Psychology in the Schools 

About: Psychology in the Schools is an academic journal published by Wiley-Blackwell. The journal publishes majorly in the area(s): School psychology & Academic achievement. It has an ISSN identifier of 0033-3085. Over the lifetime, 4630 publications have been published receiving 113037 citations. The journal is also known as: Psychol. Schools.

Mullen Scales of Early Learning

Abstract: Short Description of Instrument: Description: The Mullen Scales of Early Learning (MSEL) includes five scales that provide information on cognitive and motor ability. The five scales include: Gross Motor (0–33 months only), Visual Reception, Fine Motor, Expressive Language and Receptive Language. In addition to assessing a child’s strength and weaknesses, this measure is used to assess school readiness. Included in the questionnaire are three different forms depending on the age of the child; 15 minute test for a 1-year old, 25– 35 minute test for 3 year olds and 40–60 minutes for 5 year olds. The report generated from this measure includes a list of tasks that parents can help their child learn at home (based on age).

The psychological sense of school membership among adolescents: scale development and educational correlates.

Abstract: Este articulo analiza el desarrollo y la validacion de una medida de la pertenencia percibida o la pertenencia psicologica de los estudiantes adolescentes al entorno escolar.

Student engagement with school: Critical conceptual and methodological issues of the construct.

Abstract: Research supports the connection between engagement, achievement, and school behavior across levels of economic and social advantage and disadvantage. Despite increasing interest and scientific findings, a number of interrelated conceptual and methodological issues must be addressed to advance this construct, particularly for designing data-supported interventions that promote school completion and enhanced educational outcomes for all students. Of particular concern is the need to (a) develop consensus on the name of the construct, (b) identify reliable measures of the dimensions of the construct, and (c) complete the construct validation studies needed to move research and intervention forward. © 2008 Wiley Periodicals, Inc.

Academic resilience and its psychological and educational correlates: A construct validity approach

Abstract: This study examines educational and psychological correlates of academic resilience using within-network and between-network validity approaches. Based on a sample of 402 Australian high-school students, a newly developed unidimensional academic resilience construct found within-network validity by way of sound item and factor properties. In terms of between-network validity, correlation, path analysis, and cluster analysis showed that five factors predict academic resilience: self-efficacy, control, planning, low anxiety, and persistence. Hence, a 5-C model of academic resilience is proposed: confidence (self-efficacy), coordination (planning), control, composure (low anxiety), and commitment (persistence). Path analysis also showed that academic resilience subsequently predicts three educational and psychological “outcomes”: enjoyment of school, class participation, and general self-esteem. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 267–281, 2006.