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: Multidimensional perfectionism and internalizing problems; Adolescent stressors coupled with environmental demands, such as pressures to achieve, might lead to negative outcomes for some students. Students who worry about their ability to meet high standards might be more at risk of internalizing problems. The current study investigated the relations among perfectionism, social support, and internalizing problems of middle school students (N = 169). Research has established perfectionism as having maladaptive and adaptive traits. Regression analyses indicated that maladaptive perfectionism was positively related, while adaptive perfectionism was negatively related, to anxiety and depression. Adaptive perfectionists reported significantly higher levels of teacher support than maladaptive perfectionists and nonperfectionists and higher levels of classmate support than nonperfectionists. In addition, classmate support for girls and boys, and teacher support for boys, were found to buffer the relation between maladaptive perfectionism and anxiety and depression. Future research should examine social support and perfectionism and how to best provide support to maladaptive perfectionists., perfectionism, social support, school context, depression, anxiety, The version of record can be found at https://doi.org/10.1177/0272431616636231

: Multilingual Versions of Popular Social, Emotional, and Behavioral Tests; This paper focuses on bias in the translation of social, emotional, and behavioral tests. Specifically, the authors address tests developed in the United States (U. S.), but later adapted for use with non-English speakers, and / or individuals who live(d) outside of the United States. Ethics and best practices for use and selection of test translations are described, along with problems endemic to ad-hoc translation. In addition, the authors surveyed publishers to determine what languages and normative data have been made available other than the English version (with U.S. norms). This information is tabulated and presented. The most popular language available was English; normative data was available for English speakers from the United States, Australia, Canada, and the United Kingdom. Spanish was the second most popular, with 12.59% of the tests translated into Spanish (8.3% with norms). These Spanish norms may be general (all Spanish speakers) or specific (e.g., Puerto Rican norms). In addition, country-based norms are described for some tests, but the actual language is not (e.g., there are norms for Spain but it is unclear if the language is Castilian, Basque, Catalan, Galician, or Occitan).

: Narrative-supported math problem solving in digital game-based learning; Narrative as a game design feature constantly yields mixed results for learning in the literature. The purpose of this exploratory mixed-methods case study was to examine design heuristics and implications governing the role of narratives in a digital game-based learning (DGBL) environment for math problem solving. We collected data via observation, semi-structured interviewing, and video recording with twenty-seven college students with diverse demographic backgrounds. Video logging resulted in 2276 behavioral events for quantitative analysis. The study indicated: (1) 11 narrative-governed actions for gamebased math problem solving; (2) the positive correlations between narrative usage and successful game-based math problem solving; and (3) the gender effects: girls are supported by game narratives designed with intrinsic integration (i.e., object-oriented narrative) for math problem solving more than boys. The study findings highlighted the critical role of game narratives in a sandbox DGBL environment for math problem solving as well as gender- inclusive design of narratives. A set of data-driven design heuristics and implications for the game narrative in DGBL were delineated and suggested., Game-based learning, Narratives, Math problem solving, Designing learning environments, NSF Grant #1720533

: Nature of Elementary Preservice Teachers' Reflection during an Early Field Experience; Teacher education assumes that the more time observing practicing teachers, the better, but the value of observation (guided or unguided) in early field experiences is unknown. In this mixed-methods study, we examined the levels of reflection, use of future-oriented reflection, and changes in the reflective writing of 90 preservice elementary education teachers enrolled in two sections of an early field experience course (one of which received guided observation) at a large university in the United States While the level of reflection in the writing of 35% of the preservice teachers (PTs) increased in complexity over the span of a semester, only 10% of the PTs ever demonstrated the deepest level of reflection in their writing. Future-oriented reflection accounted for 6% of the language in the assignments with a majority of the instances documenting what PTs planned to do in their future classrooms. PTs in the guided observation group demonstrated a significantly higher level of reflection than those in the unguided group. With these findings in mind, we present implications for teacher-education field experiences and future research, such as providing scaffolding for futureoriented reflection., Keywords: reflection, reflective learning, future-oriented reflection, teacher education, early field experiences, Note: This is an Author's Accepted Manuscript of an article published in Reflective Practice [2014], available online: http://www.tandfonline.com/10.1080/14623943.2014.900018, Citation: Arrastia, M. C., Rawls, E. S., Brinkerhoff, E. H., & Roehrig, A. D. (2014). The nature of elementary preservice teachers' reflection during an early field experience. Reflective Practice, 15(4), 427-444. doi:10.1080/14623943.2014.900018

: One-session Mindfulness Versus Concentrative Meditation; Background: Mindfulness meditation (MM) is often readily applied in university settings as a practical means to reduce stress associated with academic and environmental uncertainties. Little is known, however, about the ideal prescribed frequency and duration of an MM practice to cultivate safe uncertainty when anticipating a stressful task. Purpose: This study therefore examined the effectiveness of a single 25-minute MM in reducing stress compared to concentrative meditation (CM). Methods: The presence of prolonged stress anticipation (A) varied across conditions. Participants (N = 116) were randomly assigned to one of the four groups: MM-A, CM-A, MM, or CM. Both self-reported and physiological stress, assessed by a total distress measure, blood pressure (BP) readings, and heart rate (HR) readings, were recorded pre and post meditation. Results: Parametric analyses demonstrated that all conditions significantly reduced self-reported stress, but not BP and HR levels. Between group differences emerged on one self-reported distress subscale. Discussion: The implications of one-session MM's ability to reduce self-reported stress, but not physiological stress responses, are explored. Translation to Health Education Practice: Health education approaches may benefit from creating implementation monitoring systems when evaluating the impact of brief meditations and similar interventions., quality, implementation, depression, interventions, anxiety, mood, The publisher's version of record is availible at https://doi.org/10.1080/19325037.2020.1712668

: One-session mindfulness versus concentration meditation; Background: Mindfulness meditation (MM) is often readily applied in university settings as a practical means to reduce stress associated with academic and environmental uncertainties. Little is known, however, about the ideal prescribed frequency and duration of an MM practice to cultivate safe uncertainty when anticipating a stressful task. Purpose: This study therefore examined the effectiveness of a single 25-minute MM in reducing stress compared to concentrative meditation (CM). Methods: The presence of prolonged stress anticipation (A) varied across conditions. Participants (N = 116) were randomly assigned to one of the four groups: MM-A, CM-A, MM, or CM. Both self-reported and physiological stress, assessed by a total distress measure, blood pressure (BP) readings, and heart rate (HR) readings, were recorded pre and post meditation. Results: Parametric analyses demonstrated that all conditions significantly reduced self-reported stress, but not BP and HR levels. Between group differences emerged on one self-reported distress subscale. Discussion: The implications of one-session MM’s ability to reduce self-reported stress, but not physiological stress responses, are explored. Translation to Health Education Practice: Health education approaches may benefit from creating implementation monitoring systems when evaluating the impact of brief meditations and similar interventions.

: Online teaching of career development; Publication Note: This is the accepted manuscript of an article published in the Career Planning and Adult Development Journal.

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: Passion for Academics and Problematic Health Behaviors.; According to the Dualistic Model of Passion (39), passion entails valuing, liking, and spending time on an activity. The Dualistic Model also posits two types of passion for activities: harmonious passion (individual voluntarily engages in the activity) and obsessive passion (individual is compelled to engage in the activity). The purpose of the present study was to examine the possible links between college students' passion for academic activities and problematic health behaviors including smoking, excessive drinking, exercise addiction, disordered eating, and sleepiness, which is a possible indicator of sleep deprivation. Participants (n = 502) completed a survey gauging passion type and health behaviors. Regression analyses revealed obsessive passion for academic activities was positively associated with scores on measures of excessive drinking (β = .15, p= .008), exercise addiction (β = .19, p<.001), and disordered eating (β = .17, p < .001) but was not associated with sleep deprivation (β = .07, p = .15). Harmonious passion for academic activities, in contrast, was negatively associated with excessive drinking behavior (β = -.16, p = .002) and sleep deprivation (β = -.13, p = .007) but was not associated with exercise addiction (β = .002, p = .97) and disordered eating (β = -.04, p = .37). These findings provide further support for the Dualistic Model of Passion. Students who are obsessively passionate about their academic activities are more likely to engage in poor health behaviors and, in turn, may experience greater negative outcomes than students who are harmoniously passionate about their academics., Keywords: Academic activities, Academic major, Disordered eating, Drinking behaviors, Dualistic model of passion, Exercise addiction, Sleepiness, Stress, Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5421985.

: Patterns of Using Multimodal External Representations in Digital Game-Based Learning; Although prior research has highlighted the significance of representations for mathematical learning, there is still a lack of research on how students use multimodal external representations (MERs) to solve mathematical tasks in digital game-based learning (DGBL) environments. This exploratory study was to examine the salient patterns problem solvers demonstrated using MERs when they engaged in a single-player, three-dimensional architecture game that requires the acquisition and application of math knowledge and thinking in game-based context problem solving. We recorded and systematically coded the behaviors of using MERs demonstrated by 20 university students during 1.5 hours of gameplay. We conducted both cluster and sequential analyses with a total of 2654 encoded behaviors. The study indicated that the maneuverable visual-spatial representation was most frequently used in the selected architecture game. All of the participants performed a high level of representational transformations, including both treatment and conversion transformations. However, compared to the students in the second cluster who were mostly non-game players, students in the first cluster (composed of mainly experienced video game players) displayed a higher frequency of interacting with various MERs and a more cautious and optimized reflective problem-solving process., Multimodal external representation, Math problem solving, Game-based learning, Cluster analysis, Sequential analysis, NSF grant 1720533

: Peer victimization and social-emotional outcomes; The relation between peer victimization, risk of social, emotional, and behavioral difficulties, and school-based sources of social support for students in elementary and middle school were examined. Participants included 656 students in third to eighth grade from one school district. Results indicated that peer support mediated the relation between peer victimization and risk of social, emotional, and behavioral difficulties, but teacher support did not mediate this relation. Conditional indirect effects analyses revealed that the indirect effect of peer support varied as a function of school level (i.e., intermediate and middle school). The implications and limitations of the current study are discussed, as well as directions for future research., emotional outcomes; social outcomes; social support; victimization., The version of record can be found at https://doi.org/10.1002/ab.21741

: Positive Behavioral Supports; Teachers commonly use behavioral logs as a primary method for controlling classroom behavior, but frequently they are using these logs incorrectly. For this reason, this article provides specific information on how to correctly use behavioral logs for techniques such as check-in/check-out, behavioral report cards, and token economies. Each of these are described in terms of empirical support for their use and how they would be integrated into a positive behavioral and intervention support model. Concrete examples are provided for school-based practitioners to use when working with their own students., Keywords: Classroom, Management, Behavior, Positive behavior support, Publication Note: The publisher's version of record for this article is available at https://doi.org/10.1177/1053451217693366., Preferred Citation: Krach, S. K., McCreery, M. P., Wilcox, R., & Focaracci, S. (2017). Positive behavioral supports: Empirically supported use of behavioral logs. Intervention in School and Clinic, 21 pages.

: Predicting Interim Assessment Outcomes Among Elementary-Aged English Learners Using Mathematics Computation, Oral Reading Fluency, and English Proficiency Levels; The current study examined the validity of curriculum-based measures (CBM) in mathematics computation (M-COMP) and oral reading fluency (R-CBM) in predicting spring mathematics and reading performance level and performance risk (>1 SD below the national mean) among students classified as English Learners (ELs). Additionally, the current study assessed the incremental predictive value of English language proficiency (ELP) beyond CBM performance. The results indicated that ELP explains a significant portion of variability above M-COMP and R-CBM and increases the accuracy of predicting at-risk performance status on spring measures of mathematics and reading. The findings highlight the challenges of assessing the predictive accuracy of M-COMP and R-CBM among students classified as ELs, as well as the extent to which comprehensive measures of ELP account for variance in both performance level and at-risk status beyond CBMs. The implications for school data-based decision-making for language-minoritized students and directions for future research are discussed., School psychology, M. A. M., M. M., E. C. M., and C. A. A. share second authorship., R305B150003; R305A100585

: Predictors of Cyberbystander Intervention Among Adolescents.; The purpose of the current study was to examine the association between personal characteristics and the steps of the bystander intervention model (i.e., notice, interpret as emergency, accept responsibility, know how to intervene, and act) applied to cyberbullying. Examining bystander intervention as discrete steps instead of the single act has advantages for training individuals to intervene when they observe these acts of interpersonal violence. The five-step bystander intervention model has been applied to examine bystander intervention in traditional bullying, sexual assault, and drinking behavior, but not cyberbullying. In this study, we examine how specific personal characteristics (social support, social-emotional wellness, cognitive empathy, and affective empathy) are related to each step of the model. Data on students’ perceptions of these characteristics and their engagement in the five-step model were collected from 872 sixth through twelfth-grade students ages 11 to 18 in the southeastern area of the United States. Using multi-group path analysis, associations between the characteristics and steps were examined for boys and girls separately. Results indicated that social support was significantly associated with step 2 (interpreting as an emergency), step 4 (know how to intervene) and step 5 (acting). Affective empathy was significantly associated with the first four steps of the model. Social-emotional wellness was only significantly associated with step 1 and cognitive empathy was not significantly associated with any of the steps. These results suggest that it may be important to emphasize positive relationships, affective empathy, and social support for interventions primarily directed at reducing cyberbullying. Training adolescents to intervene in cyberbullying and also to increase these characteristics is important to consider., Cyberbullying, Cyberbystanders, Bystander Intervention, Social-Emotional Wellness, Social Support, Cognitive Empathy, Affective Empathy

: Preparing juvenile offenders for college and career readiness; Youth with juvenile justice (JJ) interactions and/or adjudica-tions face a number of challenges as they transition back into their community, including college and career readiness needs. In addition to the typical concerns of adolescents facing post-secondary decisions, these youths’ decisions are complicated by a myriad of other factors, often including an arrest record, poor social support, substance abuse issues, low socioeco-nomic status, and mental health concerns. While some career development research has centered on the career develop-ment of offenders, and the call for integrative career programs has been voiced, no scholarly articles were found that described the application of a career counseling model to youthful offenders. In this article, a well-researched career delivery model, cognitive information processing (CIP), and potential applications for youthful offenders are described. A case scenario is provided, and implications for research, prac-tice, and consultation are outlined., juvenile offenders, CIP, cognitive information processing, career, career development, This is the submitted manuscript, the version of record can be found at https://doi.org/10.1080/10474412.2018.1482216, Debra S. Osborn & Jacqueline G. Belle (2018): Preparing Juvenile Offenders for College and Career Readiness: A Cognitive Information Processing Approach, Journal of Educational and Psychological Consultation, DOI: 10.1080/10474412.2018.1482216

: Promoting Continuous Improvement in Delivering Career Resources and Services; The aim of this paper is to examine factors that influence continuous improvement in the design and delivery of career resources and services for young people and adults. I base this examination on my understanding of the literature on organizational change, as well as my experience as a consultant to organizations seeking to improve the delivery of career resources and services. I will begin by briefly describing my experience as a consultant to provide a context for understanding my point of view. I will then present my analysis of the factors that contribute to and detract from continuous improvement. I will conclude with a few thoughts about the challenges we face and a possible future., Citation: Sampson, J.P., Jr. (2006). Promoting continuous improvement in delivering career resources and services: Inaugural professorial lecture. Occasional paper, Centre for Guidance Studies, University of Derby, Derby, United Kingdom.

: Promoting children’s reading motivation with culturally relevant reading education; This study explored how a culturally relevant summer reading program may empower young Black students through social action and opportunities for reading engagement, thus supporting their reading motivation. The North Florida Freedom Schools (NFFS) was designed to realize social justice by providing free educational opportunities, especially for underserved children. Within this context, we explored the students’ autonomous reading motivation and relevant variables to explain how the summer programming may support their motivation to read. In this mixed-methods study, we found that students’ autonomous motivation to read was positively related to their self-efficacy, autonomy, relatedness, and controlled motivation to read. Building positive social relationships and supporting autonomy were important factors in explaining students’ high autonomous motivation in NFFS. Moreover, students reported that participation in NFFS inspired them to effectively engage in reading activities and believe in the value of social action (i.e., how people could contribute to making a better community)., reading motivation, self-efficacy, self-determination, autonomous motivation, culturally relevant education (CRE), Ha, C., Durtschi, S., Roehrig, A., Turner, J., Craig, M., Mesa, M.P., & Funari, C. (2021) Promoting Children’s Reading Motivation With Culturally Relevant Reading Education. Florida Journal of Educational Research, 59(1), 268-282., R305B170017

: Prospective elementary teachers learning to reason flexibly with sums and differences; I present a viable learning trajectory for prospective elementary teachers’ number sense development with a focus on whole-number place value, addition, and subtraction. I document a chronology of classroom mathematical practices in a Number and Operations course. The findings provide insights into prospective elementary teachers’ number sense development. These include the role of standard algorithms and their relationship to the evolution of classroom mathematical practices that involve reasoning flexibly about number composition, sums, and differences., Keywords: Prospective elementary teachers, number sense, collective activity, classroom mathematical practice, initial mathematical practice, Publication Note: This is the accepted manuscript and the version of record can be found at https://doi.org/10.1080/07370008.2017.1394303, Preferred Citation: Whitacre, I. (2017). Prospective elementary teachers learning to reason flexibly with sums and differences: Number sense development viewed through the lens of collective activity. Cognition and Instruction, 36, 1-27. doi:10.1080/07370008.2017.1394303 [Teacher Ed]

: Psychological profile of university students with different types of disabilities.

: Psychosocial Factors on Help Seeking Among International Students; This study explored the prevalence of stressors and their impact on distress for international students who did not seek help, those who sought either informal or professional help, and those who accessed both informal and professional help. Results indicated that international students underutilize professional support services when faced with serious stressors, such as assaults, and often do not seek help from any source for those stressors contributing most to their overall distress. Those endorsing higher levels of belonging, sense of coherence, mindfulness, academic and social integration and their sense of connection to their university tend to turn to informal sources of support, while those with lower levels tend to turn to professional supports. Implications for prevention, outreach, and clinical practice are discussed., Help Seeking, International Students, Psychological Factors, Support, Stress

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