The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged.   All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.

The Journal of School Psychology is dedicated to publishing original empirical articles and literature reviews related to psychological and behavioral processes in school settings. This journal presents research on intervention mechanisms and approaches; the effects of schooling on the development of social, cognitive, mental health, and achievement-related outcomes; assessment; and consultation. Submissions from various disciplines are encouraged. All manuscripts are reviewed by the editor and one or more editorial consultants with the aim of providing appropriate and constructive written feedback.

《Journal of School Psychology》致力于发表与学校环境中的心理和行为过程相关的原创实证文章和文献综述。该期刊展示了干预机制和方法的研究；学校对社会、认知、心理健康和成就相关结果发展的影响；评估和咨询等方面的研究。我们鼓励来自不同学科的投稿。所有稿件均由编辑和一位或多位编辑顾问审阅，旨在提供适当和建设性的书面评审意见。

Journal of School Psychology

Robert Ayres

Eric Cooley

Cory Dunn

Self-concept, attribution, and persistence in learning-disabled students

学习障碍学生中的自我概念、归因与学习坚持性

This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world.

Shui-fong Lam

Shane Jimerson

Eve Kikas

Carmel Cefai

Feliciano H Veiga

Brett Nelson

Chryse Hatzichristou

Fotini Polychroni

Julie Basnett

Robert Duck

Peter Farrell

Yi Liu

Valeria Negovan

Hyeonsook Shin

Elena Stanculescu

Bernard P H Wong

Hongfei Yang

Josef Zollneritsch

Journal of school psychology

J Sch Psychol

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries.

Defending is considered important in reducing bullying and victimization in schools. Yet, the prevalence of defending is quite low and there is little insight into aspects that explain why students intervene in bullying situations. The current study used a longitudinal design to simultaneously examine the antecedents and status outcomes of defending behavior. It was expected that affective and social-cognitive factors explain involvement in defending. Moreover, it was proposed that defending would be rewarded with popularity among peers, but only for defenders who were not victimized themselves. Unconflated multilevel path models were used and data came from students in grades 4-6 of Finnish elementary schools (N=4209 students from 210 classrooms and 38 schools; Mage 11.25; 50% boys). Affective empathy and students' self-efficacy beliefs were predictive of defending behavior over time, whereas cognitive empathy was not. Additionally, defenders increased their popularity among their peers. No substantial differences between victims and non-victims were found. This pattern of results suggests that, irrespective of victim status, specific children are more likely to defend in bullying situations and are rewarded with increased popularity.

Rozemarijn van der Ploeg

Tina Kretschmer

Christina Salmivalli

René Veenstra

Defending victims: What does it take to intervene in bullying and how is it rewarded by peers?

捍卫受害者：干预欺凌需要什么以及同伴如何回报？

Defending represents any prosocial behavior taken to assist an individual being victimized. Like other forms of prosocial behavior, defending may be best conceptualized as a multidimensional set of behaviors, including both direct and indirect forms of defending. The objective of the current research was to design and validate the Defending Behaviors Scale (DBS), a multidimensional self-report scale of defending behaviors. Data were collected from 572 early adolescents in Grades 6 to 8. Participants completed the DBS as well as established measures of bullying, victimization, empathy, aggression, social self-efficacy, social support, and prosocial behavior. Data were analyzed using an exploratory structural equation modeling framework. A four-factor model provided the best fit to the data. Direct defending included aggressive and solution-focused behaviors, whereas indirect defending included comforting and reporting to authority. Girls were more likely to defend others by offering comfort and reporting to authority, whereas aggressive defending was more common among boys. Each subscale demonstrated good internal consistency (α's 0.80-0.92) and was uniquely associated with empathy, aggression, and other types of prosocial behavior. The DBS is a new, psychometrically-valid measure that will aid in the assessment of heterogenous defending behaviors.

Laura J Lambe

Wendy M Craig

Peer defending as a multidimensional behavior: Development and validation of the Defending Behaviors Scale.

同伴辩护作为一种多维行为：辩护行为量表的编制与验证。

Previous research has shown that many school-based anti-bullying programs are effective. A prior meta-analysis (Gaffney, Ttofi, & Farrington, 2019) found that intervention programs are effective in reducing school-bullying perpetration by approximately 19-20% and school-bullying victimization by approximately 15-16%. Using data from this prior meta-analysis, the aim of the current study was to examine the relationship between effectiveness estimates and specific elements of anti-bullying programs. Specific intervention components in line with a socio-ecological framework were coded as present or absent. Components were coded on the following levels: school, classroom, teacher, parent, peer, individual, and intervention. Meta-analytical subgroup comparisons analogous to ANOVA were computed to examine the relationship between the presence of specific components and the effectiveness in reducing bullying perpetration (n = 82) and victimization (n = 86). Results indicated that the presence of a number of intervention components (e.g., whole-school approach, anti-bullying policies, classroom rules, information for parents, informal peer involvement, and work with victims) were significantly associated with larger effect sizes for school-bullying perpetration outcomes. The presence of informal peer involvement and information for parents were associated with larger effect sizes for school-bullying victimization outcomes. Meta-regression analyses showed no significant relationship between effectiveness and the number of intervention components included in a program. The present report contributes to the understanding of 'what works' in reducing school-bullying perpetration and victimization. The impact of these findings on future anti-bullying research is discussed.

Hannah Gaffney

Maria M Ttofi

David P Farrington

What works in anti-bullying programs? Analysis of effective intervention components.

反欺凌计划的有效要素分析：哪些措施奏效？

Carly Oddleifson

Stephen Kilgus

David A. Klingbeil

Alexander D. Latham

Jessica S. Kim

Ishan N. Vengurlekar

Using a naive Bayesian approach to identify academic risk based on multiple sources: A conceptual replication

基于多源数据的朴素贝叶斯方法识别学术风险：概念性复制

Lora Henderson Smith

Lisa N. Aguilar

Kate Joshua

Toshna Pandey

Dana M. Sox

Belinda E. Hernandez

Yufu Wang

Kaylin Yang

Jessika H. Bottiani

Mixed methods systematic review: Using a cultural validity assessment to evaluate prevention programs for Indigenous students

混合方法系统评价：运用文化有效性评估来评价针对原住民学生的预防项目

Ethan R. Van Norman

Kirsten J. Truman

Nathan H. Clemens

Further exploration of the predictive validity of growth on early reading curriculum-based measures among students at risk for reading difficulties

阅读困难高风险学生早期阅读课程本位测量预测效度的进一步探索

Richard O. Welsh

Luis A. Rodriguez

Blaise Joseph

Examining student perceptions of school climate, school personnel, and school discipline: Evidence from New York City

考察学生对学校氛围、学校人员和学校纪律的看法：来自纽约市的证据

Debora L. Roorda

Suzanne Jak

Gender match in secondary education: The role of student gender and teacher gender in student-teacher relationships

中学教育中的性别匹配：学生性别与教师性别在师生关系中的作用

Abbreviation	J. Sch. Psychol.
Journal Impact	3.60
Quartiles(Global)	PSYCHOLOGY, EDUCATIONAL(Q1)

ISSN	0022-4405, 1873-3506
h-index	111
Top Journals	Yes

Publication Information	Publisher: Elsevier B.V.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1970，Proportion of original research papers: 97.01%，Self Citation Rate:10.50%， Gold OA Rate: 21.23%

Journal of School Psychology

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