JOURNAL OF SCHOOL PSYCHOLOGY 年发文量-刊鹿论文编译

Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization.

Abstract:

The direct and indirect effects of student perceptions of the extent to which social emotional learning (SEL) instruction is provided on bullying at school and student victimization experiences were examined for 2832 public school students. Students in grades 4-12 completed several subscales of the Delaware School Climate Survey (Bear et al., 2016) at a single timepoint to assess their perceptions of the extent to which SEL instruction is used at their school, their own SEL skills, bullying at school, and personal victimization experiences. Structural equation modeling revealed that students perceptions of SEL instruction were inversely related to their perceptions of bullying at school and students personal experiences of victimization. Effects were direct and indirect, through students self-reported perceptions of their SEL skills. Effects were stronger in late elementary and middle school than in high school. The indirect effects of student perceptions of the extent of SEL instruction on perceived bullying at school through students SEL skills varied as a function of victimization severity. For students with low self-reported victimization, there was a negative relation between student self-reported SEL skills and perceptions of bullying at school. In contrast, for students who reported experiencing high levels of victimization, students self-reported SEL skills related positively to perceptions of bullying at school; there was no significant relation between SEL skills and perceptions of bullying at school for students who reported moderate levels of victimization. Implications for teachers inclusion of SEL instruction and its effects on positive youth development are discussed.

Author Listing： Amanda B Nickerson;Stephanie S Fredrick;Kathleen P Allen;Lyndsay N Jenkins

Volume： 73

Pages： \n 74-88\n

DOI： 10.1016/j.jsp.2019.03.002

Language： English

Journal： Journal of school psychology

JOURNAL OF SCHOOL PSYCHOLOGY

J SCHOOL PSYCHOL

影响因子：4.1

是否综述期刊：是

是否OA：否

是否预警：不在预警名单内

发行时间：-

ISSN：0022-4405

发刊频率：-

收录数据库：Scopus收录

出版国家/地区：-

出版社：Elsevier

期刊介绍

年发文量	99
国人发稿量	10
国人发文占比	10.53%
自引率	12.2%
平均录取率	-
平均审稿周期	-
版面费	US$2900
偏重研究方向	PSYCHOLOGY, EDUCATIONAL-
期刊官网	https://www.journals.elsevier.com/journal-of-school-psychology
投稿链接	-

质量指标占比

研究类文章占比	OA被引用占比	撤稿占比	出版后修正文章占比
97.98%	21.78%	0.00%	0.00%

预警情况

时间	预警情况
2025年03月发布的2025版	不在预警名单中
2024年02月发布的2024版	不在预警名单中
2023年01月发布的2023版	不在预警名单中
2021年12月发布的2021版	不在预警名单中
2020年12月发布的2020版	不在预警名单中

JCR分区 WOS分区等级：Q1区

版本	按学科	分区
WOS期刊SCI分区（2021-2022年最新版）
	PSYCHOLOGY, EDUCATIONAL	Q1

中科院分区

版本	大类学科	小类学科	Top期刊	综述期刊
	心理学 1区	PSYCHOLOGY, EDUCATIONAL 心理学：教育 1区	否	是
2021年12月升级版	心理学 2区	PSYCHOLOGY, EDUCATIONAL 心理学：教育 2区	否	否
2020年12月旧的升级版	心理学 2区	PSYCHOLOGY, EDUCATIONAL 心理学：教育 2区	否	否
2022年12月最新升级版	心理学 1区	PSYCHOLOGY, EDUCATIONAL 心理学：教育 1区	否	是