Abstract: Previous studies have illustrated a robust relationship between academic self-efficacy and academic performance. However, the underlying psychological mechanism of this relationship is still unclear. This study employed a moderated mediation model to examine whether academic buoyancy (ability to deal with academic challenges and setbacks in school daily life) mediated the relationship between academic self-efficacy and academic performance and whether social support moderated the mediation process. A total of 860 (M = 16.39, SD = 0.73) high school students in China completed questionnaires on academic self-efficacy, academic buoyancy, and social support. Academic performance was measured by standardized tests. The results indicated that academic buoyancy partially mediated the association between academic self-efficacy and academic performance. Social support moderated the first half of the path of the mediation model. The findings of the present study provide educational guidelines and suggestions for improving academic performance among high school students.

Abstract: This study investigates the relations between working environment and teachers' job satisfaction, perceived work ‐ related stress, as well as work ‐ related self ‐ efficacy. The sample consisted of 226 mathematics teachers from German secondary schools. About 55% were female and they had been teaching for 13 years on average. We used self ‐ reported measures to assess how teachers perceived their working environment (regarding autonomy, feedback, and social support by colleagues), administrative leadership and teachers' work ‐ related self ‐ efficacy, as well as job satisfaction and work ‐ related stress. Structural equation modeling demonstrates that teachers' job satisfaction and stress were significantly associated with self ‐ efficacy (moderate to large effects) and an administrative leadership at the corresponding schools (small to moderate effects). The effect of social support on teachers' job satisfaction and stress was fully mediated by teachers' self ‐ efficacy. Our findings underscore the importance of self ‐ efficacy and a positive working environment for teachers' job satisfaction and stress.

Abstract: Mental health problems among children are on the rise across the United Kingdom. Teachers are uniquely placed to play a vital role in early identification and intervention. This study aims to identify and discuss potential barriers among Scottish teachers' concerning their role in supporting children's mental health. One hundred and seventy ‐ nine Scottish primary school teaching staff from 30 different council areas completed an online survey. The survey examined mental health concerns observed in the classroom; barriers to support; perceived personal knowledge; and training. Results indicate that teachers believe they have a role in supporting children's mental health. However, teachers perceive themselves as having a lack of knowledge and specific skills to promote positive mental health. A lack of adequate training was identified as a primary barrier to delivering adequate supports and identification. Results demonstrate the need for a greater emphasis on professional development and preservice training to address this knowledge gap.

Abstract: Online learning has recently replaced traditional offline learning as the mainstream learning model for Chinese college students owing to the COVID‐19 pandemic. This study examined the relationship between online self‐regulated learning and academic procrastination among 1149 Chinese undergraduates who participated in online learning. The effects of online self‐regulated learning on academic procrastination and whether it was mediated by attention control and moderated by peer support were investigated. Mediation analyses revealed that attention control partially mediates online self‐regulated learning and academic procrastination. Peer support moderated the direct effect of online self‐regulated learning and the mediating effect of attention control on academic procrastination. Our findings provide important ways to reduce academic procrastination and mitigate the adverse impacts of online learning. [ FROM AUTHOR] Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Abstract: Abstract The mandatory closure of schools due to the Covid‐19 pandemic affected the mental health, and, by extension, the personal and professional life of teachers. This study explored their level of resilience during the pandemic and its association with attitudes towards emergency remote teaching and perceived stress. Data were collected through the administration of three self‐report instruments: (a) the “Teachers' Professional Attitudes and Behaviors Scale”, (b) the “Teachers' Resilience Scale”, and (c) the “Perceived Stress Scale”. The sample consisted of 1415 general teachers from central Greece. Teachers were found to possess neutral attitudes towards emergency remote teaching, moderate levels of resilience, and experienced slightly increased levels of stress. The examined constructs were largely influenced by some of the teachers' demographic and professional characteristics. Teachers' perceptions of resilience predicted their attitudes to emergency remote teaching and stress levels during the pandemic. The study has reaffirmed the importance of holding sufficient levels of resilience to cope with adverse circumstances and has offered clear directions about which groups of teachers are in most need for counselling and professional support so that their resilience is strengthened.

Abstract: A bulk of research has shown strong relationships between metacognition, creative thinking, autonomy support, and self-efficacy among teachers. However, we could not find research with a large sample of teachers exploring the mediating effects of creative thinking and metacognition on the relationship between autonomy support and self-efficacy. A need for a novel structural equation model (Covariance-based) underlying psychological rationality of said relationships was deemed actual. To that end, firstly the effects of teachers' autonomy support (opportunity and decision-making) on teachers' creative thinking, metacognition, and self-efficacy were tested. Then, the mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self-efficacy were explored. A simple random-sampling method was utilized to gather 787 teachers' data. The results revealed that decision-making and autonomy opportunity predicted creative thinking, metacognition, and self-efficacy positively and meaningfully. Subsequently, creative thinking as well as metacognition had mediating effects on the effects of autonomy opportunity and decision-making on self-efficacy. In closing, for boosting teachers' skills in autonomy support and self-efficacy, attention should be given to fostering their creative thinking as well as metacognition. The study provides implications and suggestions for research on school psychology and improvement.

Abstract: Schools are well positioned to facilitate early identification and intervention for youth with emerging mental health needs through universal mental health screening. Early identification of mental health concerns via screening can improve long-term student development and success, but schools face logistical challenges and lack of pragmatic guidance to develop local screening policies and practices. This study summarizes mental health screening practices tested by six school districts participating in a 15-month learning collaborative. Qualitative analysis of 42 Plan-Do-Study-Act cycles revealed that districts tested quality improvement changes across seven screening practice areas, with all teams conducting at least one test to: 1) build a foundation; and 2) identify resources, logistics and administration processes. Quantitative data indicated that the average percentage of total students screened increased from 0% to 22% (range = 270 - 4,850 students screened at follow-up). Together, these results demonstrate how school districts not currently engaged in mental health screening can apply small, specific tests of change to develop a locally-tailored, practical and scalable process to screen for student mental health concerns. Lessons learned are provided to inform future directions for school-based teams.

Abstract: The present study sought to investigate the implications of emotion regulation strategies for academic achievement in adolescence. First, the relationship between various facets of emotion regulation strategies and self-efficacy beliefs was investigated. Second, emotion regulation strategies were scrutinized in relation to academic achievement. Using a sample of middle school adolescents (N = 478; 181 female), from a collectivist society, the results of correlation analysis revealed positive and negative relationships between different facets of emotion regulation strategies and self-efficacy beliefs. For instance, reappraisal (a positive emotion regulation strategy) was positively correlated with academic self-efficacy, a critical facet for learning and academic achievement (r = .32, p < .01). Similarly, there were positive and negative correlations between emotion regulation strategies and academic achievement. Implications for both adolescents and schools are discussed.

Abstract: Previous research on the risk factors for the development of mental health disorders among Indigenous Peoples in the United States suggest that experiencing prejudice is correlated with the development of psychopathology. However, the relation between school-based prejudice, including microaggressions, and the development of depression remains unexamined. As such, the current study is an exploratory analysis among a small sample (N = 47) of age 18–25 Indigenous young adults from the American Northwest examining the predictive relation between their retrospective recall of school-based racial microaggressions as measured by the School-Based Racial and Ethnic Microaggressions Subscale and their current levels of depressive symptoms in adulthood as measured by the Center for Epidemiological Studies Depression Scale. There was a statistically significant predictive relation found between participant's retrospective recall of microaggressions and their current levels of depression as young adults. As such, the practice and policy implications for school-based professionals are discussed.

Abstract: When we think about the issues currently confronted by those who work in schools, stress and burnout among teachers and other practitioners is recognized as a widespread concern due to the adverse effects on students, schools, and communities. The purpose of this study was to investigate the effects of job stress on the experienced burnout of teachers, and to examine the variability in burnout attributable to a specific psychological resource, namely, an individual's work-related sense of coherence (Work-SoC). A descriptive, cross-sectional analysis was conducted using data collected through an online survey from 231 primary and secondary school teachers in the United States. Results from correlational and regression analyses demonstrate that two forms of work stress—perceived quantity and perceived quality—are important predictors of burnout. Further, Work-SoC contributes to variability in teacher burnout even after accounting for perceived work and life stress, suggesting its important role in buffering teachers from the experience of burnout. Implications for practitioners for reducing teacher stress and burnout are discussed.

Abstract: Abstract Manifestations of teacher burnout have been negatively associated with students' academic achievement, school satisfaction, and perceived teacher support. The 2020–2021 school year presented unique challenges for teachers, who had to find new ways to support their students, their families, and themselves. This study examined teachers' experiences with secondary trauma, burnout, and self‐care during COVID‐19 at one K‐5 trauma‐informed school, the Wellington (pseudonym). We chose a mixed‐methods convergent design utilizing both qualitative and quantitative data to support the findings. Using three measures, the Professional Quality of Life Scale, Mindful Self‐Care Scale, and Teaching Self‐Efficacy Scale, in fall 2020 and spring 2021, we examined 19 faculty and educational staff members' perceptions of and experiences with secondary trauma, burnout, and self‐care. In spring 2021 we interviewed 13 of these teachers. Teachers noted how COVID‐19 brought increased responsibilities at home and school, as well as disrupted self‐care routines. However, data indicate stable compassion satisfaction, low secondary trauma, and average range burnout. Notably, faculty reported self‐care in the form of supportive relationships and sense of purpose. These findings suggest that a trauma‐informed approach may foster a supportive work environment, mitigating burnout.

Abstract: Abstract This study examines the relationship between teacher perceived stress during the online period of schooling in the coronavirus disease 2019 pandemic, and their wellbeing, with job crafting as a mediator, The study also examines the role of problem‐focused coping as a moderator in the stress‐job crafting relationship. A sample of 360 teachers, 347 females, and 13 males, aged 21–63 years answered to an online survey from October to December 2020. Regression analyses were employed to the data. The results show that the conditional indirect effects of stress on wellbeing are statistically significant for low problem‐focused coping (β = −.06, SE = 0.02, p < .001), whereas for high problem‐focused coping the effects are not statistically significant (β = .01, SE = 0.01, p > .05). The effects of stress on wellbeing are mediated by job crafting for teachers who score low on problem‐focused coping.

Abstract: Given the serious effects of coronavirus disease 2019 on academic burnout, this study aims to examine the multiple mediating roles of negative emotions and phubbing in the relationship between parental marital conflict and academic burnout. A total of 1353 college students participated in this study. The results showed that parental marital conflict not only had a direct effect on academic burnout but also affected academic burnout through three indirect paths: parental marital conflict‐negative emotions‐academic burnout, parental marital conflict‐phubbing‐academic burnout, and parental marital conflict‐negative emotions‐phubbing‐academic burnout. The parental marital conflict increased the risk of negative emotions and phubbing in college students and had a subsequent impact on academic burnout. Implications for prevention and intervention are discussed. [ FROM AUTHOR] Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Abstract: The purpose of this study was to explore teachers’ experiences of student mental health concerns (SMHC) in the classroom. In this consensual qualitative research (CQR) study, we explored 12 teachers’ experiences related to their SMHCs in the classroom. Five domains emerged from this CQR study: (1) Teachers' Responses to Student Mental Health Concerns, (2) Teachers’ Perceptions of Preparedness in Addressing Student Mental Health, (3) Teacher Identified Preparation Needs to Addressing Student Mental Health, (4) Divergent Experiences of Support for Student Mental Health, and (5) Student Mental Health Influences. Overall, teachers lack the training and support to address SMHC in the classroom, resulting in numerous attempts of trial and error. These participants emphasize the need for training in SMHCs commonly found in children and adolescents coupled with classroom strategies to support these students' needs.

Abstract: Abstract The forced changes and disruptions in educational systems and learning experiences due to the pandemic has impacted students' mental health and well‐being. The present study aims to understand the effects of the determinants of well‐being on students in India during the second wave (April to August 2021) of the COVID‐19 pandemic. The determinants of well‐being in this study are academic grit, intolerance to uncertainty and students' engagement in an online learning environment. In this study, well‐being is characterized as students' confidence and satisfaction in an online learning and pandemic environment. The data collected from 1174 students (12–19 years) from various states, using standardized tools, were analyzed to find out about the mediating effect of students' engagement on the relationship between academic grit and well‐being, and between intolerance to uncertainty and well‐being. Further, the model fit analysis of the determinants of well‐being is explored. The paper reports that students' classroom engagement does mediate in the path of academic grit and well‐being, and in the path of intolerance to uncertainty and well‐being. It also evidence the model fit of the influence of the determinants of well‐being on that of school students during the second wave of the COVID‐19 pandemic. The study also draws implications and suggestions for educators using the current model of students' well‐being.

Abstract: Abstract The role of the school nurse should not be understated when addressing the Covid‐19 pandemic and its effects on children and families. Knowledge surrounding this virus is rapidly changing and quick adaptation within the school system is required. In addition to the provision of direct care and education to students, school nurse responsibilities include the development and implementation of new policies; consideration of social and emotional well‐being; and effective communication with students, families, teachers, administrators, and community stakeholders. This article addresses current evidence related to the coronavirus disease 2019 (COVID‐19) pandemic and the evolving role of the school nurse. A case study incorporates tips and suggestions for school nurses who will deliver professional care during this COVID‐19 crisis.

Abstract: Our preoccupation with smartphones affects our attitudes. Our changing attitudes also create disruptions in our daily routines. Smartphones, the most common technological device we use, have exposed individuals to phubbing behavior. The behavioral problem we define as phubbing causes disruptions and procrastination in our academic responsibilities. In this study, the relationship between phubbing frequency and academic procrastination tendencies of students and the effect of academic self-efficacy on this relationship were performed. For this purpose, in this study, the mediator and moderator role of academic self-efficacy in the relationship between academic procrastination and phubbing was examined. The study group of the research consisted of 518 students in late adolescence from Turkey. 323 (62.4%) of the participants were females and 195 (37.6%) of them were males (Mage = 19.4 years). They completed questionnaires measuring phubbing tendency, academic procrastination, academic self-efficacy, and personal information form. It was found that academic self-efficacy was a partial mediator in the relationship between academic procrastination and phubbing. In addition, academic self-efficacy also had a moderator effect. According to these results, it can be said that the acquisition of academic self-efficacy can reduce the negative effects of phubbing, which is a behavioral problem, and the tendency to academic procrastination.

Abstract: The Multidimensional Scale of Perceived Social Support (MSPSS) is an easy and brief instrument developed to assess individuals' perceptions of social support from three different sources (family, friend, and significant other). The MSPSS have been adapted to culturally diverse backgrounds, different age groups, and both clinical and nonclinical settings. This study aimed to investigate the psychometric properties of the Korean version of the MSPSS on 968 Korean high school students (467 males and 501 females). Confirmatory factor analysis result confirmed the proposed three-factor model. Cronbach's α coefficients indicated very good internal consistency for the scale as a whole and for the three subscales. Social support had a negative correlation with depression as well as anxiety symptoms and a positive correlation with ego-resiliency as well as school adjustment, confirming the discriminant and convergent validity of the scale. Female adolescents reported significantly higher levels of perceived social support than male adolescents. In conclusion, the Korean version of the MSPSS is a reliable and valid measure of perceived social support for Korean adolescents.

Abstract: Abstract In 2020, the lockdown of Wuhan due to the outbreak of COVID‐19 impacted various aspects of local college students' life and may further negatively affect their psychological state. This study was conducted among 652 Wuhan local college students during the quarantine of this city. We assessed their psychological state using Depression‐Anxiety‐Stress Scale 21 and evaluated their living condition including diet, schedule, recreational activities, social contact, academic life, and attention paid to pandemic news. Results showed that 16.87% of the students reported stress, 28.68% with anxiety, and 35.12% had depression. According to multivariate logistic regression analysis, having a medical background was associated with higher stress levels; students who had an irregular diet and schedule were more likely to develop stress, anxiety, and depression; students with their academic life affected had a higher prevalence of anxiety and depression. By studying local students in the hardest‐hit area during the pandemic, our findings can provide references for the improvement of college students' mental health in the long term.

Abstract: Abstract The present study aims to investigate the mediator role of educational stress in the relationship between intolerance to uncertainty and academic life satisfaction among teenagers. The sample consisted of 257 female and 202 male high school students with an average age of 16.03 (SD = 1.21) continuing their education in the spring semester of the 2020−2021 academic year in Turkey. The data were collected via an online survey. Analyses revealed that intolerance of uncertainty directly and indirectly via educational stress affects the academic life satisfaction of teenagers. Educational stress partially mediates the relationship. It was also found that the full mediation model has a good fit with the data. The academic life satisfaction of teenagers was harmed by their tendencies in tolerating the uncertainties they have been facing during the COVID‐19 pandemic and elevated levels of educational stress.

Abstract: Abstract Meta‐analyses suggest that student learning outcomes (SLOs) are comparable across modalities of instruction. None of these studies examined how unmet student expectations (here, unexpected changes in course delivery) might increase perceptions of student–instructor‐university psychological contract breaches (PCBs) and, ultimately, perceived SLOs within and across modalities. The COVID‐19 pandemic provided an opportunity to study these potential relationships because many residential institutions of higher education opted into, or were required to, offer distance and/or blended learning to accommodate COVID‐19 safety mandates. This study sampled undergraduate students (n = 155) from a university, which, before the pandemic, offered exclusively face‐to‐face classroom instruction. During the Fall 2020 semester, however, this university offered three modalities of instruction: (1) face‐to‐face; (2) blended learning; and (3) distance education. The results of this study suggest that perceived PCBs by instructors and universities negatively influence underling indices of student achievement in terms of motivation, engagement, and learning within and across modalities of instruction. Given this and near universal decrements in student enrollment and retention in institutions of higher education, it is important for universities and instructors to understand, explicitly and transparently negotiate, and meet student expectations to improve student progression to graduation and maintain competitiveness among similar institutions.

Abstract: Abstract Attention‐deficit/hyperactivity disorder (ADHD) and autism are neurodevelopmental disorders that emerge in childhood. There is increasing recognition that ADHD and autism frequently co‐occur. Yet, questions remain among clinicians regarding the best ways to evaluate and treat co‐occurring autism and ADHD. This review outlines issues relevant to providing evidence‐based practice to individuals and families who may be experiencing difficulties associated with co‐occurring autism and ADHD. After describing the complexities of the co‐occurrence of autism and ADHD, we present practical considerations for best practice assessment and treatment of co‐occurring autism and ADHD. Regarding assessment, this includes considerations for interviewing parents/caregivers and youth, using validated parent and teacher rating scales, conducting cognitive assessments, and conducting behavior observations. Regarding treatment, consideration is given to behavioral management, school‐based interventions, social skills development, and the use of medications. Throughout, we note the quality of evidence that supports a particular component of assessment or treatment, highlighting when evidence is most relevant to those with co‐occurring autism and ADHD across stages of development. In light of the current evidence for assessment and treatment of co‐occurring autism and ADHD, we conclude by outlining practical implications for clinical and educational practice.

Abstract: Based on an overarching analysis of the ecological levels or contexts that implementers experienced as barriers and facilitators in the delivery of a mindfulness-based social-emotional learning program, this study reveals the importance of relational trust between the implementer and actors within the various ecological levels. This study applies Bryk and Schneider's framework of relational trust to bring nuance and understanding to relationships that influence the implementer's ability to effectively deliver the program. This study explores the implementers' relationships with: the curriculum professional learning team, the district/school administration, schoolteachers/colleagues, students' families, students, and themselves. A qualitative case study approach was employed and included interviews and classroom observations of 10 teachers delivering the program in the elementary school context. Inferences about the strength of relational trust are made between implementers with high and low fidelity based on qualitative and numerical analysis of coded interview segments. Recommendations are made for a whole school community approach that emphasizes the development of relational trust before program implementation.

Abstract: Abstract In the United States, the Coronavirus Disease 2019 (COVID‐19) pandemic necessitated nationwide closures of kindergarten through twelfth grade (K‐12) schools. Stay‐at‐home orders and social distancing mandates were also implemented to mitigate the spread of COVID‐19. The purpose of this systematic review was to synthesize the existing literature on how COVID‐19 impacted K‐12 students' eating patterns, physical activity, and sleep in the United States. Utilizing the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines, a literature search was conducted between October and December 2021. Inclusion criteria were studies focused on COVID‐19 and eating patterns, physical activity, and sleep in students enrolled in K‐12 schools since March 2020. International studies were excluded. Mixed findings were observed for eating patterns whereby the consumption of unhealthful savory and sweet items and healthful snacks (e.g., fruit and vegetables) increased. Reductions in physical activity and disrupted sleep routines were also observed. Heterogeneity in methodological procedures may limit the generalizability of these findings. In the United States, preliminary data suggest that select health‐promoting behaviors were negatively impacted by the COVID‐19 pandemic. Given that prolonged unhealthful eating patterns, physical inactivity, and poor sleep contribute to chronic disease risk, initiatives that increase health‐promoting behaviors are warranted.

Abstract: Autistic students often experience peer relationship difficulties. As peer acceptance and rejection may be malleable over time, we examined predictors of change in peer acceptance and peer rejection among early elementary-age autistic students. We followed 166 autistic children (mean age: 6.1 years [range: 4–8], 82.5% boys, grades preK-2nd) longitudinally across 2 school years. Social skills, internalizing problems, and externalizing behaviors were considered as predictors of change in teacher-rated peer acceptance and rejection, covarying IQ and autism characteristics. Autistic children experienced high rejection and low acceptance; 51.9% of children were rejected by peers in one or both school years. Results revealed distinct predictors for peer acceptance versus rejection: social skills predicted change in peer acceptance across school years, whereas externalizing problems predicted change in peer rejection. Internalizing problems did not predict change in either construct. Findings can assist school professionals in supporting social acceptance and acceptance for young autistic students.

Abstract: Objectives Preschool teachers' consistency of warm, sensitive, and responsive interactions with children may be more important than average levels and may moderate the association between children's cognitive and emotion regulation and their preschool adjustment. Methods A sample of 312 boys and girls aged 32 to 68 months in 44 classrooms at 16 privately-funded centers and Head Starts completed assessments of emotional and cognitive regulation and were rated by their teachers using measures of social-emotional functioning. Teacher-child interactions were rated for emotional support. Multilevel structural equation modeling was used to simultaneously explore three aspects of preschool adjustment. Results Children who were the least regulated were more adjusted to preschool in classrooms where teachers were more consistent in their emotional support, over and above mean emotional support and after controlling for child- and preschool-level covariates. Conclusions Consistency matters for children's preschool adjustment perhaps even more so than average levels of emotional support.