scholarly journals Ovsyanikova E.A., Khudaeva M.Yu.A Study of Psychological Problems and Needs in School Psychologist’s Consultation in 7th, 9th, and 11th Grade Students

2019 ◽  
Vol 24 (4) ◽  
pp. 92-104
Author(s):  
E.A. Savina ◽  
A.E. Esterle ◽  
I.A. Savenkova ◽  
E.A. Ovsyanikova ◽  
M.Y. Khudaeva
Keyword(s):  
Test Anxiety ◽  
Negative Mood ◽  
School Psychologist ◽  
Total Sample ◽  
Psychological Problems ◽  
Learning Problems ◽  
9Th Grade ◽  
Potential Problems ◽  
To Receive ◽  
11Th Grade

This study investigated psychological problems and needs for school psychologist’s consultation in 7th, 9th, and 11th grade students. Students (N = 594) filled out a short survey where they rated the degree of their psychological problems (e.g., test anxiety, mood, learning problems, problems with parents, etc.) and a desire to receive consultation with the school psychologist about existing or potential problems. Regardless of age, students gave the highest ratings to test anxiety, problems with mood, and career choice. Girls demonstrated higher test anxiety and more negative mood compared to boys. Seventh grade students reported higher test anxiety than their older peers. Students indicated lower levels of problems with parents, peers, and learning. Nevertheless, 9th grade students reported higher levels of learning problems than 11th graders. About 7% of students reported frequent suicidal ideation. However, the majority of students from the total sample (80%) did not consider consulting the school psychologist regarding suicidality. Even fewer students were willing to consult with the school psychologist about test anxiety, mood, and learning problems. These findings can be used to improve school psychology services, design interventions, and provide psychoeducation to students.

scholarly journals The Study of Teachers' and Parents' Needs for Psychological Consultation from School Psychologist

2017 ◽  
Vol 9 (4) ◽  
pp. 1-11 ◽  
Author(s):  
E.A. Savina ◽  
I.A. Savenkova ◽  
A.E. Esterle ◽  
E.A. Ovsyanikova ◽  
M.Y. Khudaeva
Keyword(s):  
Teaching Methods ◽  
School Psychologist ◽  
Interpersonal Problems ◽  
Learning Problems ◽  
The Past ◽  
Psychological Consultation ◽  
Parent Relationships ◽  
Teachers And Parents ◽  
To Receive ◽  
And Training

The present study was aimed at the investigation of teachers’ and parents’ needs in consultation with a school psychologist. Participants were 159 teachers and 292 parents from three cities in Russia. Two surveys were designed to measure teachers’ and parents’ desire to receive psychological consultation regarding behavioral, emotional, learning and interpersonal problems of students; teaching methods and relationships with colleagues (for teachers); and child-parent relationships. In addition, the participants were asked to indicate whether they received a consultation from a school psychologist in the past and their satisfaction from the consultation. The results indicated that, in general, both teachers and parents are satisfied with the consultation; however, fewer parents received such a consultation compared to teachers. Both teachers and parents are more willing to receive consultation regarding children’s behavioral and emotional problems and relationships with peers. Teachers are less motivated to receive consultation about teaching methods, students’ learning problems, and teachers’ relationships with colleagues. Parents were less interested to receive consultation about child-parent relationships. The results of this study are interpreted in terms of their alignment with standards, which regulate the school psychology profession and training.

scholarly journals Ibudilast, a neuroimmune modulator, reduces heavy drinking and alcohol cue-elicited neural activation: a randomized trial

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Erica N. Grodin ◽  
Spencer Bujarski ◽  
Brandon Towns ◽  
Elizabeth Burnette ◽  
Steven Nieto ◽  
...  
Keyword(s):  
Macrophage Migration Inhibitory Factor ◽  
Alcohol Use Disorder ◽  
Cue Reactivity ◽  
Negative Mood ◽  
Heavy Drinking ◽  
Neural Activation ◽  
Daily Diary Study ◽  
Alcohol Cues ◽  
To Receive ◽  
The Brain

AbstractIbudilast, a neuroimmune modulator which selectively inhibits phosphodiesterases (PDE)-3, -4, -10, and -11, and macrophage migration inhibitory factor (MIF), shows promise as a novel pharmacotherapy for alcohol use disorder (AUD). However, the mechanisms of action underlying ibudilast’s effects on the human brain remain largely unknown. Thus, the current study examined the efficacy of ibudilast to improve negative mood, reduce heavy drinking, and attenuate neural reward signals in individuals with AUD. Fifty-two nontreatment-seeking individuals with AUD were randomized to receive ibudilast (n = 24) or placebo (n = 28). Participants completed a 2-week daily diary study during which they filled out daily reports of their past day drinking, mood, and craving. Participants completed an functional magnetic resonance imaging (fMRI) alcohol cue-reactivity paradigm half-way through the study. Ibudilast did not have a significant effect on negative mood (β = −0.34, p = 0.62). However, ibudilast, relative to placebo, reduced the odds of heavy drinking across time by 45% (OR = 0.55, (95% CI: 0.30, 0.98)). Ibudilast also attenuated alcohol cue-elicited activation in the ventral striatum (VS) compared to placebo (F(1,44) = 7.36, p = 0.01). Alcohol cue-elicited activation in the VS predicted subsequent drinking in the ibudilast group (F(1,44) = 6.39, p = 0.02), such that individuals who had attenuated ventral striatal activation and took ibudilast had the fewest number of drinks per drinking day in the week following the scan. These findings extend preclinical and human laboratory studies of the utility of ibudilast to treat AUD and suggest a biobehavioral mechanism through which ibudilast acts, namely, by reducing the rewarding response to alcohol cues in the brain leading to a reduction in heavy drinking.

scholarly journals Exploring High School Students’ Cognitive Structures for Energy Concept Through Word Association Test

2021 ◽  
Vol 14 (9) ◽  
pp. 58
Author(s):  
Ömer Türksever
Keyword(s):  
High School ◽  
High School Students ◽  
Word Association ◽  
Association Test ◽  
School Students ◽  
Repeated Word ◽  
Word Association Test ◽  
9Th Grade ◽  
12Th Grade ◽  
11Th Grade

This research, which was conducted in order to reveal the cognitive structures of high school students regarding the concept of energy through the word association test, was designed in a survey model. Word association test was used as a data collection tool. After the necessary information was given to the students, they were given three minutes and they were asked to write the first words that came to mind about the key concept. The study group of the research consists of 202 students studying in a high school in the province of Malatya in the 2019-2020 academic year. 58 of these students are 9th grade, 46 are 10th grade, 45 are 11th grade and 53 are 12th grade. While choosing the study group of the research, one of the purposeful sampling types was chosen based on easily accessible situation sampling. The words obtained related to the concept of energy are tabulated using Microsoft office excel program. The cut-off points of the tables, which were examined in detail and repeated words were taken into account, were determined. Concept networks were created in line with the determined cut-off points. In the research, 189 different words were produced for the concept of energy by high school students. While 114 of these words were not included in the analysis because they had 4 or less frequencies, 75 words were included in the analysis. Among the words included in the analysis, the most repeated word in the 9th grade was “petrol” (f = 30), the most repeated word in the 10th grade was “fossil fuel” (24), the most repeated word in the 11th grade “electricity” (19), the most repeated word in the 12th grade was found to be “potential” (28). In the comparison between the classes, a difference in quantity and quality is observed. It has been observed that as the grade level increases, the quality of the answers given increases.

Teacher acceptability of progressive muscle relaxation in the classroom for the treatment of test anxiety

2019 ◽  
Vol 29 (2) ◽  
pp. 151-165
Author(s):  
Patrick S. O’Donnell ◽  
Linda L. Dunlap
Keyword(s):  
School Psychologists ◽  
Test Anxiety ◽  
Muscle Relaxation ◽  
School Psychologist ◽  
Physical Symptoms ◽  
Progressive Muscle Relaxation ◽  
Digital Music ◽  
Future Research ◽  
Music Player ◽  
Teacher Acceptability

AbstractTest anxiety is experienced by 10–40% of students. The physical symptoms associated with test anxiety may be more likely to be exhibited by elementary students. Progressive muscle relaxation (PMR) has been demonstrated to reduce physical symptoms of anxiety and could be used in the classroom, but teacher acceptability of PMR for test anxiety has not been assessed. This study used a vignette format to survey 404 first through fifth grade teachers on their acceptability of classroom-based PMR as an intervention for test anxiety. Good levels of acceptability were found for implementation with a school psychologist or counsellor, CD player, or digital music player. Special education teachers reported slightly lower levels of acceptability for using PMR in the digital music player scenario. With good levels of teacher acceptability of PMR to address test anxiety, school psychologists and counsellors may be more likely to recommend the use of PMR in classrooms. Implications for implementation of PMR to reduce test anxiety, study limitations, and suggestions for future research are discussed.

scholarly journals Development and Validation of the Emotion Regulation Ability Test for Chinese Youth

2020 ◽  
Vol 14 ◽  
Author(s):  
Yi Ming Li ◽  
Jian Li ◽  
Hong Zou ◽  
Shengnan Wei
Keyword(s):  
Emotion Regulation ◽  
Test Scores ◽  
Discriminant Validity ◽  
Reliability And Validity ◽  
Future Research ◽  
Ability Test ◽  
Chinese Youth ◽  
Research And Practice ◽  
9Th Grade ◽  
11Th Grade

Abstract A culture- and age-appropriate instrument for measuring emotion regulation ability is needed for the research and practice of Chinese adolescents’ emotion regulation. This study developed and validated a situational judgment test of emotion regulation ability for Chinese youth (STER-CY). Three samples were recruited, and approximately 4380 5th- to 11th-grade students (but no 9th-grade students) participated in the study. Researchers collected emotional situations and responses based on the life of indigenous samples and examined the reliability and validity of the test scores. The results showed that Cronbach’s alpha and test–retest correlations provided evidence for the reliability of the test scores. Exploratory and confirmatory factor analysis supported unidimensionality. Construct validity was further verified by convergent and discriminant validity. Criteria-related validity was confirmed by the correlations between this test and some outcome variables related to emotion regulation. It was also found that girls scored higher on this test than boys did and that emotion regulation ability significantly increased from 5th to 7th grade, but it did not improve from 7th to 11th grade. Considered together, these findings showed that the STER-CY is a psychometrically sound measure of emotion regulation ability and can be used in future research and practice.

Moderating effects of coping on the relationship between test anxiety and negative mood

2008 ◽  
Vol 24 (4) ◽  
pp. 313-321 ◽  
Author(s):  
Jeffrey R. Stowell ◽  
Tiffany Tumminaro ◽  
Muffadal Attarwala
Keyword(s):  
Test Anxiety ◽  
Negative Mood ◽  
Moderating Effects ◽  
The Relationship

scholarly journals Family as a socio-cultural factor in the development and implementation of the educational route for children

2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Zoya Proshkova
Keyword(s):  
Cultural Values ◽  
Educational Opportunities ◽  
Research Issues ◽  
Educational Plan ◽  
9Th Grade ◽  
The Family ◽  
Educational Path ◽  
11Th Grade ◽  
High Educational

The article presents an analysis of the influence of the family on the development and implementation of the educational route of children. The relevance of the problematics is related to the need to improve the quality of personal and social human capital. The purpose of the research is the study educational ways of different types of families. The project can be divided into theoretical and empirical parts. It was established in the theoretical section that in modern sociology the resource approach is most relevant to research issues. According to his interpretation, the family is the strongest factor in the educational route of children. Among family resources, economic, educational, and cultural capital have the greatest impact on the educational route of children. Тhe empirical part of the project contains, students’ parents, school principals surveys, collection of biographical materials, analysis of documents, analysis of statistical data and the results of all-Russian representative researches. Longitudinal studies of the educational path have been realised by interviewing families of students and collecting parental diaries. The author provides an analysis of two educational routes of Russian children. One way is leaving after ninth grade and going to college. It has been established that the majority of parents of 9th grade graduates don’t have higher education and families don’t have a developed cultural resource. The choice of college is explained by the reluctance to take a unified state exam after 11th grade, the desire to get a specialized secondary education for free, defined professional choice. The second educational route studied in detail in the empirical part of the research is the child’s admission to a top-rated school which falls under one of the top 500 best schools in Russia. This is the most thought-out educational plan which is implemented by parents with high educational and cultural values. It has been established that the likelihood of studying at a top-rated school increases the leadership position and the high professional qualifications of the student’s father. The empirical prospect of the study is the search and analysis of other relevant educational routes offered by families to their children. The findings suggest the need to support high-ranking schools and help Russian families providing children with educational opportunities.

HOW TO MAKE LEARNING IN STEM MEANIGFUL FOR THE MILLENNIUM GENERATION

2019 ◽  
Author(s):  
Dagnija Cedere ◽  
◽  
Rita Birzina ◽  
Tamara Pigozne ◽  
Elena Vasilevskaya ◽  
...  
Keyword(s):  
Young Adults ◽  
Data Analysis ◽  
Stem Education ◽  
Teaching And Learning ◽  
Real Life ◽  
Learning Problems ◽  
Stem Learning ◽  
Teaching Learning ◽  
Learning Principles ◽  
To Receive

The education of today more and more encounters the teaching and learning problems of young adults therefore it is topical to find out how to make the teaching/learning of the Millennium generation meaningful. This issue is especially important in STEM education. The survey involved Grade 10-12 students of Latvia, in total 256 students. Spearman’s correlations and Kruskal-Wallis test were used in the data analysis. The obtained results showed that students- millennials as regards the learning of STEM subjects can be described as real-life oriented, digitally educated who want to participate actively in the teaching/learning process and who want to receive the feedback. Keywords: meaningful learning, Millennium generation, teaching and learning principles, STEM learning.

Cognitive Performance as a Function of Sex and Handedness: An Evaluation of the Levy Hypothesis

1979 ◽  
Vol 3 (4) ◽  
pp. 378-390 ◽  
Author(s):  
Julia Sherman
Keyword(s):  
Test Performance ◽  
Math Achievement ◽  
Spatial Interaction ◽  
Academic Progress ◽  
Left Handedness ◽  
9Th Grade ◽  
Cognitive Pattern ◽  
Spatial Performance ◽  
Math Students ◽  
11Th Grade

Investigated incidence of left-handedness and non-right-handedness in a sample of 9th-grade students ( n = 313). In comparison, incidence among undergraduates is underestimated. Girls were not significantly more right-handed than boys in the 9th grade sample but were significantly ( p<.01) more right-handed than boys in a sample of math students, grades 9-11 ( n = 1097). Handedness did not affect math achievement (Test of Academic Progress), verbal (Quick Word Test), or spatial (Space Relations Test of the Differential Aptitude Test) performance in the 9th ( n = 108) or 10th ( n = 75) grade students. for 11th grade students ( n = 98) a significant sex-by-handedness-by-measures (verbal spatial) interaction was found ( p<.05). Results did not support the hypothesis of Levy's that left-handedness decreases spatial performance and benefits verbal performance, nor did the results support the further hypothesis that the cognitive pattern of higher verbal than spatial performance often considered characteristic of females can be attributed to more bilateral cerebral verbal function in females as in left-handers.

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