ORCID Profile
0000-0001-9668-6227
Current Organisation
University of Queensland
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Specialist Studies in Education | Secondary Education | Learning Sciences | Teacher Education and Professional Development of Educators | Assessment And Evaluation | Special Education and Disability | Educational Psychology | Educational Psychology | Special Education | Social And Community Psychology | English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) | Curriculum and Pedagogy Theory and Development | Education not elsewhere classified | Sociology of Education | Curriculum and Pedagogy | Central Nervous System | Specialist Studies in Education not elsewhere classified | Sociology |
ANZSRC Socio-Economic Objective (SEO)
Teacher and Instructor Development | Special Needs Education | Special education | Primary education | Secondary education | Learner and Learning Achievement | Moral and Social Development (incl. Affect) | Education and training not elsewhere classified | Correctional services | Equity and Access to Education | Expanding Knowledge in Education | Expanding Knowledge in Psychology and Cognitive Sciences | Teaching and Instruction Technologies | Youth/child development and welfare | Learner and Learning Processes | Pedagogy | Behaviour and Health | Child Health | Expanding Knowledge in the Biological Sciences | Social Class and Inequalities
Related Links
Publications
Outreach and support for Australian university students with learning disabilities
Publisher: Informa UK Limited
Date: 03-2000
Loneliness in adolescence: a Rasch analysis of the Perth A-loneness scale
Publisher: Springer Science and Business Media LLC
Date: 15-09-2020
DOI: 10.1007/S11136-020-02635-X
Abstract: The psychometric properties of the Perth A-loneness Scale (PALs) have been extensively validated using classical test theory, but to date no studies have applied a Rasch analysis. The purpose of this study was to validate the PALs four subscales, using Rasch analysis. Responses from 1484 adolescents (58% female, mean age = 12.8 years), 131 of whom had a diagnosed neurodevelopmental disorder, from 10 Western Australian secondary schools were included in the Rasch analysis. Overall fit, in idual item fit, local response dependence, dimensionality, operation of response categories, and differential item functioning (DIF) were examined. The Rasch analysis supported the factor structure of the PALs. A reasonable to high reliability was obtained for each of the subscales. Participants did not distinguish consistently between the higher categories 'very often' and 'always' on three of the subscales. No item showed Differential Item Functioning (DIF) for neurodevelopmental disorder status and age. One item on each of the Positive and Negative Attitude to Aloneness subscales showed DIF for gender. The results support the interval scale measurement properties of the PALs and provide clinicians and researchers with a measure to assess adolescent loneliness, a construct strongly associated with a constellation of mental health problems.
Learning how to learn—Implementing self‐regulated learning evidence into practice in higher education: Illustrations from diverse disciplines
Publisher: Wiley
Date: 28-02-2022
DOI: 10.1002/REV3.3339
Abstract: The benefits of drawing upon evidence‐based practices in teaching and learning—such as self‐regulated learning (SRL)—are well documented. However, effectively translating and implementing this evidence into erse higher education (HE) teaching and learning contexts is challenging and complex, and as yet not well understood. Translational approaches that utilise knowledge brokers as mediators between the research and its application into practice have shown promise in transforming evidence‐based principles of learning into contextually relevant, meaningful and useful application. This paper describes an exploratory qualitative case study into how five academics implemented evidence‐based practices into their teaching and learning programmes, drawing upon a shared Higher Education Learning Framework (HELF) and with support from knowledge brokers. Using a Community of Practice (CoP) framework and a case study methodology, the study aimed to better understand the barriers and enablers to effective implementation of evidence‐based practices in SRL across erse teaching contexts. This study has suggested that to effectively implement evidence into HE teaching, learning and assessment practices requires a community and systems‐based approach, with members of the HE learning community—students, academics, tutors, leaders, learning designers, knowledge brokers, alumni—all having a role to play. Systemic barriers (e.g., values of research over teaching in HE, systemic devaluing of teaching in education sector, fiscal, curriculum restrictions, more rewards and incentives for research than teaching excellence) are harder to overcome and may need to be addressed through a different approach.
The Multidimensional Anxiety Scale for Children: A Further Validation With Australian Adolescents With and Without ADHD
Publisher: SAGE Publications
Date: 16-03-2014
Abstract: Objective: To examine the factor structure of the Multidimensional Anxiety Scale for Children (MASC) with Australian adolescents with and without ADHD. Method: The MASC was administered to 210 high school–aged adolescents (109 males, 101 females), 115 of whom were clinically diagnosed as ADHD (86 males, 29 females). The remaining 95 were non-ADHD community comparisons. Results: Analyses supported a three-factor model, with a reduced item pool, which combined the Harm Avoidance and Separation Anxiety scales together. This model was invariant across younger and older participants, and across boys and girls. The model was largely invariant across ADHD and non-ADHD groups. The ADHD group had significantly higher Physical Symptom factor scores than the non-ADHD group. Conclusion: The MASC is useful for assessing anxiety in adolescents with and without ADHD, but items reflecting the Harm Avoidance and Separation Anxiety scales may need revising.
Peer Mediated Intervention in Reading Instruction using Pause, Prompt and Praise
Publisher: Informa UK Limited
Date: 10-1995
Multidimensional self-concept: Age and gender differences in australian high school students involved in delinquent activities
Publisher: SAGE Publications
Date: 05-2007
Abstract: The present research examined the relationship between self-concept and level of involvement in delinquent activities of 1327 (612 males, 715 females) years 8—12 high school students. Through cluster analysis, participants were identified as having either high or low involvement in delinquent activities from scores on a self-report measure of delinquency. Three multidimensional areas of self-concept (classroom, peer and confidence) were investigated, because of previous findings indicating discrepancies in these three dimensions for adolescent involvement in delinquent activities. Four, two-way multi-variate analyses of variance were conducted across the three self-concept dimensions for Gender, Year Level, and involvement in Delinquent Activities. Students highly involved in delinquent activities reported significantly lower classroom, peer and confidence self-concepts. For gender and year level effects, males reported significantly higher confidence self-concept while females scored significantly higher on peer self-concept. There were significant differences among year levels with a general decline in confidence self-concept with age but for classroom and peer self-concept, no clear age trends were evident. The results indicate the importance of considering multidimensional self-concept when examining adolescents' involvement in delinquent activities and incorporating self-concept enhancement strategies in intervention programs.
Towards student-centred feedback practices: evaluating the impact of a professional learning intervention in primary schools
Publisher: Informa UK Limited
Date: 20-09-2021
Western Australian primary school teachers knowledge about childhood asthma and its management
Publisher: Informa UK Limited
Date: 1997
DOI: 10.3109/02770909709055390
Abstract: A total of 164 primary school teachers from Perth, Western Australia anonymously completed a survey of their knowledge and attitudes about asthma. These teachers were active in assisting children with asthma management but most (91.5%) felt that they did not know enough about asthma. Attitudes toward children with asthma were positive 97% agreed that such children should be encouraged to participate in sporting activities. Specific knowledge about asthma management and medications was, however, poor. This large s le of Western Australian teachers knew more than their European counterparts but asthma training is needed and should be targeted at improving knowledge of both regular and emergency treatments for asthma.
The application of the drug user quality of life scale (DUQOL) in Australia
Publisher: Springer Science and Business Media LLC
Date: 2012
Ikaskuntzarako atzeraelikadura-matrize bat
Publisher: Helduen Alfabetatze eta Berreuskalduntzerako Erakundea
Date: 2022
DOI: 10.54512/PSOK9612
Abstract: Ikerlan honetan, jada ezarrita dagoen atzeraelikadura-eredu bat erabili da marko gisa (Hattie eta Timperley, 2007), lehen hezkuntzako goi-zikloan zer atzeraelikadura-maila izaten den aztertzeko. Emaitzek erakutsi dutenez, atzeraelikadura, batez ere, atazetara bideratzen da, eta, bestalde, aurreraelikatzea da –ikaskuntzaren hurrengo urratsei buruzko informazioa ematea, alegia– eskoletan gutxien erabiltzen den atzeraelikadura-mota. Ikerketa eta aurkikuntzak oinarritzat hartuz, autoreek atzeraelikadura-matrize kontzeptual bat proposatu dute, ikerketaren eta praktikaren arteko zubi-lanak egiten dituena, atzeraelikadurak hobekuntza sustatzeko.
Reactive and proactive aggression as meaningful distinctions at the variable and person level in primary school-aged children
Publisher: Wiley
Date: 24-04-2018
DOI: 10.1002/AB.21763
Abstract: Reactive and proactive aggression is a dichotomous classification of aggression in adults and children. This distinction has been supported by a number of variable-based and factor analytic studies. Due to high inter-correlations, however, the reactive-proactive aggression distinction may not be entirely useful for understanding how group or in idual aggressive behavior varies in children and adolescents. Drawing on a s le of primary school-aged children (N = 242) aged 7-12 years, this study sought to determine whether reactive and proactive aggression could be distinguished at the variable-level and the person-level in children. Exploratory Factor Analysis of data from an aggression instrument measuring both functions and forms of aggression, found a two-factor construct of aggression constituted by a reactive and proactive aggression factor. A person-based analysis was then conducted after classifying children according to the presence of reactive and/or proactive aggression. Discriminant function analysis was used to discern whether classifications on the basis of aggression function produced meaningful distinctions in terms of antisocial traits and emotional valence and intensity measures. Two functions were identified which distinguished children with different combinations of reactive and proactive aggression. Reactive-only aggressive children were defined primarily by high levels of impulsivity, while proactive-only children were defined primarily by higher levels of antisocial traits. Children high in both types of aggression exhibited both the presence of antisocial traits and impulsivity. Contrary to recent findings, this suggests that differences in aggression functions remain meaningful at the person level in children. Implications for interventions are discussed.
At-risk and not at-risk primary school children: An examination of goal orientations and social reputations
Publisher: Wiley
Date: 09-1999
Abstract: The purpose of the present research was to examine whether at-risk and not at-risk primary school aged students differ in two social and psychological domains (future goal orientations and social reputation). A total of 886 years 5, 6 and 7 students from five primary schools in the Brisbane metropolitan area of Queensland, Australia, participated in the study. The Children's Activity Questionnaire which constitutes three parts (demographic information, the Importance of Goals Scale, and the Reputation Enhancement Scale) was administered under standardised conditions. A series of multivariate analyses of variance (MANOVA) and univariate F-tests performed on each of the sets of dependent variables (goal orientations and reputation enhancement) revealed significant differences between the at-risk and not at-risk participants on both goals and reputation. Not at-risk children sought to attain an Academic Image through education and interpersonal goals, whereas at-risk children sought a Social Image and attached greater importance to physical goals. In line with this, children in the not at-risk group perceived themselves and ideally wished to be perceived as a conforming person, while at-risk children perceived themselves and ideally wished to be perceived as non-conforming. Significant gender differences were also found on both sets of dependent variables. The findings are compared to recent research conducted with high school adolescents.
Inhibitory control training for anxiety and math achievement in primary-school children: Protocol for a proof-of-concept study (Preprint)
Publisher: JMIR Publications Inc.
Date: 19-09-2023
A qualitative exploration of expert perspectives on applying the science of learning to higher education
Publisher: Frontiers Media SA
Date: 09-10-2023
Responding to interpersonal and physically provoking situations in classrooms: Emotional intensity in children with attention deficit hyperactivity disorder
Publisher: Informa UK Limited
Date: 06-2006
Implicación y afectividad en el ejercicio profesional del Trabajo Social y la Educación Social
Publisher: Universitat de Valencia
Date: 26-07-2023
Abstract: When we talk about involvement and affectivity, we also talk about characteristics that are, a priori, intrinsic to the professional practice of social workers and social educators. These particularities are not integrated in the VERIFICA of university degrees, but they provide inputs to the professional performance of them. The use of these invisible competences that make up the curricula of the study plans are, however, visible in reality, as they help in the construction of the educational relationship with people at risk. The aim of this paper is to expose the theoretical and methodological origins that build both strategies and their implementation in daily professional practice with children, adolescents and young people at risk. The results deepen in a holistic theoretical understanding, which is determined by the helping relationship and the deepening in epistemological bases connected with Christian movements and community pedagogies of a preven- tive, participative, educational and communicative nature. The methodology also has an important impact, since the existence of isolated actions does not achieve the planned action objectives. Thus, the connection between theory and methodology constitutes a range of proposals and experiences to deepen itineraries, spaces where to implement competences and learning outcomes that guide through involvement and affectivity.
Evaluating the effectiveness of KooLKIDS: An interactive social emotional learning program for Australian primary school children
Publisher: Wiley
Date: 15-02-2020
DOI: 10.1002/PITS.22352
Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties
Publisher: SAGE Publications
Date: 22-01-2020
Abstract: School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the present study, an established SEL programme, KooLKIDS Whole of Class, was delivered to 524, 8 to 12-year-old Australian primary school students. Classroom teachers completed pre- and post-measures regarding children’s social-emotional competence and emotional and behavioural difficulties. Hierarchical linear modelling was used to examine which characteristics predicted differential improvement from the programme. Findings revealed that the pre-programme total score on emotional and behavioural difficulties was the strongest predictor of improvements in SEL, independent of age, sex or socioeconomic status. This implies that while universal SEL programmes represent an effective and relatively low-cost method of improving social competence for all children, they may be particularly effective for improving social and emotional competence in those with greater emotional and behavioural difficulties.
Parenting and adolescent self-regulation
Publisher: Wiley
Date: 20-06-2004
DOI: 10.1016/J.ADOLESCENCE.2004.01.002
Abstract: This study examined the relationship between adolescents’ academic and non‐academic self‐regulation (SR), authoritative parenting (as demonstrated by high levels of Involvement, Strictness, and Autonomy Granting), and parent self‐efficacy in four areas. Participants were 214 Australian high school students and their parents. There was a moderate correlation ( r =0.63) between academic and non‐academic SR. Adolescents and their parents differed significantly in their perceptions of parenting behaviours, with parents rating themselves higher than their children on Involvement, Autonomy Granting, and Strictness behaviours. A model of the relationships between the constructs was developed showing a strong path from parent self‐efficacy to both academic and non‐academic SR via high parental Involvement (as perceived by adolescents). Strict parenting and the granting by parents of psychological autonomy to their adolescent children did not appear to be important in the development of young people's self‐regulatory behaviours.
Longitudinal rates of self-reported delinquency of at-risk and not at-risk Western Australian high school students
Publisher: SAGE Publications
Date: 04-2002
DOI: 10.1375/ACRI.35.1.99
Abstract: Two hundred and forty nine 12 to 13 year old at-risk and not at-risk male and female high school students randomly selected from five high schools in the Perth metropolitan area of Western Australia provided self-reported delinquency data for three consecutive years. A multivariate analysis of variance revealed at-risk students self-reported significantly more involvement in delinquency at the first data collection point than their not at-risk counterparts. Male 12–13 year olds self-reported significantly more involvement in car related crimes, assault, rule infractions, and vandalism compared to their female peers. For some delinquent activities there were significant increases in involvement over time (Motor Vehicle, Drugs, and Public Disorder Offences) while for others (Theft, Rule Infractions, and Vandalism) this was not the case. In the majority of categories of delinquency at-risk students self reported significantly higher rates of involvement.
Early secondary high school: a Mindfield® for social and emotional learning
Publisher: Springer Singapore
Date: 2017
Using interactive video‐based modelling to teach social skills: an experimental study
Publisher: Wiley
Date: 1995
Preschool children’s private speech content and performance on executive functioning and problem-solving tasks
Publisher: Elsevier BV
Date: 10-2021
Schoolwide approaches for promoting social and emotional well-being in Australian school contexts: focus group interviews with system and school stakeholders
Publisher: University of Chicago Press
Date: 11-2022
DOI: 10.1086/721798
Social networking and the social and emotional wellbeing of adolescents in Australia
Publisher: Cambridge University Press (CUP)
Date: 08-10-2014
DOI: 10.1017/JGC.2014.14
Abstract: Technology and social networking tools and sites are changing the way young people build and maintain their social connections with others (Boyd & Ellison, 2008). This study utilised a new measure, The Self in a Social Context, Virtual Connectedness subscale (SSC-VC subscale), to examine the effects of social networking tools and sites on social and emotional wellbeing among 1,037 Australian young people aged 11–18 years. A maximum likelihood factor analysis identified three strong factors: Fit In (α = .81), Public Self (α = .79) and Connected Self (α = .83). Significant main effects were revealed for the number of times students checked their Facebook F (12, 2415) = 13.8, p .001, and for gender, F (3, 913) = 10.8, p .001, but no interaction effect was found. Univariate tests also revealed a significant difference for Frequency of checking Facebook, F (4, 915), = 4.98, and for Gender, F (1, 915), = 46.92, p .001 on the dependent variable of Emotional Difficulties. These findings suggest that social networking sites, though used differently by males and females, provide an important forum for building social connections across groups.
Innovative approaches to measure and promote emotion regulation in the classroom from a science of learning perspective
Publisher: Routledge
Date: 09-10-2021
Capturing real-time emotional states and triggers for teachers through the teacher wellbeing web-based application t*: A pilot study
Publisher: Elsevier BV
Date: 07-2017
Creating an impact, leaving an impression – Learnings from the Australian Science of Learning Research Centre
Publisher: Routledge
Date: 09-10-2020
Loneliness Accounts for the Association Between Diagnosed Attention Deficit-Hyperactivity Disorder and Symptoms of Depression Among Adolescents
Publisher: Springer Science and Business Media LLC
Date: 31-01-2020
Validation of the Adolescent Social Identity Measure: Adolescents’ Perception of Themselves in a Social Context
Publisher: Eurasian Society of Educational Research
Date: 15-08-2023
Abstract: style="text-align: justify " Social identity is an important social determinant of student outcomes such as mental health and well-being. Currently, no validated social identity measures exist for adolescents in secondary school settings. A new ‘Adolescent Social Identity’ measure was developed by adapting two social identity dimensions from a validated reputation enhancement scale. The Social Identity Measure comprises two scales of 10 items each to measure how adolescents think their peers view them (e.g., reputational status) in terms of their conforming and nonconforming behaviour (Self-perception of Public Self) and how adolescents would ideally like to be viewed (Ideal Public Self) by peers. Exploratory and confirmatory factor analyses were conducted along with assessments of reliability, validity, and measurement invariance. Conforming and Nonconforming subscales for both scales were shown to be reliable, valid, and invariant across age and gender groupings. There were significant but small differences in the latent means for gender.
Reputations, self-concepts and coping strategies of volatile solvent users
Publisher: SAGE Publications
Date: 09-1998
DOI: 10.2190/6FUR-7X21-97EX-P36N
Abstract: Data pertaining to the reputations, self-concepts and coping strategies of thirty-one secondary school Volatile Solvent Users (VSUs), forty-four ex-VSUs, and forty-eight non-VSUs in the Perth Metropolitan area of Western Australia were obtained using the High School Student Activity Questionnaire. Findings revealed that significant differences between current VSUs, ex-VSUs, and non-VSUs were more attributable to factors of reputation enhancement than to factors of either self-concept or coping strategies. Current VSUs identified themselves as both having and wanting to have a more non-confronting reputation, and as admiring drug-related activities significantly more than both ex-VSUs and non-VSUs. Two coping variables were also found to be significant indicating that females use more nonproductive coping strategies and external coping strategies than males. No interaction effects were identified. The implications for drug education and further research are discussed.
Task difficulty and private speech in typically developing and at-risk preschool children
Publisher: Cambridge University Press (CUP)
Date: 21-03-2023
DOI: 10.1017/S0305000921000945
Abstract: Private speech is a cognitive tool to guide thinking and behavior, yet its regulatory use in atypical development remains equivocal. This study investigated the influence of task difficulty on private speech in preschool children with attention or language difficulties. Measures of private speech use, form and content were obtained while 52 typically developing and 25 developmentally at-risk three- to four-year-old children completed Duplo construction and card sort tasks, each comprising two levels of challenge. In line with previous research, developmentally at-risk children used less internalized private speech than typically developing peers. However, both typically developing and at-risk children demonstrated a similar regulatory private speech response to difficulty with no systematic evidence of group difference. This was captured by an increase in all utterances, reduced private speech internalization, and more frequent forethought and self-reflective content. Results support the hypothesis of delayed private speech internalization but not regulatory deviance in atypical development.
Differential patterns of executive function in children with attention-deficit hyperactivity disorder according to gender and subtype
Publisher: SAGE Publications
Date: 12-1999
DOI: 10.1177/088307389901401206
Abstract: The present investigation examined differential patterns in executive functions of children with attention-deficit hyperactivity disorder (ADHD no diagnosed comorbid disorders) according to subtype and gender, and identified instrumentation sensitive to executive function in children aged 6 to 12 years with ADHD. Data were obtained from 94 children diagnosed with ADHD (predominantly inattentive, n = 32, ADHD combined, n = 62), and from 28 controls. Participants with ADHD, who were unmedicated at the time of testing, were administered five tests of executive function (the Wisconsin Card Sorting Test, the Stroop Color-Word Test, the Matching Familiar Figures Test, the Trail Making Test, and the Tower of London). A two-way multivariate analysis of covariance with age as the covariate and subtype and gender as the independent variables was conducted on all of the tests administered. While children with ADHD predominantly inattentive and those with ADHD combined differed from controls, it was only the latter subtype that differed significantly in perseveration and response inhibition. The absence of diagnosed comorbidity in the children with ADHD at the time of test administration demonstrates that the impairments in executive function are clearly located in ADHD, particularly in the ADHD combined subtype, thus providing support for Barkley's proposed unifying theory of ADHD. (J Child Neurol 1999 :801-805).
Higher education learning framework: an evidence informed model for university learning
Publisher: The University of Queensland
Date: 2018
DOI: 10.14264/348C85F
A cognitive-behavioural treatment for a child with Attention-Deficit Disorder/Without Hyperactivity and Comorbid Anxiety
Publisher: Informa UK Limited
Date: 05-1998
Current perspectives on attention deficit hyperactivity disorder: a review of literature
Publisher: Cambridge University Press (CUP)
Date: 1994
Dual task performance in children with Tourette Syndrome: Controlling for Comorbid ADHD
Publisher: Cambridge University Press (CUP)
Date: 05-2007
DOI: 10.1375/BRIM.8.1.10
Abstract: Dual task performance in children with Tourette Syndrome (TS) was studied. The participants were children with TS ( N = 48, 40 male, 8 female), Attention Deficit Hyperactivity Disorder (ADHD mixed types N = 44, 34 male, 10 female) and unaffected controls ( N = 48, 34 male, 14 female). Eleven of the TS participants had no comorbidities (TS only) and they were compared to matched groups of participants with TS plus comorbidities (TS+), ADHD, and controls. Each participant was administered screening measures of behaviour, intelligence and verbal ability, as well as specific tests of dual task performance. Children with TS-only correctly recalled fewer digit span forward trials, and identified fewer spaceship pairs than controls under single task conditions in the SkySearch subtest of the Test of Everyday Attention for Children. However, the TS-only and control groups showed better counting performance while simultaneously searching for targets, than the TS+ and ADHD groups. Taken together, these results suggest that some previously reported cognitive deficits in children with TS are due to comorbidities, rather than to the syndrome itself.
Health-related quality of life in Australian children with asthma: Lessons for the cross-cultural use of quality of life instruments
Publisher: Springer Science and Business Media LLC
Date: 07-1998
Abstract: The development of Australian forms of the Childhood Asthma Questionnaires (CAQs) is reported. Focus group methods and psychometric analyses were used to establish the conceptual, semantic and technical equivalence of these forms with the UK versions. Both versions also provide for data collection from non-asthmatic youngsters. The internal consistency was found to be acceptable (Cronbach's alpha 0.52-0.90) and the health-related quality of life (HRQoL) scores were found to vary with asthma severity (p < 0.05). Comparison with the UK data revealed that the non-asthmatic scores were higher for Australian than British children (p < 0.001) but that the scores for children with asthma did not differ between the two countries. It was only in the Australian s le that the group with asthma reported impaired HRQoL when compared to their healthy peers. These findings were interpreted in the context of cultural expectations of life quality and conclusions are presented regarding the importance of the gap between experience and expectations. The difficulties raised by the developmental and cultural issues inherent in paediatric HRQoL research were discussed.
I don't have the best life: a qualitative exploration of adolescent loneliness
Publisher: OMICS Publishing Group
Date: 2014
Science teachers’ practices: Teaching for self-regulated learning in relation to Pintrich and Zusho’s (2007) model
Publisher: Elsevier BV
Date: 2018
Retrieval practice can improve classroom review despite low practice test performance
Publisher: Wiley
Date: 05-02-2019
DOI: 10.1002/ACP.3517
Goals and reputations amongst young children - The validation of the importance of goals and reputation enhancement scales
Publisher: SAGE Publications
Date: 05-2000
Abstract: The aim of the present research was to provide school psychologists with valid instruments with which to assess the goals and reputations of young children. This was achieved by ascertaining whether the factor structures and the second-order factor models of the high school versions of the Importance of Goals (Carroll, et al., 1997) and Reputation Enhancement Scales (Carroll, et al., 1999) could be replicated with a primary school s le. Eight hundred and eighty-six 10 to 12 year old children were administered modified versions of the two scales, which were combined and renamed the Children's Activity Questionnaire. For the two scales, the factor structure proved replicable and reliable with the primary school s le. A comparison between the factor loadings of the primary school and the high school s les using the coefficient of congruence procedure demonstrated similarity indicating that the scales are replicable and able to be used with a younger primary school s le. Structural equation modelling indicated that the second-order factor structure of the Importance of Goals Scale was acceptable but this was not the case for the second-order factor structure of the Reputation Enhancement Scale.
A review of the use of portable technologies as observational aids in the classroom
Publisher: Emerald
Date: 11-03-2019
Abstract: Current classroom observation strategies include questionnaires, interviews, tests, self-report metrics and live or video review observation. However, these traditional methods are subject to biases from observers in determining behavior nuances, as well as being difficult to analyze for rapid and practical feedback. In addition, the invasiveness of extra body equipment in the classroom may alter the dynamic between students and teachers. The emergence of portable devices into mainstream usage has opened a pathway for a relatively novel source of quantitative data, free from observer bias and often with accompanying analytical tools for convenience. The purpose of this study is to summarize current uses of portable technology and explore how such devices could be used as monitoring tools by both schools and education researchers. Functions based on utility outside the education field are proposed for monitoring student activity, posture and movement, as well as proximity and relationships to others and their environment. Deterrents to device implementation in regular classroom use, such as the importance of considering ethical issues and hardware limitations, are also covered. While current portable technology is unlikely to replace more commonly used techniques of observing classes, they have the capacity to augment qualitative strategies, particularly in the area of real-time data output. Ideally, the lack of unbiased observational tools available and increased adoption of portable devices in classrooms could prompt future advances in technology for teaching and learning environments. This review summarizes potential uses for portable technology in classroom observation strategies undertaken by researchers and teachers to improve learning and teaching practices.
Challenging behaviour among Indian children with visual impairment
Publisher: SAGE Publications
Date: 2002
Trajectories of academic achievement for students with attention‐deficit/hyperactivity disorder
Publisher: Wiley
Date: 12-2021
DOI: 10.1111/BJEP.12392
Partnering to Learn: A Collaborative Approach to Research Translation for Educators and Researchers
Publisher: Wiley
Date: 20-02-2022
DOI: 10.1111/MBE.12317
Abstract: The science of learning (SoL) has powerful contributions to make to both the production of knowledge about learning and to the ways in which this knowledge can be successfully mobilized into educational practice. However, as a multidisciplinary field, it also faces some challenges if it is to bridge the research‐practice gap. Using Levin's (2013) conceptualization of knowledge mobilization, this paper will describe the challenges and promising approaches to effective research translation and frame existing approaches across three interacting domains of (1) knowledge production, (2) knowledge use, and (3) knowledge mediation. It will then present a novel partnership approach developed by the Science of Learning Research Center at The University of Queensland, Australia—the Partner Schools Program (PSP). Drawing upon existing promising practices, the PSP brings together educators, researchers, and research brokers in partnership to transform research into contextually relevant applications.
Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes
Publisher: Emerald
Date: 08-07-2019
Abstract: Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to determine associations with productive science learning and increased science knowledge. A total of 214 students with a mean age of 11 years 6 months from seven primary schools participated in a multimodal, cooperative inquiry, science teaching intervention for eight weeks during a science curriculum unit. Students completed a series of questionnaires pertaining to attitudes and beliefs about science learning and science knowledge before (Time 1) and after (Time 2) the teaching intervention. Empatica E3 wristbands were worn by students during 1 to 3 of their regularly scheduled class sessions both before and after the intervention. Increases in EDA, science knowledge, self-efficacy and a growth mindset, and decreases in self-esteem, confidence, motivation and use of cognitive strategies, were recorded post-intervention for the cohort. EDA was positively correlated with science knowledge, but negatively correlated with self-efficacy, motivation and use of cognitive strategies. Cluster analysis suggested three main clusters of students with differing physiological and psychological profiles. First, teachers need to be aware of the importance of helping students to consolidate their current learning strategies as they transition to new learning approaches to counter decreased confidence. Second, teachers need to know that an effective teaching multimodal science intervention can not only be associated with increases in science knowledge but also increases in self-efficacy and movement towards a growth mindset. Finally, while there is evidence that there are positive associations between physiological arousal and science knowledge, physiological arousal was also associated with reductions in self-efficacy, intrinsic motivation and the use of cognitive strategies. This mixed result warrants further investigation. Overall, this study proposes a need for teachers to counter decreased confidence in students who are learning new strategies, with further research required on the utility of monitoring physiological markers.
Inclusive practices in australia
Publisher: Informa UK Limited
Date: 12-2002
Australasian genetic counselors' attitudes toward disability and prenatal testing: Findings from a cross‐sectional survey
Publisher: Wiley
Date: 21-09-2023
DOI: 10.1002/JGC4.1788
Impulsivity in juvenile delinquency: Differences among early-onset, late-onset, and non-offenders
Publisher: Springer Science and Business Media LLC
Date: 03-05-2006
The Development and Validation of the Contextualized Assessment Tool for Risk and Protection Management (CAT-RPM)
Publisher: SAGE Publications
Date: 12-08-2014
Abstract: Traditional resources for ascertaining risk and protection for disengaged youth are often unsuitable, due to the stamina and skill required to complete them. Many of these tools assess risk without considering participants’ potential for personal growth. The present study outlines the development and initial validation of a tool titled the Contextualized Assessment Tool for Risk and Protection Management (CAT-RPM), which was administered to 499 participants across a range of high school settings. Six factors emerged that were highly correlated and had good internal consistency. Multivariate tests strongly suggest that the CAT-RPM is a valid and psychometrically sound assessment tool for differentiating groups across sex, age, and antisocial behavior. The research reveals a reliable measure of risk and protection that can assist young people to recognize and build on their strengths and adds a positive dimension to traditional risk assessment tools.
Rates of cyber victimization and bullying among male Australian primary and high school students
Publisher: SAGE Publications
Date: 07-02-2012
Abstract: The prevalence and nature of electronic forms of bullying (cyberbullying) was investigated among 1,530 primary and secondary school aged male students (Years 6 to 12 9-18 years, chronologically) in Sydney and Brisbane, Australia. Findings revealed that victimization via the Internet was the most common form of cyberbullying with 11.5 percent of students reporting at least one experience of it during the school year. A significant main effect was found, with junior secondary school students (Years 8 to 10) the most likely to be victimized in this manner. With regard to the cyberbullying of others, the Internet was again the most commonly employed method, with 8.5 percent of students reporting using it. A main effect was evident between year levels for all four forms of cyberbullying investigated. The transmission of electronic images was the least reported form of cyberbullying experienced (4.8 percent) and the least frequently perpetrated form of cyberbullying (3.7 percent), which is less than the only other study conducted reporting such data. These findings are discussed in the light of the relatively limited cyberbullying research undertaken to date.
Adolescent perspectives on schooling experiences: The interplay of risk and protective factors within their lives
Publisher: Elsevier BV
Date: 2012
Reputation Enhancement and Involvement in Delinquency among High School Students
Publisher: Informa UK Limited
Date: 09-2003
Interdisciplinary and interprofessional partnerships: mobilizing the science of learning to impact real-world practice. The Australian experience
Publisher: Springer Nature Singapore
Date: 18-11-2022
Teachers activating learners: The effects of a student-centred feedback approach on writing achievement
Publisher: Elsevier BV
Date: 09-2021
Self-reported substance use among high school students with and without learning difficulties
Publisher: Informa UK Limited
Date: 02-01-2014
Compassion fatigue and secondary traumatic stress in teachers: how they contribute to burnout and how they are related to trauma-awareness
Publisher: Frontiers Media SA
Date: 14-03-2023
DOI: 10.3389/FEDUC.2023.1128618
Abstract: Teachers play an integral role in providing positive life experiences for their students and are especially crucial for students who are experiencing or have experienced a trauma in their lives. In Australia however, teachers are increasingly stating that they do not plan on remaining in the profession causing media and governments to warn of a teacher shortage. Several key factors for teacher attrition have been proposed, with burnout being described as a contributing factor). Studies which have focused specifically on teachers’ experiences working with students with histories of trauma have suggested links between lack of trauma-aware training and increased levels of compassion fatigue (CF), secondary traumatic stress (STS), and burnout. This paper draws on established research into CF, STS and burnout as well as trauma awareness of teachers using a narrative topical approach to explore the challenges faced by teachers and students in a post-covid landscape. The results of this review suggest a need for additional research into the impact on teachers of working with an increasingly traumatized student body. The lack of trauma-specific training reported by pre-service and current teachers indicate a need for higher education institutions and schools to better prepare teachers to support traumatized students while safeguarding their own wellbeing.
Goal setting among adolescents: A comparison of delinquent, at-risk, and not-at-risk youth.
Publisher: American Psychological Association (APA)
Date: 09-1997
Self-directed speech and self-regulation in childhood neurodevelopmental disorders: Current findings and future directions.
Publisher: Cambridge University Press (CUP)
Date: 02-2020
DOI: 10.1017/S0954579418001670
Abstract: Self-directed speech is considered an important developmental achievement as a self-regulatory mediator of thinking and behavior. Atypical self-directed speech is often implicated in the self-regulatory challenges characteristic of children with neurodevelopmental disorders. A growing body of evidence provides snapshots across age-levels and diagnoses, often presenting conflicting results. This systematic review is undertaken to impose clarity on the nature, extent, and self-regulatory implications of self-directed speech interruption in children with developmental language disorder (DLD), autism spectrum disorder (ASD), and attention deficit hyperactivity disorder (ADHD). A rigorous search process of relevant databases (i.e., PsychInfo, PubMed, CINAHL, ERIC) uncovered 19 relevant peer-reviewed articles that investigate self-directed speech in children with neurodevelopmental disorders. Consistent across the research, children with DLD, ASD, and ADHD present with differential development and use of self-directed speech. In its synthesis of findings, this systematic review clearly explicates the differential ontogenesis of self-directed speech in neurodevelopmental disorders and interprets the self-regulatory implications for children with DLD, ASD, and ADHD. Furthermore, the review spotlights important future research directions to better understand the mechanistic relationship between self-directed speech and self-regulation.
Mindful practice for teachers: relieving stress and enhancing positive mindsets
Publisher: Frontiers Media SA
Date: 30-08-2022
DOI: 10.3389/FEDUC.2022.954098
Abstract: The present study aimed to determine the degree of stress relief and increase in mindfulness attributes experienced by 18 participants in an 8-week Mindful Practice for Teachers (MPT) program. The mixed-methods study design included participant reflections collected throughout the study and self-report measures: Perceived Stress Scale (PSS), Positive Mindset Index (PMI), and Five Facets of Mindfulness Questionnaire (FFMQ). Pre- and post-program paired-s les t -tests were completed for the self-report measures. Inductive coding was completed for the participant reflections. The participants ( N = 18) reported a significant decrease in perceived stress pre-program and post-program. The significant changes in the sub-scales of the FFMQ were reported for observing , non-reaction , and non-judgment pre-program and post-program. A statistically significant change was reported for the PMI sub-scale stability which increased post-program. According to participant reflections, there was an increased awareness of the physiological response during positive and challenging events/incidents. The participants reported positive satisfaction pertaining to program materials, exercises, and activities. Findings indicated that the participants experienced a decrease in their perceived level of stress and an increase in their mindfulness attributes consequently highlighting the benefits of mindfulness-based programs for teacher stress management. The MPT program may prove to be a positive intervention for managing work-related stress and providing teachers with simple, stress management resources.
Goal setting among adolescents: A comparison of delinquent, at risk, and not-at-risk youth
Publisher: No publisher found
Date: 1997
Young children, adolescents and alcohol - Part I: Exploring knowledge and awareness of alcohol and related issues
Publisher: Informa UK Limited
Date: 03-04-1998
Sustainable caregiving? demands upon and resources of female carers of adults with intellectual disability
Publisher: Informa UK Limited
Date: 19-04-2011
DOI: 10.1080/08952841.2011.561141
Abstract: Female carers of adults with an intellectual disability are increasing in our communities as those with intellectual disability live into middle and old age. Twenty-seven carers between the ages of 45 and 85 years responded to questionnaires about demands, resources, and their health. Almost all were in the clinical range on the measure of psychological functioning. Demands contributed significantly to poorer functioning however, other measures did not. The women in this study appeared to underreport the level of difficulties they experienced. The caregiving role undertaken by these women does not appear to be sustainable under their current circumstances.
From fixing the work to improving the learner: An initial evaluation of a professional learning intervention using a new student-centred feedback model
Publisher: Elsevier BV
Date: 03-2021
Characterising the goals of juvenile delinquents nature, content and purpose
Publisher: Informa UK Limited
Date: 07-1994
Young children, adolescents and alcohol - Part II: Reputation enhancement and self-concept
Publisher: Informa UK Limited
Date: 03-04-1998
The Relationship between Mindful Attention Awareness, Perceived Stress and Subjective Wellbeing
Publisher: MDPI AG
Date: 23-11-2021
Abstract: It has been suggested that mindfulness is a predictive factor in self-reported perceived stress. The present study aimed to investigate the link between mindful attention awareness, perceived stress and subjective wellbeing without the presence of a complementary intervention to promote mindfulness-based strategies. Methods: The online survey participants (N = 257) were university students enrolled in initial teacher training. Self-report measures included the Mindful Attention Awareness Scale (MAAS), Perceived Stress Scale (PSS) and Personal Wellbeing Index (PWI). Results: PWI was negatively correlated with PSS (r = −0.550, p = .001), MAAS was negatively correlated with PSS (r = −0.567, p = .001) and positively correlated with PWI (r = 0.336, p = .001). The mean score for PSS (M = 20.61, SD = 6.62) was above the reported norm (14.2). Conclusions: The findings suggest that higher levels of mindful attention awareness may be associated with lower levels of perceived stress and higher subjective wellbeing levels and lower levels of perceived stress may be associated with higher subjective wellbeing. The findings confirm that pre-service teachers are a demographic that experiences elevated levels of perceived stress regardless of the stage in initial teacher training programs.
It Hurts To Be Lonely! Loneliness and Positive Mental Wellbeing in Australian Rural and Urban Adolescents
Publisher: Cambridge University Press (CUP)
Date: 04-02-2016
DOI: 10.1017/JGC.2016.1
Abstract: This study examined associations between loneliness, a construct associated with serious adverse mental health outcomes, and positive mental wellbeing. Validated measures of loneliness (represented by friendship-related loneliness, isolation, positive attitude to solitude, and negative attitude to solitude) and positive mental wellbeing were administered to 1,143 adolescents from urban and rural schools. Confirmatory factor analyses revealed satisfactory model fit for both measures. A structural equation model confirmed significant positive associations between positive mental wellbeing and friendship-related loneliness and positive attitude to solitude a significant negative association was found for isolation. Regression analyses provided support for significant differences in these associations according to gender, age, and geographical location (although only marginally). The implications of these findings during adolescence are reviewed.
The downstream effects of teacher well-being programs: improvements in teachers' stress, cognition and well-being benefit their students
Publisher: Frontiers Media SA
Date: 07-2021
DOI: 10.3389/FPSYG.2021.689628
Abstract: Quality interventions addressing the important issue of teacher stress and burnout have shown promising outcomes for participating teachers in terms of decreased distress, improved well-being and increased commitment to their jobs. Less is known however about whether such interventions also benefit students. The present study investigated the downstream effects for a completer s le of 226 primary and high school students after their teachers ( n = 17) completed one of two 8-week stress reduction interventions. The relationships between change in teacher self-reported distress and burnout after completing the interventions, and change in students' self-reported well-being, academic self-perceptions, and perceptions of classroom environment were explored. A secondary aim of this study was to assess whether changes in teachers' cognitive flexibility mediated the relationship between teacher and student self-report outcomes. Results of correlational and multi-level mediation analyses showed that changes to teachers' self-reported distress and burnout affected multiple facets of students' well-being and the academic environment. Specifically, reductions in teachers' self-reported distress and burnout were related to students' improved perceptions of their teachers' support in the classroom. Reductions in teachers' personal and work-related burnout correlated with greater increases of academic self-perception in students. Contrary to predictions, cognitive flexibility in teachers did not mediate the relationship between these student and teacher measures. These findings indicate important downstream benefits for students and highlight the broader value of stress-reduction and well-being programs for teachers.
Establishing the psychometric properties of an interactive, self-regulation assessment battery for young offenders
Publisher: Cambridge University Press (CUP)
Date: 06-2012
DOI: 10.1017/JGC.2012.7
Abstract: This research investigated the reliability and validity of the Mindfields Assessment Battery (MAB), measuring three components of self-regulation (forethought, performance control, self-reflection) of young offenders. Participants were 57 12- to 18-year-olds from youth justice service centres, alternative education schools, and a youth correctional facility ( N males = 46 N Indigenous = 7). Psychometric properties of the battery were sound with adequate alpha levels for the scales. The factor structure and internal reliability of three measures were replicated and validated. Positive significant correlations found between these subscales indicated consistent relationships with young people's responses to challenging situations. Prodelinquency scores were significantly positively correlated with minor misdemeanours and negatively correlated with social competency. Significant positive correlations were found between social competence and goal commitment, and self-regulation and life satisfaction. The battery provides a reliable, valid way of assessing forethought, performance control, self-reflection, and treatment amenability within the conceptual framework of self-regulation.
Principal Leadership for Parent Engagement in Disadvantaged Schools
Publisher: Springer Singapore
Date: 2021
Goal-setting and reputation enhancement: Behavioural choices among delinquent, at-risk and not at-risk adolescents
Publisher: Wiley
Date: 09-2001
Cultivating reputations: The social goal of Western Australian primary school bullies
Publisher: Cambridge University Press (CUP)
Date: 06-2011
DOI: 10.1375/AJGC.21.1.33
Abstract: Aim: This research sought to determine the significance of reputation in the lives of bullies particularly in relation to the social purposes it serves and the goals that are met through its enhancement. Method: One hundred and thirty-two (62 males and 70 females) Western Australian Grades 5, 6 and 7 primary school children completed the Reputation Enhancement scale. Of these students, 38 had official records of suspension from school for bullying peers. Major Findings: A multivariate analysis of variance revealed significant differences between bullies and nonbullies in their reputational orientations. Bullies admired peers involved in nonconforming activities and believed that peers of the same age held similar views. Furthermore, these bullies believed that others perceived them as nonconforming and as breaking the rules, and they (i.e., the bullies) ideally wished to be perceived in this way. These findings are discussed in the light of reputation enhancement theory as a motivator for bullying and the approaches that schools might take to address it.
The variation and variability of Tourette syndrome: A single case study approach
Publisher: SAGE Publications
Date: 04-1999
DOI: 10.1177/1359104599004002010
Abstract: The case is presented of a 12-year-old boy who was diagnosed with Tourette syndrome (TS) when he was 8 years of age. The variability of symptoms manifested with the syndrome and the comorbidity of other related disorders were explored by developmental history, parent interviews, survey results, functional analysis and direct observations. The article considers the in idual variability of symptoms and the ramifications of this variability in caring for a child with TS. It discusses the difficulties with intervention because of the inherent characteristics of the disorder. The case argues for more expansive attention to be given to a psycho- educational approach in meeting the needs of children with TS.
Rates of Self-reported Delinquency among Western Australian Male and Female High School Students: The male-female gender gap
Publisher: Informa UK Limited
Date: 06-2013
Self-reported delinquency and reputational orientations of high school and incarcerated adolescent loners and nonloners
Publisher: Informa UK Limited
Date: 06-2008
Responses to interpersonal and physically provoking situations: The utility and application of an observation schedule for school-aged students with and without attention deficit/hyperactivity disorder
Publisher: Informa UK Limited
Date: 08-2006
Exploring the emotions of disadvantaged adolescents in the classroom: Development of the S2* emotion application
Publisher: Frontiers Media SA
Date: 05-08-2022
DOI: 10.3389/FEDUC.2022.959673
Abstract: In the present research, three phases were conducted to develop a real-time emotional measure (S 2* emotion application) to examine the emotional experiences and causes for those emotions in disadvantaged Australian adolescents. In the first phase, data were collected from 412 Year 10 students (aged 14–15 years) to understand their emotional experiences in the classroom. Second, the S 2* emotion application was developed and trialed based on the initial findings from the first phase and relevant literature. In the third phase, the S 2* was utilized with participants ( N = 81) from Year 10 Math and English classes over three time points during an academic term. Results revealed that the most frequent reports of emotions and cause for that emotion were: boredom caused by schoolwork happiness caused by peers happiness caused by self and boredom caused by teacher . When emotions and causes were examined separately, the most frequent reported emotion was boredom and the most frequent reported cause for emotion was peers . This tool may be used in future studies to further investigate these real-time emotional experiences allowing researchers to build on theoretical frameworks and provide skills and resources to best support educators.
Learning under the lens : applying findings from the science of learning to the classroom
Publisher: Routledge
Date: 09-10-2021
Development and application of the CAT-RPM report for strengths-based case management of at-risk youth in schools
Publisher: Informa UK Limited
Date: 09-04-2015
Peer relations and emotion regulation of children with emotional and behavioural difficulties with and without a developmental disorder
Publisher: Informa UK Limited
Date: 09-2013
Factors that influence senior secondary school students’ science learning
Publisher: Elsevier BV
Date: 2020
Understanding the lived experiences of novice out-of-field teachers in relation to school leadership practices
Publisher: Informa UK Limited
Date: 16-07-2015
In their words: listening to teachers’ perceptions about stress in the workplace and how to address it
Publisher: Informa UK Limited
Date: 04-07-2020
Improving Emotion Regulation, Well-being, and Neuro-cognitive Functioning in Teachers: a Matched Controlled Study Comparing the Mindfulness-Based Stress Reduction and Health Enhancement Programs
Publisher: Springer Science and Business Media LLC
Date: 03-11-2021
Longitudinal trajectories of mental health and loneliness for Australian adolescents with-or-without neurodevelopmental disorders
Publisher: Wiley
Date: 22-02-2022
DOI: 10.1111/JCPP.13579
Abstract: The impact of COVID‐19 (SARS‐CoV‐2) pandemic school lockdowns on the mental health problems and feelings of loneliness of adolescents with neurodevelopmental disorders (NDDs) is hypothesized to be greater than that of their non‐NDD peers. This two and a half year longitudinal study compared changes in the mental health and loneliness of Western Australian adolescents pre‐COVID‐19 (November 2018 and April 2019), immediately prior to COVID‐19 school lockdowns (March 2020), and post schools reopening (July/August 2020). An age‐and‐gender matched s le of 476 adolescents with‐or‐without NDDs completed online assessments for mental health and loneliness. Adolescents with NDDs reported elevated levels of adverse mental health across all four waves of data collection. These young people experienced little change in mental health problems and feelings of loneliness over time, and any increase during school lockdowns returned to, or fell below pre‐COVID‐19 levels once schools reopened. In comparison, adolescents without NDDs experienced significant increases from a low baseline in depression symptoms, externalizing symptoms, feelings of isolation, and having a positive attitude to being alone, and evidenced a significant decline in positive mental wellbeing. Quality of friendships were unaffected by COVID‐19 school lockdowns for all adolescents regardless of NDD status. Of the adolescents with NDDs, those with Attention‐Deficit/Hyperactivity Disorder reported a significant increase in positive mental wellbeing following school lockdowns. Adolescents with NDDs emerged relatively unscathed from COVID‐19 school lockdowns and the short term impacts associated with these were not maintained over time. These findings should be considered in the context of this study’s geographical location and the unpredictability of school lockdowns. Learning to live with school lockdowns into the future may be a critical element for further investigation in the context of interventions.
A Complementary Intervention to Promote Wellbeing and Stress Management for Early Career Teachers
Publisher: MDPI AG
Date: 11-06-2021
Abstract: The educational climate and culture in our schools present a variety of environmental (contextual) factors that influence teacher wellbeing, job satisfaction, and work-related stress. The magnitude of contextual factors cannot be ignored, and directing attention towards the environment teachers face daily is essential. Primary (organisational)-level interventions are documented in organisational health and wellbeing literature however, to provide teachers with stress management strategies for promoting wellbeing, attention must also be directed towards secondary (in idual)-level interventions. The present study addressed the issue of stress management techniques for early career teachers (n = 24) and aimed to contribute to the research surrounding complementary interventions (CIs) for educators. The intervention was designed to include strategies that operated through cognitive and physiological mechanisms that regulated the stress response and increased awareness of behaviours, emotions, and reactivity. The self-report measures included perceived stress, attention awareness, subjective wellbeing, burnout, and job-related affective wellbeing. The results indicated a statistically significant decrease in perceived stress and increases in attention awareness and subjective wellbeing. The salivary cortisol levels (waking and resting) decreased from baseline to week 6, and the pre- and post-session salivary cortisol levels indicated an immediate decrease in cortisol for weeks 4 to 6.
A Matrix of Feedback for Learning
Publisher: Edith Cowan University
Date: 04-2019
Promoting self-regulated learning in science: a case study of a Sri Lankan secondary school science teacher
Publisher: EJournal Publishing
Date: 2017
A review of the research on interventions for Attention Deficit Hyperactivity Disorder: Which treatment works best?
Publisher: American Educational Research Association (AERA)
Date: 03-2002
DOI: 10.3102/00346543072001061
Abstract: This meta-analysis examined 74 studies in which there had been an intervention that aimed to improve the behavioral, cognitive, and/or social functioning of people with attention deficit hyperactivity disorder (ADHD), or attention deficit disorder (ADD). Overall, there were larger effects of the various interventions on behavioral than on educational outcomes. These overall effects were larger for medical interventions than for educational, psychosocial, or parent training interventions, but there was little support for flow-over effects, from the reduction in behavior problems to enhanced educational outcomes. The effects on educational outcomes were greater for educational interventions than for other types of intervention.
What is my next step? School students' perceptions of feedback
Publisher: Frontiers Media SA
Date: 18-09-2019
Describing the Research Design and Methods and Introducing the School Sites and Principal Participants
Publisher: Springer Singapore
Date: 2021
Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments
Publisher: Springer Science and Business Media LLC
Date: 02-05-2020
Presenting Key Player Findings
Publisher: Springer Singapore
Date: 2021
Extra-Curricular Involvement and Self-Regulation in Children
Publisher: Informa UK Limited
Date: 05-2007
Parent Engagement—The Imperative!
Publisher: Springer Singapore
Date: 2021
Promoting individual and group regulation through social connection: strategies for remote learning
Publisher: Emerald
Date: 23-06-2020
Abstract: In a classroom, the teacher and other students play an important role in regulating in idual and group learning. However, the sudden shift to remote and online learning, as a result of social isolation during COVID-19, has created a social disconnect, making these immediate regulatory supports less accessible. A need was identified for strategies to support collaborative learning regulation when learning remotely and online. Drawing on models of self-, co, and socially shared learning regulation, a series of resources were developed for students, teachers and parents to support effective online collaborative learning. These strategies embedded evidence-based principles of learning drawn from the learning sciences, including elaboration, retrieval, dual coding and concrete ex les. A set of ten student resources have been developed, accompanied by supporting information and strategies for teachers and families. These resources have been shared with schools across Australia. These evidence-based strategies are valuable, as they are addressing an identified urgent community need. Based on the science of learning, these strategies are original in synthesising effective learning techniques with the three forms of learning regulation to encourage student connection and collaboration in online and remote learning.
Reviewing the Literature on Principal Leadership for Parent Engagement
Publisher: Springer Singapore
Date: 2021
Peer drug use and adolescent polysubstance use: Do parenting and school factors moderate this association?
Publisher: Elsevier BV
Date: 2017
DOI: 10.1016/J.ADDBEH.2016.08.004
Abstract: This study examined the association between peer drug use and adolescent polysubstance use, and investigated if this association was moderated by parenting and/or school factors. The s le consisted of 9966 participants (mean age=14.3 49.34% males) randomly selected from secondary schools in Victoria, Australia. Three 30-day polysubstance use profiles were derived from latent class analysis - no drug use (47.7%), mainly alcohol use (44.1%) and polysubstance use (8.2%). These profiles were then regressed on peer's drug use, family conflict, parental monitoring, parental disapproval of drug use, school commitment, reward for prosocial involvement in school and academic failure, and the interactions between peer's drug use and each of the parenting and school variables. Relative to non-users, peer's drug use was strongly associated with polysubstance use (OR=30.91, p<0.001), and this association was moderated by parental disapproval of drug use (OR=0.46, p<0.001). This indicated that high level of parental disapproval may mitigate the negative influence of drug using peers. School commitment and parental monitoring were significantly associated with reduced likelihood of polysubstance use (p<0.05), but they did not moderate the relationship between peer drug use and adolescent polysubstance use. All analyses were adjusted for key demographic factors such as age, gender, areas of residence, birth place and family affluence. Reinforcing parent disapproval of drug use may be an important strategy in reducing adolescent substance use. Parents may need to be more integrated into mainstream prevention programs.
A Comparison of Goal Setting and Reputational Orientations of African Adolescents From Refugee Backgrounds in Intensive English Centers and Mainstream Secondary School Classrooms
Publisher: SAGE Publications
Date: 03-02-2016
Abstract: We compared the goals, reputations and behaviours of three groups: African adolescents from refugee backgrounds in Australian Intensive English Centres (IEC), African adolescents who have transitioned from an IEC into mainstream schooling, and Australian mainstream adolescents. We posit the need for African adolescents from refugee backgrounds to identify with the dominant social group within the IEC and mainstream settings is important for the goals they set, the reputations they choose, and the manner in which they pursue them. To this end, we conducted a cross sectional comparison through Reputation Enhancing Goals Theory, an approach congruent with sociocultural adaptation. We found African adolescents in IEC contexts set academic goals associated with a conforming reputation, whereas African adolescents in mainstream schooling set social goals associated with a non-conforming reputation. Australian mainstream students had an equal split between academic and social goals and conforming/non-conforming reputations. Each of the three groups indulged in behaviours congruent with the goals set and reputation sought. A series of multiple-mediation models revealed significant indirect effects on a number of variables via School Connectedness, Control over most important goal, and to a lesser extent Goals. African adolescents in mainstream schooling attempt to adapt to another dominant culture (i.e., mainstream peers) on transitioning from IEC, but face confusion about who they are and who they wish to be. The implications for adolescents from African refuge backgrounds is, that while placing them in IECs for up to two years is laudable, further support is needed when they transition to mainstream schooling.
Treating children with early-onset conduct problems and callous–unemotional traits: an empirical evaluation of KooLKIDS
Publisher: Informa UK Limited
Date: 15-03-2017
Social skills assessment of Indian children with visual impairments
Publisher: SAGE Publications
Date: 03-2000
Mothers' and fathers' roles in caring for an adult child with an intellectual disability
Publisher: Informa UK Limited
Date: 09-2011
Responding to the Provocation: What Gives Some Principals the Edge on Parent Engagement?
Publisher: Springer Singapore
Date: 2021
On improving the quality of life and learning outcomes of students with disabilities
Publisher: Informa UK Limited
Date: 26-08-2008
Presenting School Learning Findings
Publisher: Springer Singapore
Date: 2021
Presenting School Culture Findings
Publisher: Springer Singapore
Date: 2021
Neural activation during emotional interference corresponds to emotion dysregulation in stressed teachers
Publisher: Springer Science and Business Media LLC
Date: 20-04-2022
DOI: 10.1038/S41539-022-00123-0
Abstract: Teacher stress and burnout has been associated with low job satisfaction, reduced emotional wellbeing, and poor student learning outcomes. Prolonged stress is associated with emotion dysregulation and has thus become a focus of stress interventions. This study examines emotional interference effects in a group of teachers suffering from high stress and to explore how in idual differences in cognitive control, emotion dysregulation, and emotion recognition related to patterns of neural activation. Forty-nine teachers suffering moderate-high stress participated in an emotional counting Stroop task while their brain activity was imaged using functional magnetic resonance imaging. Participants viewed general or teacher specific words of either negative or neutral valence and were required to count the number of words on screen. Behavioural and neuroimaging results suggest that teachers are able to control emotional responses to negative stimuli, as no evidence of emotional interference was detected. However, patterns of neural activation revealed early shared engagement of regions involved in cognitive reappraisal during negative task conditions and unique late engagement of the hippoc us only while counting teacher-specific negative words. Further, we identified that greater emotion dysregulation was associated with increased activation of regions involved in cognitive control processes during neutral word trials. Teachers who showed slower emotion recognition performance were also found to have greater activation in regions associated with visual and word processing, specifically during the teacher specific negative word condition of the task. Future research should explore emotion regulation strategy use in teachers and utilise temporally sensitive neuroimaging techniques to further understand these findings.
The conceptualization and construction of the self in a social context—social connectedness scale: a multidimensional scale for high school students
Publisher: Elsevier BV
Date: 2017
Executive functions in children with Tourette syndrome and attention deficit hyperactivity disorder: paradoxical effects of complexity
Publisher: Cambridge University Press (CUP)
Date: 05-2001
DOI: 10.1375/BRIM.2.1.50
Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience
Publisher: MDPI AG
Date: 26-08-2021
Abstract: Background: work-related stress can have alarming physiological and psychological health impacts, which may permeate into personal and professional contexts. Teachers need to be supported to develop the skills and strategies to effectively identify how stress manifests and how to use simple, practical techniques to manage and reduce the impact of stress. Complementary interventions (CIs) for educators may provide stress management and assist with supporting wellbeing at the in idual level. Methods: the convergent mixed-methods study included participant reflections, self-report measures for perceived stress, mindful attention awareness, and subjective wellbeing and biological measures (salivary cortisol levels). Data analysis: inductive thematic analysis and mixed-methods case study design. Results: the participants shared that they experienced benefits in personal and professional contexts, behavioural changes, increased awareness of the impact of stress, and a decrease in the stress response. The participant reflections provided contextual information surrounding the self-report and biological measures. The inferences generated were reflected in both datasets. The findings supported the proposed model linking the mechanisms present in the techniques from the system of yoga and the dimensions of wellbeing. Conclusions: the findings suggest that a CI for educators may provide strategies for supporting wellbeing and assisting with stress management.
Delinquency and reputational orientations of adolescent at-risk and not-at-risk males and females
Publisher: Informa UK Limited
Date: 12-2008
Dynamics within the bully/victim paradigm: A qualitative analysis
Publisher: Informa UK Limited
Date: 06-2003
Goal Setting and Self-Efficacy Among Delinquent, At-Risk and Not At-Risk Adolescents
Publisher: Springer Science and Business Media LLC
Date: 27-07-2013
DOI: 10.1007/S10964-012-9799-Y
Abstract: Setting clear achievable goals that enhance self-efficacy and reputational status directs the energies of adolescents into socially conforming or non-conforming activities. This present study investigates the characteristics and relationships between goal setting and self-efficacy among a matched s le of 88 delinquent (18 % female), 97 at-risk (20 % female), and 95 not at-risk adolescents (20 % female). Four hypotheses related to this were tested. Findings revealed that delinquent adolescents reported fewest goals, set fewer challenging goals, had a lower commitment to their goals, and reported lower levels of academic and self-regulatory efficacy than those in the at-risk and not at-risk groups. Discriminant function analysis indicated that adolescents who reported high delinquency goals and low educational and interpersonal goals were likely to belong to the delinquent group, while adolescents who reported high educational and interpersonal goals and low delinquency goals were likely to belong to the not at-risk group. The at-risk and not at-risk groups could not be differentiated. A multinomial logistic regression also revealed that adolescents were more likely to belong to the delinquent group if they reported lower self-regulatory efficacy and lower goal commitment. These findings have important implications for the development of prevention and intervention programs, particularly for those on a trajectory to delinquency. Specifically, programs should focus on assisting adolescents to develop clear self-set achievable goals and support them through the process of attaining them, particularly if the trajectory towards delinquency is to be addressed.
Conceptualising loneliness in adolescents: Development and validation of a self-report instrument
Publisher: Springer Science and Business Media LLC
Date: 15-12-2014
DOI: 10.1007/S10578-013-0429-Z
Abstract: This paper reports the development and psychometric evaluations of a multidimensional model of loneliness in Australian adolescents. In the first study a new instrument was designed and administered to 1,074 adolescents (ages 10-18 years, M = 13.01). An exploratory factor analysis from data supplied by 694 of these participants yielded a 4-factor structure (friendship, isolation, negative attitude to solitude, and positive attitude to solitude). Competing measurement models were then evaluated using confirmatory factor analysis with data from the remaining 380 participants strong support was demonstrated for the conceptual model. Significant main effects were evident for geographical location (rural remote/urban), age and sex. In a second study, involving 235 Australian adolescents (ages 10.0-16 years, M = 13.8) the superiority of the first-order model represented by four correlated factors was confirmed. The findings have clinical and practical implications for professional groups represented by child and adolescent psychiatry, pediatric and clinical psychology services, researchers, and educators. Specifically, the new self-report instrument identifies adolescents who are at risk of loneliness and its associated adverse outcomes and in doing has the potential to offer new insights into prevention and intervention.
A wilderness program for young offenders in Western Australia
Publisher: Informa UK Limited
Date: 12-1997
Out-of-field teaching and professional development: A transnational investigation across Australia and South Africa
Publisher: Elsevier BV
Date: 2014
An adaptation of Mak’s self-Reported delinquency scale for Western Australian adolescents
Publisher: Informa UK Limited
Date: 04-1996
The meaning of out-of-field teaching for educational leadership
Publisher: Informa UK Limited
Date: 10-10-2014
The adapted self-report delinquency scale for adolescents: validity and reliability among Portuguese youths
Publisher: SAGE Publications
Date: 08-11-2019
Abstract: Self-report delinquency scales have contributed greatly to the contemporary basis of our understanding of juvenile delinquency. Nevertheless, they have not been immune to criticism and further improvement and extensive measurement research is still necessary. The present study examined the psychometric properties of one such measure of self-reported delinquency, the Adapted Self-Report Delinquency Scale (ASRDS). The ASRDS was administered to a Portuguese s le of male youths ( N = 470, 12-20 years of age), sub ided into a forensic s le ( n = 217) and a school s le ( n = 253). The Portuguese version of the ASRDS demonstrated satisfactory psychometric properties, in terms of its factor structure, internal consistency, convergent validity, discriminant validity, criterion-related validity, and known-groups validity, thereby justifying its use among this population.
Reputations
Publisher: Springer International Publishing
Date: 2016
Reflections on the Australian Research Council–Special Research Initiative Science of Learning Research Centre: The promise of a new narrative and evidence base for education
Publisher: Philosophy of Education Society of Australasia
Date: 10-2020
DOI: 10.46786/AC20.6232
Abstract: The Science of Learning (SoL) is fundamental to the renaissance of learning, reinstating learning, and how to promote it as the core business of education. Emerging as a new endeavour of study at the beginning of the 21st century, SoL adopts a multi-disciplinary approach to increase our understanding of learning through the convergence of neuroscience, psychology, and education. While many question the potential for SoL to impact education, arguing the gap between neuroscience and the classroom is ‘a bridge too far’, we suggest a bridge already exists, taking on slightly different forms globally. Here in Australia, the bridge has strong foundations in both research and practice, the product of a collaborative undertaking between academics and educators, and supported by government policy. The triad of academia, education practice, and government policy has worked together to close the ide between research findings and implementation.
Promoting stress management and wellbeing for teachers, a pilot study
Publisher: Frontiers Media SA
Date: 10-11-2021
DOI: 10.3389/FEDUC.2021.744227
Abstract: Objectives: Investigate the change in perceived stress, mindful attention awareness, subjective wellbeing and coping for pre-service teachers (PSTs) and the impact of a pilot 6-h Complementary Intervention (CI). Method: Phase One (N = 79) survey at two timepoints. Perceived Stress Scale, Mindful Attention Awareness Scale, Personal Wellbeing Index and the Brief COPE scale. Phase Two CI pre- and post-program self-report measures (N = 20). Data analysis: Paired-s le and independent s le t-test. Results: The paired-s les t-test confirmed that perceived stress levels (p = 0.082) for PSTs remain elevated across the duration of the academic year. There was not a significant change for the MAAS and sub-scales of the Brief COPE. There was a significant decrease in PWI scores (p = 0.04). The participants in the CI experienced a significant decrease in perceived stress (p = 0.004) pre-program (M = 18.6, SD = 7.04) and post-program (M = 15.55, SD = 6.95), effect size (d = 0.48). Increase in mindful attention awareness (p = 0.019), pre-program (M = 3.49, SD = 0.59) and post-program (M = 3.94, SD = 0.85), effect size (d = −0.57). Conclusion: The findings suggest that perceived stress for PSTs are at above-average levels and a yoga-based CI may provide support for promoting wellbeing and stress management.
Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors
Publisher: Springer Science and Business Media LLC
Date: 25-02-2022
DOI: 10.1007/S11218-022-09686-7
Abstract: Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data regarding the severity of stress, or the role of intrapersonal and environmental factors in relation to teacher stress and burnout within the Australian context. The present study, conducted over an 18-month period, prior to the COVID pandemic, surveyed 749 Australian teachers to explore their experience of work-related stress and burnout differences in stress and burnout across different demographic groups within the profession as well as the contributing role of intrapersonal and environmental factors, particularly, emotion regulation, subjective well-being, and workload. Results showed over half of the s le reported being very or extremely stressed and were considering leaving the profession, with early career teachers, primary teachers, and teachers working in rural and remote areas reporting the highest stress and burnout levels. Conditional process analyses highlighted the importance of emotion regulation, workload and subjective well-being in the development of teacher stress and some forms of burnout. Implications for educational practice are discussed.
University students with learning disabilities: Results of a national survey
Publisher: Informa UK Limited
Date: 03-1999
Multimodal representations during an inquiry problem-solving activity in a Year 6 science class: A case study investigating cooperation, physiological arousal and belief states
Publisher: SAGE Publications
Date: 08-06-2016
Abstract: Teaching students to use and interpret different representational tools is critically important if they are to be scientifically literate, to understand how scientific ideas and concepts are represented and to appreciate how scientists think and act. Moreover, students not only need to be competent at using and explaining representations and learning new representations quickly but they also need to have opportunities to work cooperatively with others as it is through interactions between learners, tools and the environment that learning occurs. The current case study (part of a larger study) aimed to: (a) identify the effects of different teacher-introduced representational tools on students’ conceptual understandings, dialogic processes, motivation and learning (b) examine the representational tools used by students during their inquiry science and (c) examine the physiological states indicative of engagement and cooperation during learning activities. Prior to and on completion of the curriculum unit, participants completed a series of measures to assess actual as well as self-perceived ability in science. Students also wore wireless wristbands to measure autonomic arousal level that were analysed to assess the level of synchrony in physiological states between children. The results showed that the teacher successfully used embodied representations to engage the students in the science unit and maintained their focus in the cooperative groups by using language that encouraged on-going participation in the task. In turn, the students remained on-task and the majority of the language they employed was used to construct and communicate their scientific understanding to others. This high-level common engagement during whole class activities and student-centred learning during the cooperative group activities were also reflected in the physiological measures of synchrony between students. By integrating the video and biometric data with the data from the in idual assessments, we construct a rich picture of relationship between the teacher’s use of multimodal representations and cooperative small groups with the students’ use of scientific language, physiological engagement and their beliefs and attitudes towards science.
At-risk and not at-risk adolescent girls in single-sex and mixed-sex school settings: An examination of their goals and reputations
Publisher: Informa UK Limited
Date: 2002
Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency
Publisher: Wiley
Date: 22-11-2009
DOI: 10.1016/J.ADOLESCENCE.2008.10.009
Abstract: Studies have shown that self‐efficacy, aspirational, and other psychosocial influences account for considerable variance in academic achievement through a range of mediational pathways, although no research to date has tested the mediational relationships identified. The present research investigated the structural relations among self‐efficacy, academic aspirations, and delinquency, on the academic achievement of 935 students aged 11–18 years from ten schools in two Australian cities. The Children's Self‐Efficacy Scale , Adapted Self‐Report Delinquency Scale (Revised) , and Children's Academic Aspirations Scale were administered to participants prior to academic achievement being assessed using mid‐year school grades. Structural equation modeling was employed to test three alternative models for the relationships from academic, social, and self‐regulatory efficacy on academic achievement. A partial mediation model showed the best overall fit to the data. Academic and self‐regulatory efficacy had an indirect negative effect through delinquency and a direct positive effect on academic achievement. Academic and social self‐efficacy had positive and negative relationships, respectively, with academic aspiration and academic achievement however, the relationship between academic aspiration and academic achievement was not significant in the final model.
A preliminary empirical evaluation of KooLKIDS: A school-based program to reduce early onset antisocial behaviour in children
Publisher: Informa UK Limited
Date: 06-2017
Building social connectedness in schools: Australian teachers' perspectives
Publisher: Elsevier BV
Date: 2015
Validation of the factor structure of the Interactions with Disabled Persons Scale
Publisher: Informa UK Limited
Date: 04-1999
Young people's perceptions of family, peer, and school connectedness and their impact on adjustment
Publisher: No publisher found
Date: 2013
DOI: 10.1017/JGC.2012.19
A preliminary evaluation of Mindfields: A self-regulatory cognitive behavioural program for school-aged adolescent offenders
Publisher: Informa UK Limited
Date: 12-2012
DOI: 10.1017/EDP.2012.12
Developing a model for the translation of science of learning research to the classroom
Publisher: Routledge
Date: 09-10-2020
Readiness for change: Case studies of young people with challenging and risky behaviours
Publisher: Cambridge University Press (CUP)
Date: 24-08-2013
DOI: 10.1017/JGC.2012.17
Abstract: Readiness for change (or treatment readiness) is a core concept of many rehabilitation programs for adult and juvenile offenders. The present study examined the experiences of six young people aged 13 to 17 years who participated in Mindfields®, a 6-week self-regulatory intervention aimed at enhancing life skills and goal setting among youths who present with challenging and/or risky behaviour. This article investigates the extent to which: readiness for change influences in idual responses to the Mindfields® program external factors influence the achievement and maintenance of program success and goal achievement leads to perceptions of self-efficacy and personal control over one's behaviour. Prior to, and on completion of the intervention, participants completed the Mindfields® Assessment Battery that measures goal commitment, social competence, self-regulation, life satisfaction, delinquent involvement, and readiness for change. Findings show the importance of participants’ motivation to make life-changing decisions, but this motivation and promising goals can be compromised by factors external to the in idual. Our findings prompt future research into ways in which young people can maintain their motivation and readiness for change, and draw encouragement from less successful outcomes than might have been expected.
Loneliness in Children and Adolescents With and Without Attention-Deficit/Hyperactivity Disorder
Publisher: Springer Science and Business Media LLC
Date: 03-06-2015
Adolescents' longitudinal trajectories of mental health and loneliness
Publisher: Wiley
Date: 02-2022
DOI: 10.1002/JAD.12017
Abstract: Longitudinal research examining the impact of coronavirus disease 2019 (COVID‐19) school closures on the mental health of adolescents is scarce. Prolonged periods of physical and social isolation because of such restrictions may have impacted heavily on adolescents’ mental health and loneliness. The current study addresses a major gap by examining the impact of school closures on the mental health and loneliness of 785, 10‐ to 17‐year‐old Western Australian adolescents (mean age = 14.1, SD = 1.31), who were surveyed across four time points: twice before COVID‐19, once as schools closed, and once post reopening of schools. Pre‐ and post‐COVID‐19 changes in mental health and loneliness were compared using linear mixed models. Random intercept cross‐lagged panel models (RI‐CLPMs) assessed temporal associations between loneliness, depression symptoms, and positive mental wellbeing. Compared with pre‐COVID‐19 symptom levels, there were significant increases in depression symptoms, internalizing and externalizing symptoms, and a significant decrease in positive mental wellbeing at different points over time. Symptom change over time differed according to gender and pre‐COVID‐19 symptom severity. Significant increases in positive attitudes towards being alone and feelings of isolation occurred at different points over time. Gender differences were evident. RI‐CLPMs highlighted the predictive significance of friendship quality and having a negative attitude towards being alone over time in relation to depression symptoms. A positive or negative attitude towards being alone was predictive of positive mental wellbeing over time. Findings provide evidence that COVID‐19‐related school closures adversely affected adolescents' mental health and feelings of loneliness.
Autonomy-pressure profiles among teachers: changes over a school term, leadership predictors, and workplace outcomes
Publisher: Elsevier BV
Date: 04-2023
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