, Sara E.; Konold, Timothy R. – Psychology in the Schools, 2008
The purpose of this study is to examine how children's starting level and development of social competence (i.e., task orientation and peer sociability) during kindergarten and first grade predict gifted program enrollment by third grade, even after considering children's cognitive ability. A second purpose is to examine the extent to which the…
Descriptors: Academically Gifted, Elementary School Students, Social Development, Socialization
Martin, Kellie; Huebner, E. Scott; Valois, Robert F. – Psychology in the Schools, 2008
Longitudinal relationships between adolescents' life satisfaction and peer victimization and prosocial experiences were assessed. A total of 417 students in Grades 6-8 completed the Multidimensional Students' Life Satisfaction Scale (MSLSS: Huebner, 1994) and the Children's Social Experience Questionnaire - Self Report (SEQ-SR: Crick & Grotpeter,…
Descriptors: Life Satisfaction, Predictor Variables, At Risk Persons, Grade 7
Peer reviewedDemaray, Michelle Kilpatrick; Malecki, Christine Kerres – Psychology in the Schools, 2002
Study examined the relationship between adolescents' perceived social support and self-reported (mal)adjustment indicators among predominantly at-risk, Hispanic students. Results indicated significant relationships in the expected direction between overall social support and clinical and school (mal)adjustment indicators. Parent and classmate…
Descriptors: High Risk Students, Hispanic American Students, Interpersonal Relationship, Middle School Students
Peer reviewedPagano, Maria E.; Cassidy, Linden J.; Little, Michelle; Murphy, J. Michael; Jellinek, Michael S. – Psychology in the Schools, 2000
Pediatric Symptom Checklist (PSC) is a brief, well-validated parent-report questionnaire designed to detect psychosocial dysfunction in school-age. Study assessed the utility of the PSC when completed by children ages nine to fourteen (PSC-Y) when parents were not available. Results show the PSC-Y to potentially be a rapid, easily administered…
Descriptors: Elementary Education, Measures (Individuals), Middle Schools, Parents
Peer reviewedCanivez, Gary L. – Psychology in the Schools, 2000
Investigates the predictive and construct validity of the Developing Cognitive Abilities Test (DCAT) in a sample of sixth grade students (N=863). Level H of the DCAT was administered during the students' sixth grade year and selected subsets of the Iowa Tests of Basic Skills were administered eight months later during the seventh grade year.…
Descriptors: Cognitive Ability, Measures (Individuals), Middle School Students, Validity
Cates, Gary L.; Erkfritz, Karyn N. – Psychology in the Schools, 2007
The current study investigated the discreet task completion hypothesis presented by C. H. Skinner (2002) by investigating how the rate of interspersing affects performance on and preferences for academic assignments. Specifically, 70 sixth-, seventh-, and eighth-grade students were presented with four assignment pairs of multiplication problems.…
Descriptors: Multiplication, Assignments, Performance Based Assessment, Student Attitudes
Demaray, Michelle Kilpatrick; Malecki, Christine Kerres; Davidson, Lisa M.; Hodgson, Kelly K.; Rebus, P. Jacob – Psychology in the Schools, 2005
This study is an examination of the relationship of perceived social support and adolescents' adjustment behaviors over time. The sample (n = 82) included students from two at-risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the…
Descriptors: School Support, Middle Schools, Student Adjustment, School Psychologists
Peer reviewedGilman, Rich; Ashby, Jeffrey S. – Psychology in the Schools, 2003
This study reports that students who established high personal standards but nonetheless recognize their limitations reported significantly higher scores on a number of academic, intrapersonal, and interpersonal variables. However, the perceived inability for some students to consistently meet their high standards was significantly and negatively…
Descriptors: Middle School Students, School Psychology, Student Attitudes, Student Behavior
Peer reviewedPhelps, LeAdelle; Sapia, Jennifer; Nathanson, David; Nelson, Linda – Psychology in the Schools, 2000
An eating disorder prevention program was completed with middle school, high school, and college females. Some successful outcomes included: (1) facilitating an acknowledgement of pressures to attain a model skeletal look; (2) changing attitudes about standards of beauty; and (3) altering the participants' current and future intentional use of…
Descriptors: Behavior Modification, Body Image, College Students, Eating Disorders
Hooper, V. Scott; Bell, Sherry Mee – Psychology in the Schools, 2006
One hundred elementary- and middle-school students were administered the Universal Nonverbal Intelligence Test (UNIT; B.A. Bracken & R.S. McCallum, 1998) and the Leiter International Performance Scale-Revised (Leiter-R; G.H. Roid & L.J. Miller, 1997). Correlations between UNIT and Leiter-R scores were statistically significant ( p less…
Descriptors: Measures (Individuals), Validity, Nonverbal Ability, Intelligence Tests
Peer reviewedPeck, Heather L.; Bray, Melissa A.; Kehle, Thomas J. – Psychology in the Schools, 2003
This investigation analyzed the effect of relaxation and guided imagery on lung function and anxiety by employing a multiple baseline design across four middle school students with asthma. With the introduction of the intervention, it was found that lung function improved and anxiety decreased in all students. (Contains 63 references, 1 table, and…
Descriptors: Anxiety, Asthma, Imagery, Intervention
Peer reviewedMartin, Jill J.; Skinner, Christopher H.; Neddenriep, Christine E. – Psychology in the Schools, 2001
Investigates the impact of the interspersal procedure on students' reading tasks. Students read out loud two passages, with one containing additional interspersed brief, easy paragraphs. Students selected the passage that would require the least effort and the least time to read. Results suggest that the interspersal procedure may improve…
Descriptors: Difficulty Level, Middle Schools, Oral Reading, Readability
Peer reviewedLaConte, Michael A.; And Others – Psychology in the Schools, 1993
Investigated effects of participation in developmentally appropriate affective education program. Middle school students (n=23), identified as high risk for dropping out and also as learning disabled or emotionally disturbed, were assigned to experimental and control conditions. Participants in affective education group met for 15 weeks.…
Descriptors: Academic Achievement, Adolescents, At Risk Persons, Emotional Disturbances
