Contemporary Issues in Educational and School Psychology

Σχέσεις εκπαιδευτικών-μαθητών/ριών – Σχολικό Κλίμα Allen, K.-A., Jamshidi, N., Berger, E., Reupert, A., Wurf, G., & May, F. (2021). Impact of school-based interventions for building school belonging in adolescence: A systematic review. Educational Psychology Review, 34(2), 525–558. https://doi.org/10.1007/s10648-021-09621-w Braun, S. S., Rodgers, C. R., Linsky, A., Griffin, C. B., & Bradshaw, C. P. (2023). The association between an equitable school climate and students’ psychosocial outcomes: The moderating roles of race and gender. School Psychology Review, 53(5), 1-21. https://doi.org/10.1080/2372966X.2023.2192174 Endedijk, H. M., Breeman, L. D., Van Lissa, C. J., Hendrickx, M. M. H. G., Den Boer, L., & Mainhard, T. (2022). The teacher’s invisible hand: A meta-analysis of the relevance of teacher-student relationship quality for peer relationships and the contribution of student behavior. Review of Educational Research: 92(3), 370-412. https://doi.org/10.3102/00346543211051428 Frenzel, A. C., Daniels, L., & Buric, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250-264. https://doi.org/10.1080/00461520.2021.1985501 Gentzis, E. A., & Dixson, D. D. (2024). How school climate relates to other psychosocial perceptions and academic achievement across the school year. School Psychology Review, 53(5), 441-458. https://doi.org/10.1080/2372966X.2023.2261835 Haataja, E., Salonen, V., Laine, A., Toivanen, M., & Hannula, M. S. (2020). The relation between teacher- student eye contact and teacher’s interpersonal behavior during group work: A multiple-person gaze- tracking case study in secondary mathematics education. Educational Psychology Review, 33, 51-67. https://doi.org/10.1007/s10648-020-09538-w Hajovsky, D. B., Chesnut, S. R., Helbig, K. A., & Goranowski, S. M. (2023). On the examination of longitudinal trends between teacher–student relationship quality and social skills during elementary school. School Psychology Review, 52(6), 679-695. https://www.tandfonline.com/doi/abs/10.1080/2372966X.2021.1883995 Holland, J. L., & Phelps, L. A. (2021). Developing a sense of belonging in secondary schools: A systematic review. School Psychology Review, 46(4), 287–301. https://doi.org/10.1080/2372966X.2021.1926321 Κίνητρα επίτευξης, ακαδημαϊκά συναισθήματα, εμπλοκή στη μαθησιακή διαδικασία/τάξη Hornstra, L., Stroet, K., Rubie-Davies, C., & Flint, A. (2023). Teacher expectations and self-determination theory: Considering convergence and divergence of theories. Educational Psychology Review, 35(3), 76. https://doi.org/10.1007/s10648-023-09788-4 Kilday, J. E., & Ryan, A. M. (2022). The intersection of the peer ecology and teacher practices for student motivation in the classroom. Educational Psychology Review, 34(4), 2095–2127. https://doi.org/10.1007/s10648-022-09712-2 Lauermann, F., & Ten Hagen, I. (2021). Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes. Educational Psychologist, 56(4), 265-282. https://doi.org/10.1080/00461520.2021.1991355 Park, D., & Ramirez, G. (2022). Frustration in the classroom: Causes and strategies to help teachers cope productively. Educational Psychology Review, 34, 1955-1983. https://doi.org/10.1007/s10648-022- 09707-z Patall, E. A., Yates, N., Lee, J., Chen, M., Bhat, B. H., Lee, K., Beretvas, S. N., Lin, S., Man, Yang, S., Jacobson, N. G., Harris, E., & Hanson, D. J. (2024). A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement. Educational Psychologist, 59(1), 42–70. https://doi.org/10.1080/00461520.2023.2274104 Skinner, E. A., Kindermann, T. A., Vollet, J. W., & Rickert, N. P. (2022). Complex social ecologies and the development of academic motivation. Educational Psychology Review, 34(4), 2129–2165. https://doi.org/10.1007/s10648-022-09714-0 Skinner, E. A., Rickert, N. P., Vollet, J. W., & Kindermann, T. A. (2022). The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement. Educational Psychologist, 57(2), 87–113. https://doi.org/10.1080/00461520.2022.2038603 Wentzel, K., & Skinner, E. (2022). The other half of the story: The role of social relationships and social contexts in the development of academic motivation. Educational Psychology Review: 34, 1865- 1876. https://doi.org/10.1007/s10648-022-09713-1 Αυτο-ρύθμιση της μάθησης και της συμπεριφοράς (& αναβλητικότητα, διαχείριση χρόνου, ανταγωνιστικών δραστηριοτήτων κτλ) Ben-Eliyahu, Α. (2019). Academic emotional learning: a critical component of self-regulated learning in the emotional learning cycle. Educational Psychologist: 54(2), 84-105. https://doi.org/10.1080/00461520.2019.1582345 Kim, Y. E., Yu, S. L., Wolters, C. A., & Anderman, E. M. (2023). Self-regulatory processes within and between diverse goals: The multiple goals regulation framework. Educational Psychologist, 58(2), 70–91. https://doi.org/10.1080/00461520.2022.2158828 Singh, C. A., & Muis, K. R. (2024). An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation. Educational Psychologist, 59(3), 177–194. https://doi.org/10.1080/00461520.2023.2294881 Zakszeski, B., Hojnoski, R. L., Dever, B. V., DuPaul, G. J., & McClelland, M. M. (2020). early elementary trajectories of classroom behavior self-regulation: Prediction by student characteristics and malleable contextual factors. School Psychology Review, 49(2), 161–177. https://doi.org/10.1080/2372966x.2020.1717373 Γονεϊκή εμπλοκή στη σχολική ζωή των παιδιών και των εφήβων Hill, N. E. (2022). Parental involvement in education: Toward a more inclusive understanding of parents’ role construction. Educational Psychologist, 57(4), 309–314. https://doi.org/10.1080/00461520.2022.2129652 LaRosa, K., Ogg, J. A., Dedrick, R., Suldo, S., Rogers, M., Laffoon, R., & Weaver, C. (2023). Parent involvement in education as predictors of social–emotional strengths in kindergartners. School Psychology Review, 1–14. https://doi.org/10.1080/2372966x.2023.2194845 Ma, T., Tellegen, C. L., Hodges, J., & Sanders, M. R. (2024). The associations between parenting self- efficacy and parents’ contributions to the home-school partnership among parents of primary school students: A multilevel meta-analysis. Educational Psychology Review, 36(3). https://doi.org/10.1007/s10648-024-09937-3 McWayne, C. M., Melzi, G., & Mistry, J. (2022). A home-to-school approach for promoting culturally inclusive family–school partnership research and practice. Educational Psychologist, 57(4), 238– 251. https://doi.org/10.1080/00461520.2022.2070752 Pinquart, M., & Ebeling, M. (2020). Parental educational expectations and academic achievement in children and adolescents—A meta-analysis. Educational Psychology Review, 32(2), 463–480. https://doi.org/10.1007/s10648-019-09506-z Tianyi Ma, Cassandra L. Tellegen, Julie Hodges & Matthew R. Sanders. The associations between parenting self-efficacy and parents’ contributions to the home-school partnership among parents of primary school students: A multilevel meta-analysis. Educational Psychology Review https://link.springer.com/article/10.1007/s10648-024-09937-3 Williams-Johnson, M., & Fields-Smith, C. (2022). Homeschooling among Black families as a form of parental involvement: A focus on parental role construction, efficacy, and emotions. Educational Psychologist, 57(4), 252–266. https://doi.org/10.1080/00461520.2022.2129648 Williams-Johnson, M., & Gonzalez-DeHass, A. R. (2022). Parental role construction leading to parental involvement in culturally distinct communities. Educational Psychologist, 57(4), 231–237. https://doi.org/10.1080/00461520.2022.2131554 Κοινωνικο-συναισθηματική Μάθηση – Δράσεις πρόληψης και παρέμβασης Jiang, X., Mueller, C. E., & Paley, N. (2024). A systematic review of growth mindset interventions targeting youth social–emotional outcomes. School Psychology Review, 53(3), 251–272. https://doi.org/10.1080/2372966x.2022.2151321 Kyung Kim, E., Allen, P. J., & Jimerson, Sh. R. (2024). Supporting student social emotional learning and development. School Psychology Review: 53(3), 201-207. https://doi.org/10.1080/2372966X.2024.2346443 Stefan, C., Danila, I., & Cristescu, D. (2022). Classroom-wide school interventions for preschoolers’ social- emotional learning: A systematic review of evidence-based programs. Educational Psychology Review: 34, 2971-3010. https://doi.org/10.1007/s10648-022-09680-7 ++++++ Βία και εκφοβισμός στη σχολική κοινότητα Bokkel, I., Roorda, D., Maes, M., Vershcueren, K. & Colpin, H. (2022). The role of affective teacher– student relationships in bullying and peer victimization: A multilevel meta-analysis. School Psychology Review, 52(2), 110-129. https://doi.org/10.1080/2372966X.2022.2029218 Dawes, M., Malamut, S., Guess, H. & Lohrbach, E. (2024). Teachers’ attitudes toward bullying and intervention responses: A systematic and meta-analytic Review. Educational Psychology Review, 36(122). https://doi.org/10.1007/s10648-024-09951-5 La Salle-Finley, T., Yang, C., Espelage, D., & Jimerson, S. R. (2024). Understanding and promoting school climate, bullying, and social-emotional learning: Transdisciplinary and transnational science advancing positive youth outcomes. School Psychology Review, 53(5), 417–424. https://doi.org/10.1080/2372966x.2024.2386235 Τen Bokkel, I. M., Roorda, D. L., Maes, M., Verschueren, K., & Colpin, H. (2022). The role of affective teacher–student relationships in bullying and peer victimization: A multilevel meta-analysis. Educational Psychology Review, Special Topic Section on Meta-Analyses and Systematic Reviews, 52(2), 110–129. ++++ Θέματα ισοτιμίας, ετερότητα και συμπερίληψης (να διευρυνθεί, σας ανέφερα ποιες ομάδες) Blake, J. J., Fenning, P. A., & Jimerson, S. R. (2024). Building an evidence base for professional learning in prejudice reduction, racial bias, and antiracism in schools: Slow motion is better than no motion. School Psychology Review, 53(4), 341-353. https://www.tandfonline.com/doi/full/10.1080/2372966X.2024.2362550#abstract Girvan, E. J., McIntosh, K., & Santiago-Rosario, M. R. (2021). Associations between community-level racial biases, office discipline referrals, and out-of-school suspensions. School Psychology Review, 50(2–3), 288–302. https://doi.org/10.1080/2372966x.2020.1838232 Khalaf, N. A., Woolweaver, A. B., Marmolejos, R. R., Little, G. A., Burnett, K., & Espelage, D. L. (2022). The impact of islamophobia on Muslim students: A systematic review of the literature. School Psychology Review, 52(2), 206–223. https://doi.org/10.1080/2372966x.2022.2075710 Krämer, S., Möller, J., & Zimmermann, F. (2021). Inclusive education of students with general learning difficulties: A meta-analysis. Review of Educational Research, 91(3), 432–478. https://doi.org/10.3102/0034654321998072 Malone, C. M. (2024). Moving school psychology beyond the clouds of injustice: A blue sky discussion. School Psychology Review, 53(3), 324–340. https://doi.org/10.1080/2372966X.2024.2330111 Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2020). Intellectual giftedness and multidimensional perfectionism: A meta-analytic review. Educational Psychology Review, 32(2), 391–414. https://doi.org/10.1007/s10648-019-09504-1 Νέες Τεχνολογίες και GenAI – Παιδιά, έφηβοι – σύνδεση με σχολείο, ακαδημαϊκά αποτελέσματα και ευημερία Bender, P. K., Kim, E., & Gentile, D. A. (2020). Gaming disorder in children and adolescents: Risk factors and preventive approaches. Current Addiction Reports, 7(4), 553–560. https://doi.org/10.1007/s40429-020-00337-5 Chen, C., Yang, C., Nie, Q., & Teng, Z. (2023a). The association between bullying victimization and problematic internet use: The role of Social-Emotional Learning (SEL) competencies. School Psychology Review, 1–16. https://doi.org/10.1080/2372966x.2023.2263812 Cheng, M. T., Huang, W. Y., & Hsu, M. E. (2020). Does emotion matter? An investigation into the relationship between emotions and science learning outcomes in a game-based learning environment. British Journal of Educational Technology, 51(6), 2233–2251. https://doi.org/10.1111/bjet.12896 Greenhow, C., Graham, C.R., & Koehler, M. J. (2022). Foundations of online learning: Challenges and opportunities. Educational Psychologist, 57(3), 131-147. https://doi.org/10.1080/00461520.2022.2090364 Huber, S. E., Kiili, K., Nebel, S., Ryan, R. M., Sailer, M., & Ninaus, M. (2024). Leveraging the potential of large language models in education through playful and game-based learning. Educational psychology review, 36(1), 25. https://doi.org/10.1007/s10648-024-09868-z Mason, L., Ronconi, A., Scrimin, S., & Pazzaglia, F. (2022). Short-term exposure to nature and benefits for students’ cognitive performance: A review. Educational Psychology Review, 34(2), 609-647. https://doi.org/10.1007/s10648-021-09631-8 Samala, A.D., Rawas, S., Wang, T. et al. Unveiling the landscape of generative artificial intelligence in education: A comprehensive taxonomy of applications, challenges, and future prospects. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12936-0 Sella, E., Bolognesi, M., Bergamini, E., Mason, L., & Pazzaglia, F. (2023). Psychological benefits of attending forest school for preschool children: A systematic review. Educational Psychology Review, 35(1), 1-29. https://doi.org/10.1007/s10648-023-09750-4 Tate, T., & Warschauer, M. (2022). Equity in online learning. Educational Psychologist, 57(3), 192-206. https://doi.org/10.1080/00461520.2022.2062597 Vella-Brodrick, D. A., & Gilowska, K. (2022). Effects of nature (greenspace) on cognitive functioning in school children and adolescents: A systematic review. Educational Psychology Review, 34(3), 1217- 1254. https://doi.org/10.1007/s10648-022-09658-5 Ψυχική ανθεκτικότητα μαθητών/ριών και εκπαιδευτικών Bardach, L., Klassen, R. M., & Perry, N. E. (2021). Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review. Educational Psychology Review: 34, 259-300. https://doi.org/10.1007/s10648-021-09614-9 Bradshaw, C. P., Kush, J. M., Braun, S. S., & Kohler, E. A. (2023). The perceived effects of the onset of the COVID-19 pandemic: A focus on educators’ perceptions of the negative effects on educator stress and student well-being. School Psychology Review, 1–4. https://doi.org/10.1080/2372966x.2022.2158367 Kim, L. E., Jorg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review: 31, 163-195. https://doi.org/10.1007/s10648-018-9458-2 Leger, K. A., Haynes, E. N., Hilbert, T. J., Maras, J., Brancato, C., & Bush, H. M. (2024). teacher stress and mental health during the COVID-19 pandemic: Differences by teaching modality. School Psychology Review, 1–10. https://doi.org/10.1080/2372966X.2024.2317700 Nygaard, M. A., & Ormiston, H. E. (2024). An exploratory study examining student social, academic, and emotional behavior across school transitions. School Psychology Review, 53(3), 310–323. https://doi.org/10.1080/2372966x.2022.2109061 Roloff, J., Kirstges, J., Grund, S., & Klusmann, U. (2022). How strongly is personality associated with burnout among teachers? A meta-analysis. Educational Psychology Review, 34, 1613-1650. https://doi.org/10.1007/s10648-022-09672-7 Wolff, Ch. E., Jarodzka, H., & Boshuizen H. P. A. (2020). Classroom management scripts: Α theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review: 33, 131-148. https://doi.org/10.1007/s10648-020-09542-0 Ρόλος των σχολικών ψυχολόγων Kaplan, A. (2023). A framework for approaching policy-oriented educational psychology research. Educational Psychologist, 58(4), 229–243. https://doi.org/10.1080/00461520.2023.2253301 López, F. (2023). How can educational psychology inform policy? Educational Psychologist, 58(4), 278– 283. https://doi.org/10.1080/00461520.2023.2253297 Maki, K. E, Kranzler, J. H., & Wheeler, J. M. (2022). Ethical dilemmas in school psychology: Which dilemmas are most prevalent today and how well prepared are school psychologists to face them? School Psychology Review, 53(1), 57-68. https://doi.org/10.1080/2372966X.2022.2125338 Pham, A. V., N. Goforth, A., N. Aguilar, L., Burt, I., Bastian, R., & Diaków, D. M. (2021). Dismantling systemic inequities in school psychology: Cultural humility as a foundational approach to social justice. School Psychology Review, 51(6), 692–709. https://doi.org/10.1080/2372966X.2021.1941245 Rosenfield, S. (2021). Strengthening the school in school psychology training and practice. School Psychology Review, 51(6), 785–794. https://doi.org/10.1080/2372966x.2021.1993032 Sabnis, S. V., & Proctor, S. L. (2021). Use of critical theory to develop a conceptual framework for critical school psychology. School Psychology Review, 51(6), 661–675. https://doi.org/10.1080/2372966X.2021.1949248 Sullivan, A. L., Worrell, F. C., & Jimerson, S. R. (2022). Reconceptualizing school psychology for the 21st century: The future of school psychology in the United States. School Psychology Review, 51(6), 647–660. https://doi.org/10.1080/2372966X.2022.2139131 ΕΠΙΠΛΕΟΝ ΕΝΔΕΙΚΤΙΚΗ ΒΙΒΛΙΟΓΡΑΦΙΑ - Abreu, R. L., Kenny, M. C., Hall, J. G., & Huff, J. (2019). Supporting transgender students: School counselors’ preparedness, training efforts, and necessary support. Journal of LGBT Youth. https://doi.org/10.1080/19361653.2019.1662755 - Allen, K-A., Waters, L., Arslan, G., & Prentice, M. (2022). 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