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[PMID]: 28447922 [Au] Autor: Eldor L; Shoshani A [Ad] Endereço: a University of Pennsylvania. [Ti] Título: Are You Being Served? The Relationship between School Climate for Service and Teachers' Engagement, Satisfaction, and Intention to Leave: A Moderated Mediation Model. [So] Source: J Psychol;151(4):359-378, 2017 May 19. [Is] ISSN: 1940-1019 [Cp] País de publicação: United States [La] Idioma: eng [Ab] Resumo: The notion of service has been receiving increasing attention in organizational psychology literature in recent years, due to the client-oriented managerial movement. Yet, little to no attention has been paid to the service notion in educational psychology despite its high relevance to educational settings, given the pressure to be more service-oriented and possess a client-focused state of mind. The present study explores the notion of service in school domains by examining the joint effects of climate for service and the internal service in schools on teachers' work attitudes: work engagement, job satisfaction, and intention to leave their work. The notion of climate for service emphasizes the school's attitude of teachers as service providers to its clients (students and their parents); internal climate emphasizes the school's attitude of providing service to its teaching staff. The study was conducted via a sample of 423 teachers from 30 different schools in Israel. We hypothesized that the indirect relationship between the climate for service and teachers' job satisfaction and intention to leave work would be mediated by teacher work engagement. Our findings supported this hypothesis. Moreover, this indirect relationship via teacher work engagement was demonstrated most strongly when the internal service quality received was high, providing teachers with the capability to deliver what the service climate motivates them to do. Therefore, service-oriented resources-both climate for service and internal service-may be crucial in affecting teachers work attitudes and should be specifically targeted by principals and other educational decision makers. [Mh] Termos MeSH primário: Cultura Organizacional Professores Escolares/psicologia Instituições Acadêmicas/organização & administração [Mh] Termos MeSH secundário: Adulto Feminino Seres Humanos Israel Masculino Psicologia Educacional [Pt] Tipo de publicação: JOURNAL ARTICLE [Em] Mês de entrada: 1706 [Cu] Atualização por classe: 170606 [Lr] Data última revisão: 170606 [Sb] Subgrupo de revista: IM [Da] Data de entrada para processamento: 170428 [St] Status: MEDLINE [do] DOI: 10.1080/00223980.2017.1291488

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[PMID]: 28221078 [Au] Autor: Manz P; DuPaul G [Ad] Endereço: Lehigh University. [Ti] Título: Edward Shapiro (1951-2016). [So] Source: Am Psychol;72(2):187, 2017 Feb-Mar. [Is] ISSN: 1935-990X [Cp] País de publicação: United States [La] Idioma: eng [Ab] Resumo: Presents an obituary for Edward Shapiro who passed away on March 23, 2016. Ed was a highly accomplished researcher and trainer who was a strong advocate for rigorous scholarship and quality psychological practice. His death was a great loss to the field of school psychology and to everyone who serves children with educational and behavioral disabilities. (PsycINFO Database Record [Mh] Termos MeSH primário: Psicologia Educacional/história [Mh] Termos MeSH secundário: História do Século XX História do Século XXI Seres Humanos Pennsylvania [Pt] Tipo de publicação: BIOGRAPHY; HISTORICAL ARTICLE; JOURNAL ARTICLE; PORTRAITS [Ps] Nome de pessoa como assunto: Shapiro E [Em] Mês de entrada: 1703 [Cu] Atualização por classe: 170313 [Lr] Data última revisão: 170313 [Sb] Subgrupo de revista: IM [Da] Data de entrada para processamento: 170222 [St] Status: MEDLINE [do] DOI: 10.1037/amp0000040

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[PMID]: 28183427 [Au] Autor: Bailey JH; Rutledge B [Ad] Endereço: School of Health Related Professions, University of Mississippi Medical Center,, Jackson, Mississippi. Electronic address: jhbailey@umc.edu. [Ti] Título: The Educational Psychology of Clinical Training. [So] Source: Am J Med Sci;353(2):96-100, 2017 Feb. [Is] ISSN: 1538-2990 [Cp] País de publicação: United States [La] Idioma: eng [Ab] Resumo: Clinical training is paramount to the educational experience of learners, and the purpose of this training can be categorized into the following 4 categories of learning taxonomies: socialization, clinical reasoning, medical management of patient care and attitudinal change. This article investigates the educational psychology that provides the foundation of the categories of learning that take place in the clinical environment. Understanding this is critically important to create an opportunity for learners to activate their knowledge repertoire at the precise time of appropriate application. [Mh] Termos MeSH primário: Educação Médica Aprendizagem Estudantes de Medicina/psicologia [Mh] Termos MeSH secundário: Atitude do Pessoal de Saúde Competência Clínica Seres Humanos Psicologia Educacional Socialização [Pt] Tipo de publicação: JOURNAL ARTICLE [Em] Mês de entrada: 1705 [Cu] Atualização por classe: 170512 [Lr] Data última revisão: 170512 [Sb] Subgrupo de revista: AIM; IM [Da] Data de entrada para processamento: 170211 [St] Status: MEDLINE

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[PMID]: 28164800 [Au] Autor: Pendergast LL; von der Embse N; Kilgus SP; Eklund KR [Ad] Endereço: Temple University, United States. Electronic address: laura.pendergast@temple.edu. [Ti] Título: Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology. [So] Source: J Sch Psychol;60:65-82, 2017 Feb. [Is] ISSN: 1873-3506 [Cp] País de publicação: United States [La] Idioma: eng [Ab] Resumo: Evidence-based interventions (EBIs) have become a central component of school psychology research and practice, but EBIs are dependent upon the availability and use of evidence-based assessments (EBAs) with diverse student populations. Multi-group confirmatory factor analysis (MG-CFA) is an analytical tool that can be used to examine the validity and measurement equivalence/invariance of scores across diverse groups. The objective of this article is to provide a conceptual and procedural overview of categorical MG-CFA, as well as an illustrated example based on data from the Social and Academic Behavior Risk Screener (SABRS) - a tool designed for use in school-based interventions. This article serves as a non-technical primer on the topic of MG-CFA with ordinal (rating scale) data and does so through the framework of examining equivalence of measures used for EBIs within multi-tiered models - an understudied topic. To go along with the illustrated example, we have provided supplementary files that include sample data, Mplus input code, and an annotated guide for understanding the input code (http://dx.doi.org/10.1016/j.jsp.2016.11.002). Data needed to reproduce analyses in this article are available as supplemental materials (online only) in the Appendix of this article. [Mh] Termos MeSH primário: Comportamento do Adolescente Comportamento Infantil Análise Fatorial Psicologia Educacional/métodos Psicometria/métodos Comportamento Social [Mh] Termos MeSH secundário: Adolescente Criança Seres Humanos [Pt] Tipo de publicação: JOURNAL ARTICLE [Em] Mês de entrada: 1709 [Cu] Atualização por classe: 170904 [Lr] Data última revisão: 170904 [Sb] Subgrupo de revista: IM [Da] Data de entrada para processamento: 170207 [St] Status: MEDLINE

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[PMID]: 27504568 [Ti] Título: Gold Medal Award for Life Achievement in the Application of Psychology: David W. Johnson. [So] Source: Am Psychol;71(5):353-5, 2016 Jul-Aug. [Is] ISSN: 1935-990X [Cp] País de publicação: United States [La] Idioma: eng [Ab] Resumo: The American Psychological Foundation (APF) Gold Medal Awards recognize distinguished and enduring records of accomplishment in four areas of psychology. The 2016 recipient of Gold Medal Award for Life Achievement in the Application of Psychology is David W. Johnson. Dorothy W. Cantor, president of the APF, will present the APF Gold Medal Awards at the 124th Annual Convention of the American Psychological Association on August 5, 2016, at 4:00 p.m. Members of the 2016 APF Board of Trustees are Dorothy W. Cantor, president; David H. Barlow, vice president; Melba J. T. Vasquez, secretary; Richard C. McCarty, treasurer; Elisabeth R. Straus, executive vice president/executive director; Cynthia Belar; Camilla Benbow; Rosie Phillips Bingham; Connie S. Chan; Anthony Jackson; Terence M. Keane; Archie L. Turner; W. Bruce Walsh; and Bonnie Markham and Rick McGraw, APA Board of Directors liaisons. (PsycINFO Database Record [Mh] Termos MeSH primário: Distinções e Prêmios Psicologia/história [Mh] Termos MeSH secundário: Comportamento Cooperativo História do Século XX História do Século XXI Aprendizagem Psicologia Educacional/história Estados Unidos [Pt] Tipo de publicação: BIOGRAPHY; HISTORICAL ARTICLE; JOURNAL ARTICLE; PORTRAITS [Ps] Nome de pessoa como assunto: Johnson D [Em] Mês de entrada: 1702 [Cu] Atualização por classe: 170817 [Lr] Data última revisão: 170817 [Sb] Subgrupo de revista: IM [Da] Data de entrada para processamento: 160810 [St] Status: MEDLINE [do] DOI: 10.1037/amp0000025

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[PMID]: 27425567 [Au] Autor: Shoshani A; Steinmetz S; Kanat-Maymon Y [Ad] Endereço: School of Psychology, Interdisciplinary Center (IDC) Herzliya, P.O. Box 167, Herzliya 46150, Israel. Electronic address: ashoshani@idc.ac.il. [Ti] Título: Effects of the Maytiv positive psychology school program on early adolescents' well-being, engagement, and achievement. [So] Source: J Sch Psychol;57:73-92, 2016 Aug. [Is] ISSN: 1873-3506 [Cp] País de publicação: United States [La] Idioma: eng [Ab] Resumo: As positive psychology is a nascent area of research, there are very few empirical studies assessing the impact and sustained effects of positive psychology school interventions. The current study presents a 2-year longitudinal evaluation of the effects of a school-based positive psychology program on students' subjective well-being, school engagement, and academic achievements. The study investigated the effectiveness of the Maytiv school program using a positive psychology-based classroom-level intervention with 2517 seventh- to ninth-grade students in 70 classrooms, from six schools in the center of Israel. The classes were randomly assigned to intervention and control conditions, which were comparable in terms of students' age, gender, and socio-economic status. Hierarchical linear regression analyses revealed positive intervention effects on positive emotions, peer relations, emotional engagement in school, cognitive engagement, and grade point average scores (Cohen's ds 0.16-0.71). In the control group, there were significant decreases in positive emotions and cognitive engagement, and no significant changes in peer relations, emotional engagement or school achievements. These findings demonstrate the significant socio-emotional and academic benefits of incorporating components of positive psychology into school curricula. [Mh] Termos MeSH primário: Logro Emoções Avaliação de Resultados (Cuidados de Saúde) Satisfação Pessoal Psicologia Educacional/métodos Instituições Acadêmicas Estudantes/psicologia [Mh] Termos MeSH secundário: Adolescente Feminino Seres Humanos Estudos Longitudinais Masculino [Pt] Tipo de publicação: JOURNAL ARTICLE; RANDOMIZED CONTROLLED TRIAL [Em] Mês de entrada: 1708 [Cu] Atualização por classe: 170807 [Lr] Data última revisão: 170807 [Sb] Subgrupo de revista: IM [Da] Data de entrada para processamento: 160719 [St] Status: MEDLINE

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[PMID]: 27269278 [Au] Autor: McNeish D; Stapleton LM [Ad] Endereço: a University of Maryland. [Ti] Título: Modeling Clustered Data with Very Few Clusters. [So] Source: Multivariate Behav Res;51(4):495-518, 2016 Jul-Aug. [Is] ISSN: 1532-7906 [Cp] País de publicação: United States [La] Idioma: eng [Ab] Resumo: Small-sample inference with clustered data has received increased attention recently in the methodological literature, with several simulation studies being presented on the small-sample behavior of many methods. However, nearly all previous studies focus on a single class of methods (e.g., only multilevel models, only corrections to sandwich estimators), and the differential performance of various methods that can be implemented to accommodate clustered data with very few clusters is largely unknown, potentially due to the rigid disciplinary preferences. Furthermore, a majority of these studies focus on scenarios with 15 or more clusters and feature unrealistically simple data-generation models with very few predictors. This article, motivated by an applied educational psychology cluster randomized trial, presents a simulation study that simultaneously addresses the extreme small sample and differential performance (estimation bias, Type I error rates, and relative power) of 12 methods to account for clustered data with a model that features a more realistic number of predictors. The motivating data are then modeled with each method, and results are compared. Results show that generalized estimating equations perform poorly; the choice of Bayesian prior distributions affects performance; and fixed effect models perform quite well. Limitations and implications for applications are also discussed. [Mh] Termos MeSH primário: Análise por Conglomerados Modelos Estatísticos [Mh] Termos MeSH secundário: Teorema de Bayes Simulação por Computador Seres Humanos Testes de Linguagem Análise Multinível/métodos Psicologia Educacional/métodos Ensaios Clínicos Controlados Aleatórios como Assunto/métodos Tamanho da Amostra Software [Pt] Tipo de publicação: JOURNAL ARTICLE [Em] Mês de entrada: 1703 [Cu] Atualização por classe: 170320 [Lr] Data última revisão: 170320 [Sb] Subgrupo de revista: IM [Da] Data de entrada para processamento: 160609 [St] Status: MEDLINE [do] DOI: 10.1080/00273171.2016.1167008

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[PMID]: 26974013 [Au] Autor: Jimerson SR [Ad] Endereço: University of California, Santa Barbara. [Ti] Título: Enriching science, practice, and policy relevant to school psychology around the globe. [So] Source: Sch Psychol Q;31(1):1-7, 2016 Mar. [Is] ISSN: 1939-1560 [Cp] País de publicação: United States [La] Idioma: eng [Ab] Resumo: This editorial provides a brief synthesis of the past, present, and future of School Psychology Quarterly, highlighting important contributions as an international resource to enrich, invigorate, enhance, and advance science, practice, and policy relevant to school psychology around the globe. Information herein highlights (a) the value of high quality and timely reviews, (b) publishing manuscripts that address a breadth of important topics relevant to school psychology, and (c) the structure and contributions of the special topic sections featured in School Psychology Quarterly. [Mh] Termos MeSH primário: Políticas Psicologia Educacional Instituições Acadêmicas Ciência [Mh] Termos MeSH secundário: Seres Humanos Publicações Periódicas como Assunto [Pt] Tipo de publicação: EDITORIAL [Em] Mês de entrada: 1702 [Cu] Atualização por classe: 170206 [Lr] Data última revisão: 170206 [Sb] Subgrupo de revista: IM [Da] Data de entrada para processamento: 160315 [St] Status: MEDLINE [do] DOI: 10.1037/spq0000153

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[PMID]: 26954061 [Au] Autor: Kiekens G; Claes L; Demyttenaere K; Auerbach RP; Green JG; Kessler RC; Mortier P; Nock MK; Bruffaerts R [Ad] Endereço: Research Group Psychiatry, Department of Neurosciences, KU Leuven University, Leuven, Belgium. Glenn.Kiekens@kuleuven.be. [Ti] Título: Lifetime and 12-Month Nonsuicidal Self-Injury and Academic Performance in College Freshmen. [So] Source: Suicide Life Threat Behav;46(5):563-576, 2016 Oct. [Is] ISSN: 1943-278X [Cp] País de publicação: England [La] Idioma: eng [Ab] Resumo: We examined whether nonsuicidal self-injury (NSSI) is associated with academic performance in college freshmen, using census-based web surveys (N = 7,527; response = 65.4%). NSSI was assessed with items from the Self-Injurious Thoughts and Behaviors Interview and subsequently linked with the administratively recorded academic year percentage (AYP). Freshmen with lifetime and 12-month NSSI showed a reduction in AYP of 3.4% and 5.9%, respectively. The college environment was found to moderate the effect of 12-month NSSI, with more strongly reduced AYPs in departments with higher-than-average mean departmental AYPs. The findings suggest that overall stress and test anxiety are underlying processes between NSSI membership and academic performance. [Mh] Termos MeSH primário: Avaliação Educacional Comportamento Autodestrutivo Estudantes/psicologia [Mh] Termos MeSH secundário: Adolescente Adulto Pesquisa Comportamental Avaliação Educacional/métodos Avaliação Educacional/estatística & dados numéricos Escolaridade Feminino Seres Humanos Masculino Psicologia Educacional/métodos Comportamento Autodestrutivo/epidemiologia Comportamento Autodestrutivo/prevenção & controle Comportamento Autodestrutivo/psicologia Inquéritos e Questionários Escala de Ansiedade Frente a Teste/estatística & dados numéricos Estados Unidos/epidemiologia Universidades [Pt] Tipo de publicação: JOURNAL ARTICLE [Em] Mês de entrada: 1710 [Cu] Atualização por classe: 171026 [Lr] Data última revisão: 171026 [Sb] Subgrupo de revista: IM [Da] Data de entrada para processamento: 160309 [St] Status: MEDLINE [do] DOI: 10.1111/sltb.12237

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[PMID]: 26950007 [Au] Autor: Goldwater MB; Schalk L [Ad] Endereço: School of Psychology, The University of Sydney. [Ti] Título: Relational categories as a bridge between cognitive and educational research. [So] Source: Psychol Bull;142(7):729-57, 2016 Jul. [Is] ISSN: 1939-1455 [Cp] País de publicação: United States [La] Idioma: eng [Ab] Resumo: Both cognitive and educational psychology literature strive to investigate human category and concept learning. However, both literatures focus on different phenomena and often use different methodologies. We identify and discuss commonalities and differences between the literatures. This literature comparison reveals that research on relational category learning offers a promising avenue to integration. We suggest that this integration would be especially beneficial to advance our understanding of conceptual change essentially, how complex scientific concepts and categories are acquired and developed in educational contexts elaborating or correcting students' prior conceptions. Furthermore, the focus on relational categories allows us to provide an integrative discussion on how recent lines of research on analogy, memory and category learning, and knowledge restructuring relate to and can inform education. In general, this article advocates the complementary nature of cognitive and educational psychology and identifies viable, and potentially synergistic paths for future research. (PsycINFO Database Record [Mh] Termos MeSH primário: Ciência Cognitiva/métodos Formação de Conceito/fisiologia Aprendizagem/fisiologia Psicologia Educacional/métodos Pesquisa [Mh] Termos MeSH secundário: Seres Humanos [Pt] Tipo de publicação: JOURNAL ARTICLE; REVIEW [Em] Mês de entrada: 1706 [Cu] Atualização por classe: 170630 [Lr] Data última revisão: 170630 [Sb] Subgrupo de revista: IM [Da] Data de entrada para processamento: 160308 [St] Status: MEDLINE [do] DOI: 10.1037/bul0000043

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