Numerous studies have revealed an alarming prevalence of test anxiety among Chinese junior high school students. Prevention of test anxiety in this population has become crucial. Brief meditation intervention (BMI) has shown promising results for promoting students' well-being and reducing test anxiety, but its mechanism for reducing test anxiety…

The current study investigated the hypothesis that implementing a mindfulness intervention could significantly alleviate anxiety caused by a deficit in reading comprehension, as well as improve trait mindfulness and efficacy. Students with reading difficulties enrolled in a corrective reading intervention program served as participants. All…

Middle school offers an entryway onto the path of college readiness. However, many practitioners and researchers have focused their efforts on high school students. Remaining is a population of potential college-going students, whose opportunities to prepare for college at an earlier stage are overlooked because middle school is not viewed as the…

A metacognitive learner acts in a planful way, monitors their progress, flexibly adapts their strategies, and reflects on their learning. Unsurprisingly, a metacognitive approach to learning is an important predictor of children's academic performance and many attempts have been made to promote metacognition in young children. The current…

Despite the expanding body of research on school bullying and interventions, knowledge is limited on what teachers should do to identify, prevent, and reduce bullying. This systematic literature review provides an overview of research on the role of primary school teachers with regard to bullying and victimization. A conceptual framework was…

Anxiety and depression are among the most common mental health concerns in youth, with rates of these internalizing problems continuing to rise. Universal school-based interventions have shown promising results in improving poor mental health outcomes; however, more research is needed across different cultural contexts. This study is part of an…

Peer victimization in schools most often occurs in the presence of bystanders. When bystanders intervene on behalf of the victims, they are often successful in stopping the victimization. Defender self-efficacy (i.e., the belief in one's ability to successfully defend victims) has consistently been associated with greater defending and less…

Purpose: This case study sought to investigate the relationship between pre-service teachers' participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction. Design/methodology/approach: The study was embedded within a 4000-level course in the…

This study investigated how a self-regulated learning intervention, implemented within a personalized learning environment, affected students' self-regulation, self-efficacy, and academic achievement at a middle school. The personalized learning environment in this study was two self-paced units within middle school seventh grade math classrooms.…

In 2018, the elementary school where I serve as an instructional interventionist adopted a data-based multi-tiered system of supports (MTSS). Although our process has evolved over the years, I saw room for improvement. Therefore, the purpose of this action research study was to improve the MTSS process at my school, specifically by addressing…

This study aimed to examine elementary teachers' perspectives on implementing Tier III instruction within the multitiered system of supports-Response to Intervention (MTSS-RtI) and how the perception of efficacy influences the effectiveness of their instruction. The mixed-method interpretive phenomenology study took place in a public school…

Teacher self-efficacy to teach reading is positively associated with teacher effort and persistence as well as student performance. To provide effective reading instruction that meets the needs of students with reading difficulties, theoretical and empirical evidence suggests teachers need to believe they have the necessary knowledge and skills to…

Teacher self-efficacy to teach reading is positively associated with teacher effort and persistence as well as student performance. To provide effective reading instruction that meets the needs of students with reading difficulties, theoretical and empirical evidence suggests teachers need to believe they have the necessary knowledge and skills to…

This study examined the impact of a virtual parenting intervention designed to support parents of incoming kindergartners (N = 45) by bolstering their parental self-efficacy during the summer of 2020, immediately following the onset of the COVID-19 pandemic. Specifically, this group-based intervention provided parents with weekly psychoeducation…

Emerging evidence attests to the need to intervene in young students' science motivation and achievement before their science motivation starts to dwindle. Heeding this call, we implemented a science utility value intervention for fifth and sixth graders in 23 classrooms (N = 550). Through five intervention sessions that consisted of diverse…