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Journal articles on the topic 'Secondary Psychology'

To see the other types of publications on this topic, follow the link: Secondary Psychology.

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Read, Martyn, David Galloway, and Anne Edwards. "Secondary School Teaching and Educational Psychology." British Journal of Educational Studies 41, no. 3 (September 1993): 321. http://dx.doi.org/10.2307/3122302.

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2

Henderson, Bruce B. "The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology." Teaching of Psychology 21, no. 2 (April 1994): 107–8. http://dx.doi.org/10.1207/s15328023top2102_12.

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Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.

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3

Mitterer, John O. "Ask not what post-secondary education can do for psychology; ask what psychology can do for post-secondary education." Canadian Psychology/Psychologie canadienne 47, no. 1 (2006): 57–62. http://dx.doi.org/10.1037/h0087045.

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4

Fan, Cynthia, and Bernadette Hood. "Brief Research Report - An Analysis of the Relationship Between Secondary and Tertiary Psychology Performance." Australian Educational and Developmental Psychologist 12, no. 1 (May 1995): 25–29. http://dx.doi.org/10.1017/s0816512200027140.

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ABSTRACTThis study aimed to evaluate the effectiveness of the Victorian Certificate of Education (VCE) secondary psychology course in preparing students for studying psychology at a tertiary level. First semester results of 228 first year psychology students at Victoria University of Technology were analysed. Of these students 60 had completed VCE Psychology in 1992. No significant differences were observed in overall semester one psychology performance between students who had completed VCE Psychology and those who had not. Regression analysis suggested that VCE aggregate score was a better predictor than the VCE Psychology score of overall performance in the first year psychology course. Subsequent correlation analyses demonstrated that VCE Psychology scores correlated significantly with tertiary psychology examination results but not with coursework requirements. VCE aggregate scores correlated with both examination and coursework requirements. These results suggest that completion of VCE Psychology does not advantage students entering tertiary psychology courses and educators need to analyse both the content and process of both secondary and tertiary psychology courses to facilitate more effective articulations for students.

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5

Khomenko, Y. "The research of students’ psychology climate at secondary schools." Science and Education a New Dimension VII(208), no. 85 (November 25, 2019): 57–61. http://dx.doi.org/10.31174/send-pp2019-208vii85-14.

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6

Dieker, Lisa A., and Mary Little. "Secondary Reading." Intervention in School and Clinic 40, no. 5 (May 2005): 276–83. http://dx.doi.org/10.1177/10534512050400050401.

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7

Van Ryzin, Mark. "Secondary school advisors as mentors and secondary attachment figures." Journal of Community Psychology 38, no. 2 (March 2010): 131–54. http://dx.doi.org/10.1002/jcop.20356.

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8

Liu, Lin. "Analysis of the Practice of Positive Psychology in China's Middle School Education." Frontiers in Humanities and Social Sciences 2, no. 11 (November 21, 2022): 53–58. http://dx.doi.org/10.54691/fhss.v2i11.2775.

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Mental health education plays a very important role in the future development of secondary school students. Integrating the concept of positive psychology in secondary school students' mental health education helps secondary school students learn to use their own positive psychological factors to stimulate and cultivate their own potential, mobilize the initiative of learning, and promote the progress of learning and the improvement of comprehensive literacy. Starting from the current situation of secondary school mental health education, we analyze the guiding significance of the positive psychology concept to secondary school mental health education and propose the integration path in light of the current practical problems.

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9

Ernst, Randy, and Peter Petrossian. "Teachers of psychology in secondary schools (TOPSS): Aiming for excellence in high school psychology instruction." American Psychologist 51, no. 3 (March 1996): 256–58. http://dx.doi.org/10.1037/0003-066x.51.3.256.

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10

Wijnia, Lisette. "Students’ motivation in secondary and post-secondary education." Educational Psychology 40, no. 8 (September 13, 2020): 913–16. http://dx.doi.org/10.1080/01443410.2020.1813404.

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11

Burke, Richard R. "Subject Emphasis in Textbook Photographs and Journal Reports in Educational Psychology." Teaching of Psychology 15, no. 3 (October 1988): 164–65. http://dx.doi.org/10.1207/s15328023top1503_21.

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This article describes the content of photographs in selected educational psychology textbooks, the grade levels of subjects reported in three recent volumes of the Journal of Educational Psychology, and the numbers of studies reported in the Educational Resources Information Center's (ERIC) system under elementary students and secondary students. The results suggest that there is an overemphasis on the elementary-level student and elementary-level classroom setting. Implications are related to student perceptions of the value of educational psychology in secondary settings.

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12

Brooks-Gunn, Jeanne, Erin Phelps, and Glen H. Elder. "Studying lives through time: Secondary data analyses in developmental psychology." Developmental Psychology 27, no. 6 (1991): 899–910. http://dx.doi.org/10.1037/0012-1649.27.6.899.

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13

Mahl, G. F. "Distortion in secondary sources." Contemporary Psychology: A Journal of Reviews 42, no. 3 (March 1997): 272. http://dx.doi.org/10.1037/005086.

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14

Meehl, Paul E. "Primary and secondary hypohedonia." Journal of Abnormal Psychology 110, no. 1 (2001): 188–93. http://dx.doi.org/10.1037/0021-843x.110.1.188.

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15

Li, Jun. "Exploration of the value of a positive psychology perspective for developing resilience in academic underachievement students in secondary school." BCP Education & Psychology 4 (May 31, 2022): 112–19. http://dx.doi.org/10.54691/bcpep.v4i.780.

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Studies have shown that academic underachievement students in secondary school have lower levels of resilience and more problems. Positive psychology theory has been applied in different aspects of mental health education, academic underachievement students, and resilience in different groups of secondary school students, and it has implications for the study of resilience of academic underachievement students in secondary school. Therefore, this study starts from three major research areas of positive psychology, which mainly including positive emotional cognition, positive personality, and positive organizational systems. It also provides specific suggestions for the development of resilience in secondary school students in response to the current situation.

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16

Kwon, Sung-Ho, Min-Kwon Moon, and Joo-Young Park. "Research Trends and Directions for Sport Psychology in Secondary Physical Education." Korean Journal of Sports Science 29, no. 2 (April 30, 2020): 383–97. http://dx.doi.org/10.35159/kjss.2020.04.29.2.383.

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17

Kennette, Lynne N., and Beverley Myatt. "How the post-secondary classroom can benefit from positive psychology principles." Psychology Teaching Review 24, no. 1 (2018): 63–66. http://dx.doi.org/10.53841/bpsptr.2018.24.1.63.

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18

Faulconbridge, Julia. "Schools, wellbeing and clinical psychology." Clinical Psychology Forum 1, no. 297 (September 2017): 37–40. http://dx.doi.org/10.53841/bpscpf.2017.1.297.37.

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Working in a consultation role in a large secondary school over the last few years has provided me with a window into that world. In this paper, I will discuss my observations on the impact of political and social changes on students and staff and how the culture within a school can have both positive and negative impacts on psychological wellbeing. I will consider the opportunities for whole-school community engagement in making change happen.

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19

McIlroy, David, Sue Palmer-Conn, Bridget Lawler, Karen Poole, and Ömer Faruk Ursavas. "Secondary Level Achievement." Journal of Individual Differences 38, no. 2 (April 2017): 102–12. http://dx.doi.org/10.1027/1614-0001/a000227.

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Abstract. The study was developed in the context of Personality and Social Cognitive Theory with constructs that encapsulate non-intellective processes of academic achievement. The goal was to explore the role of the Five Factor Model (FFM) of personality in academic performance and to use this model as a reference point to test the incremental validity of two measures of Self-efficacy (Academic and Emotional) and an indicator of Absenteeism. Participants (N = 120) were comprised of 17-year-old male (n = 47) and female (n = 73) opportunistically sampled secondary level college students. A cross-sectional design was used to examine the relationship between the independent variables (FFM, Academic Self-efficacy, Emotional Self-efficacy, and Absenteeism) and the outcome variable, Grade Points Average (GPA). Correlation analysis found that four FFM factors and the two Self-efficacy measures were associated with GPA. In a hierarchical regression analysis, the FFM explained 22% variance on performance and the two Self-efficacy measures added 9% incremental variance followed by 3% for Absenteeism. Overall, the non-intellective constructs explain a substantial 34% variance on achievement and provide focal points for theoretical, empirical, and pedagogical evaluation. Moreover, they are suggestive of the pathways and processes that support learning, augment ability, and enhance achievement.

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20

Carrera-Fernández, María-Victoria, María Lameiras-Fernández, Yolanda Rodríguez-Castro, and Pablo Vallejo-Medina. "Bullying Among Spanish Secondary Education Students." Journal of Interpersonal Violence 28, no. 14 (May 29, 2013): 2915–40. http://dx.doi.org/10.1177/0886260513488695.

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21

Bunker, Matthew, and A. Dwayne Ball. "Consequences of customer powerlessness: Secondary control." Journal of Consumer Behaviour 8, no. 5 (September 2009): 268–83. http://dx.doi.org/10.1002/cb.287.

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22

Rebeko, T. "Skin diseases and secondary symbiosis." Psikhologicheskii zhurnal 41, no. 2 (2020): 69–79. http://dx.doi.org/10.31857/s020595920008567-9.

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23

Andrews, Isabel. "Secondary Infertility and Birth Mothers." Psychoanalytic Inquiry 30, no. 1 (December 28, 2009): 80–93. http://dx.doi.org/10.1080/07351690903200184.

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24

Loftus, Geoffrey R. "The Joy of Secondary Sources." Contemporary Psychology: A Journal of Reviews 34, no. 9 (September 1989): 813–14. http://dx.doi.org/10.1037/031065.

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25

Letarte, Andrée, Robert Ladouceur, and Marie Mayrand. "Primary and Secondary Illusory Control and Risk-Taking in Gambling (Roulette)." Psychological Reports 58, no. 1 (February 1986): 299–302. http://dx.doi.org/10.2466/pr0.1986.58.1.299.

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This research evaluated the perception of personal control and the number of wins and losses in gambling. Subjects were invited to play roulette. Monetary risk-behavior was recorded. Results showed that most subjects reported some degree of primary or secondary illusory control during the game. Frequent wins induced more personal control than infrequent wins. The implications of these results are discussed in the context of the psychology of gambling behavior.

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26

ZAFIROVSKI, MILAN. "Protestantism and Authoritarianism: Weber's Secondary Problem." Journal for the Theory of Social Behaviour 40, no. 2 (February 3, 2010): 162–89. http://dx.doi.org/10.1111/j.1468-5914.2009.00433.x.

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27

Taylor, N. "Secondary courses." ELT Journal 56, no. 3 (July 1, 2002): 306–29. http://dx.doi.org/10.1093/elt/56.3.306.

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28

Penix, Elizabeth A., Paul Y. Kim, Joshua E. Wilk, and Amy B. Adler. "Secondary traumatic stress in deployed healthcare staff." Psychological Trauma: Theory, Research, Practice, and Policy 11, no. 1 (January 2019): 1–9. http://dx.doi.org/10.1037/tra0000401.

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29

Pittock, Frances, and Colin Davidson. "One year’s experience of integrating primary and secondary counselling and clinical psychology." Clinical Psychology Forum 1, no. 113 (March 1998): 5–8. http://dx.doi.org/10.53841/bpscpf.1998.1.113.5.

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30

King, Sadé. "A year of growth and reflection: My experience on placement within a secondary care clinical psychology team." Psych-Talk 1, no. 84 (June 2016): 11–13. http://dx.doi.org/10.53841/bpstalk.2016.1.84.11.

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An undergraduate psychology student placement year, within a secondary care Clinical Psychology team. This team works across multiple community mental health teams within the NHS. This is a multidisciplinary service, for working-age adults experiencing severe and enduring mental health difficulties.

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31

Genovese, Jeremy E. C. "Piaget, Pedagogy, and Evolutionary Psychology." Evolutionary Psychology 1, no. 1 (January 1, 2003): 147470490300100. http://dx.doi.org/10.1177/147470490300100109.

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Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” ( Geary and Bjorklund, 2000 ) culturally determined abilities that are difficult to acquire. Thus, it is unreasonable to expect that intrinsic motivation will suffice for most students for most higher level academic tasks. In addition, a case is made that educational psychology must incorporate the insights of evolutionary psychology.

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32

Egmond, J. J. van. "Beyond Secondary Gain." American Journal of Psychoanalysis 65, no. 2 (June 2005): 167–77. http://dx.doi.org/10.1007/s11231-005-3624-2.

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33

Richards, Andrew, Ian Rivers, and Jacqui Akhurst. "A positive psychology approach to tackling bullying in secondary schools: A comparative evaluation." Educational and Child Psychology 25, no. 2 (2008): 72–81. http://dx.doi.org/10.53841/bpsecp.2008.25.2.72.

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Anti-bullying interventions in schools favour approaches that practically tackle the problems in the classroom as well as the playground. However, the effectiveness of curriculum-based interventions is often context specific. A Positive Psychology (PP) approach to tackle bullying focuses upon the individual strengths of pupils rather than behaviours. It foregrounds the greater involvement of pupils in problem-solving the issue of bullying, and promotes development of personal qualities that are valued both socially and individually. In this study, a positive psychology intervention programme was designed for implementation in a school’s year seven Personal, Social & Health Education (PSHE) lessons, with a control group recruited from another school. The effectiveness of the programme was measured both pre- and post-intervention using self-report questionnaires which included items on bullying behaviour, general well-being and mental health. Results indicated that, among those pupils who experienced the PP intervention programme, levels of bullying reduced and they scored marginally better in terms of general well-being but not mental health. Further developments in the programme are underway.

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34

Wint, Debbie. "Coordinating psychological therapy referrals in secondary care: Reflecting through a lean lens." Clinical Psychology Forum 1, no. 271 (July 2015): 28–32. http://dx.doi.org/10.53841/bpscpf.2015.1.271.28.

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This discussion reflects on my experience of coordinating referrals to a clinical psychology and psychological therapy team and explores how lean thinking might help develop initiatives to improve efficiency.

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35

Lester, David. "Correlates of Primary and Secondary Murder." Psychological Reports 83, no. 1 (August 1998): 98. http://dx.doi.org/10.2466/pr0.1998.83.1.98.

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36

Holaday, Margot, Trey Lackey, Michelle Boucher, and Reba Glidewell. "Secondary Stress, Burnout, and the Clergy." American Journal of Pastoral Counseling 4, no. 1 (March 2001): 53–72. http://dx.doi.org/10.1300/j062v04n01_05.

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37

Shejwal, B. R., and Joy Purayidathil. "Television Viewing of Higher Secondary Students." Psychology and Developing Societies 18, no. 2 (November 2006): 201–13. http://dx.doi.org/10.1177/097133360601800203.

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38

LESTER, DAVID. "CORRELATES OF PRIMARY AND SECONDARY MURDER." Psychological Reports 83, no. 5 (1998): 98. http://dx.doi.org/10.2466/pr0.83.5.98-98.

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39

Romano, Dario. "Psicologia della salute e mestiere dello psicologo." PSICOLOGIA DELLA SALUTE, no. 3 (March 2009): 33–46. http://dx.doi.org/10.3280/pds2008-003004.

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- The paper recalls some choices that were made 15 years ago, when health psychology was formally established in Italian universities, evaluating their consequences for the psychological profession. An initial investigation of the available data suggests that the impact of health psychology on the profession has been secondary and marginal, although in line with recent changes. Health psychology could therefore play a strategic role, beyond the influence which it has had up to now. Key words: health psychology, psychological profession, psychology demand.

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40

Gajdošová, Eva, Veronika Bisaki, and Silvia Sodomová. "An Inclusive Secondary School in Bratislava." Acta Technologica Dubnicae 6, no. 3 (December 1, 2016): 44–65. http://dx.doi.org/10.1515/atd-2016-0019.

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Abstract The study presents a characterization of an inclusive secondary school in Bratislava and provides information about the forms and methods used in the work of the teachers, school psychologists, special teachers with regard to students with special needs (students with Attention and Hyperactivity Disorder, i.e. ADHD, with learning difficulties, with emotional and behaviour difficulties, etc.), who are educated together with mainstream students. It also provides information on the first results of the measurements of the socio-emotional health of the students in the inclusive school, both as to its overall level (covitality index) and as to the level of the four psychological dimensions of mental health. The pilot project of the inclusive school confirms that inclusive secondary schools and inclusive education operating within the intentions of positive psychology help the students to develop their cognitive and socio-emotional competences, to create favourable attitudes to diversity, to form the students’ scale of positive values and to encourage positive interpersonal relationships, social cohesion and social classroom climate.

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41

Froese, Arnold D., Kindra L. Boswell, Elizabeth D. Garcia, Laura J. Koehn, and Jalane M. Nelson. "Citing Secondary Sources: Can We Correct What Students Do Not Know?" Teaching of Psychology 22, no. 4 (December 1995): 235–38. http://dx.doi.org/10.1207/s15328023top2204_5.

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Our research assesses student understanding of citation practices, especially problems in citing secondary sources, and the effectiveness of direct instruction to correct evident misunderstandings. Forty-six college undergraduates completed a pretest of their knowledge. Twenty-six of these undergraduates received direct instruction about primary versus secondary sources and problems in citing secondary sources. After instruction, we again tested all participants. Knowledge of citation practices before instruction was inadequate, and instruction significantly increased performance for the experimental group. We suggest that such direct instruction should be systematically included early in the undergraduate psychology curriculum.

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42

Popadiuk, Natalee E. "Unaccompanied Asian Secondary Students Studying in Canada." International Journal for the Advancement of Counselling 31, no. 4 (September 17, 2009): 229–43. http://dx.doi.org/10.1007/s10447-009-9080-6.

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43

Aghuzumtsyan, Ruben, and Gayane Shahverdyan. "Specifics of Forensic Psychology Analysis of Psychological Abuse." Theory and Practice of Forensic Science and Criminalistics 24, no. 2 (December 10, 2021): 77–91. http://dx.doi.org/10.32353/khrife.2.2021.05.

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The article discusses issues related to psychological violence and identifying the features of conductingforensic psychological examinations in order to establish the fact of psychological violence. Particular attention is paid to the interpretation of the concepts: psychological violence, psychological impact, psychological pressure, emotional violence, verbal aggression, coercion. The article highlights and describes the characteristic features of forensic psychological examination of psychological abuse victims. This article purpose is to identify the key features of the forensic psychology examination of psychological abuse victims. The main research content allows us to list the characteristic features of forensic psychology analysis. In most cases, the issues related to the forensic psychology analysis of violent actions refer to sexual or physical violence or are aimed at explaining the actions of various forms of violence on the human psyche. These circumstances lead to the fact that human psyche begins to play secondary role while performing forensic research. It is for this reason that forensic psychology analysis of psychological abuse in general and its types in particular is referred to as non-traditional types of examination. Various types of violent actions in different ways affect the human psyche and the secondary nature of the examination does not always reveal the essence and results of psychological abuse that unjustifiably narrows the real scope of manifestations of violence in society. The authors defend the opinion that at this stage it is more correct to conduct a psychological examination aimed specifically at psychological violence and not at the secondary effect of violence on the psyche. In this regard, the article proposes necessary definitions that can be used in the conduct of forensic psychological and forensic linguistic expert research. Considering importance of conducting examinations to establish existence or lack of the psychological violence fact, it is planned to continue research to develop criteria for assessing results of forensic psychology analysis of psychological abuse.

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44

Hirschi, Andreas, and Damian Läge. "Holland's Secondary Constructs of Vocational Interests and Career Choice Readiness of Secondary Students." Journal of Individual Differences 28, no. 4 (July 2007): 205–18. http://dx.doi.org/10.1027/1614-0001.28.4.205.

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Abstract. This study examined the relationship between the secondary constructs of Holland's (1997) theory of vocational interests and career choice readiness (career maturity) attitudes with 358 Swiss secondary students. The hypothesis was tested that the secondary constructs consistency, coherence, differentiation, and congruence are measures for the degree of vocational interest development. Thus, they should belong to the content domain in career choice readiness and should show meaningful relations to career-choice readiness attitudes. The hypothesis was confirmed for congruence, coherence, and differentiation. Interest-profile consistency showed no relation to career-choice readiness attitudes. Vocational identity emerged as a direct measure for career-choice readiness attitudes. Realism of career aspirations was related to career-choice readiness attitudes and coherence of career aspirations. Profile elevation was positively connected to more career planning and career exploration. Differences between gender, ethnicity, and school-types are presented. Implications for career counseling and assessment practice are discussed.

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45

Urhahne, Detlef. "Primary education and secondary education." Educational Psychology 38, no. 7 (July 19, 2018): 857–58. http://dx.doi.org/10.1080/01443410.2018.1490241.

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46

Bourne, Jill. "Widening the Secondary Curriculum." British Journal of Special Education 13, no. 4 (May 31, 2007): 143–45. http://dx.doi.org/10.1111/j.1467-8578.1986.tb00683.x.

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47

Hart, Michael. "Diversity at Secondary Level." British Journal of Special Education 19, no. 1 (May 31, 2007): 32–34. http://dx.doi.org/10.1111/j.1467-8578.1992.tb00400.x.

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48

Said, John A., Peter H. Wilson, and V. Rae Hensley. "Primary versus Secondary Enuresis." Child & Family Behavior Therapy 13, no. 2 (August 8, 1991): 1–13. http://dx.doi.org/10.1300/j019v13n02_01.

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49

Smith, Garnett J., and Patricia Edolon-Smith. "Restructuring Secondary Special Education Hawaiian Style." Intervention in School and Clinic 28, no. 4 (March 1993): 248–52. http://dx.doi.org/10.1177/105345129302800409.

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50

Kispál-Vitai, Zsuzsanna. "Comparative analysis of motivation theories." International Journal of Engineering and Management Sciences 1, no. 1 (June 20, 2016): 1–13. http://dx.doi.org/10.21791/ijems.2016.1.25.

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The aim of the article is to compare motivation theories from the view of general psychology and work psychology. The research was done by using secondary sources and by analyzing motivation from both views. The difference between the two lines lies in outcome orientation. Psychology is more descriptive work psychology tends to focus on the results of the motivation process. In comparison, both have their values. The relevance of the research is to provide a theoretical basis for improving the development of more relevant motivation theories.

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