学校生活适应量表（LASS大学版）修订报告

对学校生活适应量表高中版（LASS高中版）进行修订,编制学校生活适应量表大学版（LASS大学版）。修订后的问卷经因素分析得出4个因素,分别命名为师生关系适应、集体适应、同学关系适应和学业适应。经过质量分析,修订后的问卷有较好的信度和效度,故学校生活适应量表（LASS大学版）可以作为考察大学生学校生活适应性的测量工具。     

Workforce Support for Urban After‐School Programs: Turning Obstacles into Opportunities

Organized after‐school programs can mitigate risk and build resilience for youth in urban communities. Benefits rely on high‐quality developmental experiences characterized by a supportive environment, structured youth–adult interactions, and opportunities for reflective engagement. Programs in historically disenfranchised communities are underfunded; staff are transient, underpaid, and undertrained; and youth exhibit significant mental health problems which staff are variably equipped to address. Historically, after‐school research has focused on behavior management and social‐emotional learning, relying on traditional evidence‐based interventions designed for and tested in schools. However, after‐school workforce and resource limitations interfere with adoption of empirically supported strategies and youth health promotion. We have engaged in practice‐based research with urban after‐school programs in economically vulnerable communities for nearly two decades, toward building a resource‐efficient, empirically informed multitiered model of workforce support. In this paper, we offer first‐person accounts of four academic–community partnerships to illustrate common challenges, variability across programs, and recommendations that prioritize core skills underlying risk and resilience, align with individual program goals, and leverage without overextending natural routines and resources. Reframing obstacles as opportunities has revealed the application of mental health kernels to the after‐school program workforce support and inspired lessons regarding sustainability of partnerships and practice.     

Effects of cooperative learning on peer relations,empathy, and bullying in middle school

Although researchers have developed prevention programs to reduce bullying, the results are mixed, and this may be due to a degree of uncertainty in their theoretical foundation. In particular, these programs share an emphasis on empathy as a personal attribute that can be enhanced among students through the application of specific curricula that will, in turn, contribute to a reduction in bullying behavior. However, the link between empathy and bullying is unclear, as is the ability of bullying prevention programs to actually impact student empathy. In this study, we used a cluster randomized trial (N = 15 middle schools, 1,890 students, 47.1% female, 75.2% White) to evaluate the impact of cooperative learning on bullying, and we evaluated whether these effects were mediated by empathy and peer relatedness. Our results indicated that cooperative learning can significantly reduce bullying, and that some of this effect is transmitted via enhancements to affective empathy. Cooperative learning also demonstrated significant positive effects on cognitive empathy, but this did not have an effect on bullying. We also found that the effects of cooperative learning on cognitive and affective empathy were mediated by improvements in peer relatedness. These findings add a degree of clarity to the literature, and also represent the first time, as far as we are aware, that an antibullying program has been found to have significant effects on both cognitive and affective empathy.     

The Impact of a Brief Bullying Bystander Intervention on Depressive Symptoms

The authors evaluated the impact of a brief bullying bystander intervention (STAC) on depressive symptoms among high school students using a randomized controlled design. Results of path analyses provided support for a mediational model in which the intervention was associated with an increase in sense of school belonging, which in turn was associated with a reduction in depressive symptoms. The authors discuss implications for high school counselors and counselors in other settings working with adolescents.     

Results of a Randomized Controlled Trial of the Student Success Skills Program on Grade 5 Students’ Academic and Behavioral Outcomes

A randomized controlled trial of Student Success Skills (SSS) was conducted to determine the effect of the classroom program on Grade 5 students’ (N = 4,305) standardized test scores and proximal socioemotional variables associated with academic achievement. The SSS program was delivered by school counselors and reinforced through cuing and coaching by classroom teachers, which reflects the advocating student‐within‐environment approach to school counseling (Lemberger‐Truelove & Bowers, 2018). Hierarchical linear modeling analyses revealed the SSS program affected the treatment students’ behavioral engagement, disruption, assertion, cooperation, and test anxiety but did not result in a statistically significant difference on the participants’ reading and mathematics test scores. Implications for practice and further research are discussed.     

The experience machine and the expertise defense

Recent evidence suggests that participants without extensive training in philosophy (so-called lay people) have difficulties responding consistently when confronted with Robert Nozick’s Experience Machine thought experiment. For example, some of the participants who reject the experience machine for themselves would still advise a stranger to enter the machine permanently. This and similar findings have been interpreted as evidence for implicit biases that prevent lay people from making rational decisions about whether the experience machine is preferable to real life, which might have consequences for one of the strongest objections to philosophical hedonism (the view that pleasure is the only intrinsic value). Against this consequence, it has been argued that expert philosophers are immune to such biases (the so-called expertise defense). In this paper, I report empirical evidence against this expertise defense.     

初中生核心自我评价在班级环境和学业压力之间的中介作用——性别的调节作用

为考察初中生的核心自我评价在班级环境和学业压力之间的中介作用及此作用在不同性别群体中的差异性,对北京市四所初中697名初一到初三的学生进行了班级地图量表、中学生学习压力问卷、核心自我评价量表的测查。结果表明：（1）总体班级环境不存在显著性别差异,但女生在学业自我决定上具有小效应量的显著优势,男生的学业压力显著高于女生,核心自我评价不存在显著性别差异;（2）班级环境中的师生关系和班级行为自控可以显著预测学业压力,两者共同解释学业压力12%的变异;（3）男生和女生的核心自我评价在班级环境和学业压力间均起完全中介作用;（4）女生群体中核心自我评价的中介作用显著高于男生群体,说明性别对此中介效应存在调节作用。最后对核心自我评价在班级环境和学业压力之间的中介机制及其对女生群体的重要意义等进行了讨论。     

高中生羞怯与学校适应:一个有调节的中介模型

目的:探讨羞怯对高中生学校适应的影响机制。方法:采用中学生羞怯量表、学校适应问卷、核心自我评价量表、自我关注量表对山东省1770名高中生进行调查。结果:①羞怯不仅能直接负向预测高中生的学校适应,还能通过核心自我评价进而影响其学校适应; ②自我关注在中介模型的后半路径起到调节作用。     

The Link: An Alternative Educational Program in the Netherlands to Reengage School-Refusing Adolescents With Schooling

Facets of school life affect the development and maintenance of school refusal (SR). These facets will warrant attention during intervention for SR. This paper considers a range of school-related factors associated with SR, grouped according to five domains of school climate. It also describes school-based interventions for SR in the form of alternative educational programs (AEPs). The paper then presents the Link, an AEP for Dutch adolescents with SR. The Link offers an educational setting that addresses school-related factors associated with SR. After participation in the Link, adolescents are helped to return to a more typical educational setting. Based on a review of 30 case files, we provide an account of adolescents who have participated in the Link. Often, these adolescents displayed chronic and severe SR, met criteria for anxiety or depressive disorders, and were diagnosed with an autism spectrum disorder. The Link process is illustrated via a case vignette. Thereafter, the role of AEPs in the treatment of SR is discussed.     

Being well at work: the impact of organizational climate and social identity on employee stress and self-esteem over time

In organizational psychology, staff perceptions of organizational climate have been found to be an important predictor of employee outcomes, such as employee stress. However, only a small pool of research has investigated the psychological mechanism that underpins the relationship, and no past literature has explored how the relationship persists over time. This paper uses the social identity approach to investigate whether social identification predicts and mediates the relationship between staff perceptions of organizational climate and their levels of stress and self-esteem over time. Employing a sample of public school teachers, the study was conducted over two years (N = 281, 65 schools). The results indicated that social identification fully mediated the relationship between organizational climate and self-esteem longitudinally but showed no significant relationship with stress. The implications of these findings are discussed, with recommendations for future research.