Administrator Turnover: The Roles of District Support, Safety, Anxiety, and Violence from Students.

Researchers have examined the importance of school administrative support for teacher safety, victimization, anxiety, and retention; however, studies to date have rarely focused on school administrators' perceptions of support by their district leaders, and its relation to administrators' anxiety/stress, safety, and their intentions to transfer or quit their jobs. In the current study of 457 PreK-12th grade school administrators in the United States, structural equation modeling was used to examine relations between administrators' perceptions of support from their district leaders and their anxiety/stress, safety, and intentions to transfer or quit their jobs. Administrator experiences of violence by student offenders served as a moderator.

Latent profiles of home behaviour problems in Trinidad and Tobago.

Caregivers who interact with children at home can provide a critical, complementary perspective on a child's behaviour functioning. This research used a parent-administered measure of problem behaviours to study perceptions of child behaviours across home situations. We applied latent profile analysis to identify subgroups of children with common behavioural tendencies in a nationally representative sample (N = 709) of 4- to 13-year-old children in Trinidad and Tobago.

Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results.

Aggression and violence against educators and school personnel have raised public health concerns that require attention from researchers, policymakers, and training providers in U.S. schools.

Effects of Two Online Mindfulness-Based Interventions for Early Adolescents for Attentional, Emotional, and Behavioral Self-Regulation.

(1) Background: Mindfulness-based interventions (MBIs) have shown interesting preliminary effects on self-regulation processes in early adolescence. However, programs have typically combined different types of interventions with no understanding of the specific effect of each intervention type on attentional, emotional, and behavioral regulation. The objective of this research was to evaluate the effect of two MBIs-one focused on classic attentional practices and another focused on the recognition and expression of emotions-on attentional, emotional, and behavioral self-regulation in early adolescents.

Method considerations for school psychology from longitudinal research on gifted students.

This article draws from longitudinal research on gifted students to provide method considerations for school psychology research. First, we provide some background of gifted and talented education in the United States. Then, drawing from multiple longitudinal samples of gifted students, in particular the Study of Mathematically Precocious Youth (SMPY), we illustrate the role of replications, including constructive replications.

Time Balance and Family Functioning: The Role of Time Perspective in the Cohesion and Adaptability of Families with Adolescents.

Family functioning, understood as cohesion and adaptability, is critical in families with adolescent children, given the changes that this stage implies at the family level. Time perspective is one variable that can facilitate better family functioning through the way people give meaning to the process they live. In this study, we examined the relationship between family functioning and the time perspective of adolescent children's parents.

Time on our side: An exploratory investigation of the relationship between psychiatric disorder and time attitudes.

Time attitudes indicate how individuals feel about the past, present, and future. A growing body of research has demonstrated that scores on the Adolescent and Adult Time Inventory-Time Attitudes Scale relate meaningfully to a variety of measures of well-being and psychiatric symptomatology. To date, no study has examined how (if at all) Time Attitudes scores relate to psychiatric disorder.

Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit.

Teacher well-being and experiences of violence have become issues of national concern, and teacher shortages have increased since the onset of COVID-19. In this national study, we examined verbal and physical violence against teachers from multiple aggressors and the role of anxiety and stress in predicting intentions to transfer positions or quit the profession. The majority of the sample of 9,370 pre-Kindergarten-12th grade teachers was White (79%) and female (79%).

How school policies, strategies, and relational factors contribute to teacher victimization and school safety.

In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety.

The Hebrew version of the adolescent and adult time inventory-time attitudes scales (AATI-TA): a validation study.

In the present study, we examined the construct validity of scores on the Hebrew version of the Adolescent and Adult Time Inventory-Time Attitudes Scale (AATI-TA). The AATI-TA was translated into Hebrew by bilingual speakers, using the back-translation method. Participants included 452 young adults (M = 22.

Violence directed against teachers during the COVID-19 pandemic: A social-ecological analysis of safety and well-being.

Violence against teachers is a public health crisis that has devastating effects on school personnel well-being, health, and retention, as well as students' educational outcomes. In collaboration with national organizations, the American Psychological Association Task Force on Violence against Educators conducted the first national survey on educator victimization that included 4,136 pre-K through 12th-grade teachers from all 50 U.S.

Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD.

Personal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with comorbid LD and ADHD, we examined the structural validity of disability acceptance and disability affirmation scores and the association between these scores and anxiety/depression, life satisfaction, and general self-efficacy.

The role of insider knowledge in the trajectories of highly accomplished scientists.

Insider knowledge is critical information about how to achieve success that is not available to the general public but is relatively well-known to individuals within the domain and to those who have access to those individuals. The goal of this study was to examine the perceived role of insider knowledge in a sample of highly accomplished American professionals in science, technology, engineering, and mathematics (STEM). We asked participants explicitly if insider knowledge had played a role in their talent development trajectory from K-12 education to their current creative work, with questions related to experiences at the undergraduate and graduate level and during their careers.

Nigrescence theory from 1971 to 2021: The critical contributions of William E. Cross, Jr.

Identity is one of the most important constructs in psychology, speaking to who we are, what groups we belong to, how we perceive ourselves, and how we are perceived by others. William E. Cross, Jr.

Disability self-worth and personal meaning relate to psychosocial functioning among employed U.S. adults with LD and ADHD.

Purpose/objective: Personal disability identity (PDI) refers to disability self-concept and includes various attitudes toward disability. In this study, we examined whether the PDI attitudes of disability self-worth and personal meaning were predictors of psychosocial functioning.

Method/design: Using hierarchical regression to control for sociodemographic and disability characteristics, we examined the unique contributions of these two PDI attitudes to life satisfaction, anxiety/depression, and general self-efficacy in a sample of 1,203 employed U.

What Was Not Said and What to Do About It.

The Woo et al. review (this issue) provides a foundation for considering the larger goals of higher education. We step back to consider the broader goals and ideals of higher education.

From traditional practice to tiered comprehensive services for all: Developing a responsive school culture for the future.

In this article, we reflect on the evolution of school psychology practice from the past to the present, and share some thoughts about the future. Although school psychology programs provide training in consultation, prevention, social emotional development, counseling, and mental health interventions, school psychology practice is still dominated by assessment, and the specialty has yet to live up to its promise to address the multiple needs of an increasingly diverse student population. Today's practitioners need to be skilled in systems-level programing that is informed by cultural awareness, knowledge, and skills necessary to responsibly work toward the best outcomes for students and families from all cultural, ethnic, and racial backgrounds.

Searching for Something Positive in Future Negative: The Adolescent and Adult Time Inventory-Time Attitudes Scale.

The Adolescent and Adult Time Inventory-Time Attitudes Scale (AATI-TA) measures emotional engagement with the past, present, and future, and scores have been shown to relate meaningfully to health outcomes. For past, present, and future, five items are used to assess both positive and negative attitudes. Although evidence for the hypothesized six-factor solution has been widely reported, some studies have indicated problems with the Future Negative items.

Time Attitude Profiles and Health-Related Behaviors: Validation of a Spanish Version of the Adolescent and Adult Time Inventory-Time Attitudes (AATI-TA).

Temporal psychology constructs are an individual difference variable related to behavioral outcomes. Recent research has shown that there are different time attitude profiles based on different configurations of the six Adolescent and Adult Time Inventory-Time Attitude (AATI-TA) subscales. The objective of this study was to analyze the psychometric properties of AATI-TA scores in Uruguay and determine the existence of temporal profiles in this context.

Time Perspective Constructs in Albanian and Italian Adolescents: Exploratory Analyses.

Time perspective is an important correlate of developmental outcomes in adolescence, and research has highlighted the importance of assessing the past, the present, and the future. However, there are few instruments that assess all three time periods. In the current study, we examined the responses of Italian and Albanian adolescents on the time frequency, time orientation, time relation, and time attitude subscales of the Adolescent and Adult Time Inventory.

Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research.

Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains.

Environmental Factors and Personal Characteristics Interact to Yield High Performance in Domains.

Outstanding human performance continues to intrigue experts and the public; however, the focus is often on the individual performer or producer with scant attention given to the additive part played by circumstances and contexts. Using general theories of development (e.g.