Is the Measure Good Enough? Measurement Invariance and Validity of the Clance Imposter Phenomenon Scale in a University Population.

Imposter Phenomenon (IP) was coined in 1978 by Clance and Imes and has been an important construct in explaining individuals' experiences of believing that achievements are a result of luck or misperceptions of others rather than personal competence. The Clance Imposter Phenomenon Scale (CIPS), developed in 1985, is a prominent operationalization of this construct. Although this scale has been widely used since its inception, its factor structure has been inconsistent across studies and no tests of measurement invariance are documented in the literature. Using a large university sample (n = 830), the current study was designed to: (a) examine the factor structure of the CIPS using cross validation, (b) examine measurement invariance across gender, and (c) examine differences in the CIPS factor by demographics. We found that a single factor structure for the CIPS was the best fitting model. We also found that the measure achieved invariance across gender after removing item 18 (and in the absence of items 1, 2, and 19, removed for poor fit). Finally, we found that being single, a woman, and having experienced lower socioeconomic status (SES) were all associated with higher IP. We discuss these findings in the context of a university setting and suggest avenues for future research.

Addressing Adolescent Stress in School: Perceptions of a High School Wellness Center.

Adolescents are often burdened with academic, home, and peer stressors. With adolescent mental health issues and suicide on the rise, administrators have worked with nonprofit organizations and the community to address stress and internalized behavior problems. School-based wellness centers are tranquil rooms with various sensory activities, calming nature scenes, and sounds for relaxation purposes. School-based wellness centers may have behavioral effects by reducing exposure to aversive events and increasing access to positive and negative reinforcers. There has not yet been a formal study of school-based wellness centers published in the literature. In the present study, we used questionnaires to examine the perceptions of 752 students, 124 parents, and 69 school staff of their high school wellness center. Results indicated that stakeholders had positive perceptions of the wellness center. In particular, results implied that stakeholders believed the wellness center contributed to students' academic success, elevation of mood, confidence, and coping skills. Results also suggested that attendance at the wellness center was associated with a decrease in student stress and anxiety, though recommendations for improvements were noted. Implications and limitations of this study are discussed. Supplementary Information: The online version contains supplementary material available at 10.1007/s43494-022-00079-1.

Exploring Diurnal Cortisol Rhythms of Kindergarten Teachers in Kosovo and Ukraine.

Teachers' stress is a dynamic combination of the individual teacher's characteristics and characteristics of the classroom and school environment. To date, there are limited studies on teachers' stress in the context of lower-middle-income countries (LMICs), where working conditions as well as general political and economic circumstances might pose a considerable threat for teachers' well-being. This study explores whether certain combinations of individual and environmental experiences of teachers in LMICs may result in stress, assessed as patterns of diurnal cortisol rhythm. Participants were kindergarten teachers in Kosovo and Ukraine, two LMICs in Europe. Latent Profile Analysis identified three subgroups of teachers that significantly differed on teachers' education and experience. Preliminary results of Latent Growth Modeling suggested differences between profiles in baseline waking cortisol and patterns of diurnal decline. Teachers in the profile that was characterized by the longest experience working in the field but the lowest level of education showed blunted cortisol in the morning and a flatter slope; a pattern that could indicate a maladaptive cortisol response. Future directions for studying stress processes among teachers in LMICs and implications for policy and practice on how to support teacher well-being in low-resource contexts are discussed.

Bidirectional associations between perceived parental support for violent and nonviolent responses and early adolescent aggressive and effective nonviolent behaviors.

The current study examined bidirectional relations between early adolescents' perceptions of parental support for violent and nonviolent responses to conflict and their aggressive and effective nonviolent behaviors six months later. Data was collected across the sixth and seventh grades for 520 adolescents at three middle schools in the southeastern United States. At baseline, participants were ages 10-14 (M = 11.29). Longitudinal path models showed that perceived parental support for violent responses was negatively associated with effective nonviolent behaviors and positively associated with aggressive behaviors across sixth and seventh grades. Across seventh grade, reciprocal negative relations were found between perceived parental support of nonviolent responses and aggressive behaviors. Effective nonviolent behaviors were positively associated with perceived parental support for nonviolent responses. Study implications include the importance of adolescent perceptions of parental support of violent and nonviolent responses in influencing early adolescents' effective nonviolent and aggressive behavior.

Reading and spelling skills in German third graders: Examining the role of student and context characteristics.

BACKGROUND: Educational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes. AIMS: The study aimed to investigate (1) the relative contribution of student, classroom, and school characteristics to reading fluency and orthographic spelling, (2) the relative contribution of specific predictors to reading fluency and orthographic spelling within the sets of student, classroom, and school characteristics, and (3) whether the contribution of student, classroom, and school characteristics differs for reading fluency and orthographic spelling. SAMPLE: Participants were 789 German third-grade students from 56 classrooms in 34 schools. METHOD: Students completed an intelligence test and a questionnaire assessing self-control. Reading fluency and orthographic spelling performance were assessed using standardized achievement tests. Multilevel structural equation modelling was used to control for the hierarchical structure of educational data. RESULTS AND CONCLUSION: Variances in students' reading and spelling skills were in large part explained by student characteristics (>90%). Classroom and school characteristics yielded little variance. Student-level intelligence and self-control were significantly related to reading fluency. For orthographic spelling, student-level intelligence and self-control, class-average intelligence, and, at the school level, the socio-economic status of the school's neighbourhood were significant predictors. Future research needs to investigate relevant classroom and school factors that may directly and indirectly relate to academic outcomes.

Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach.

Fidelity of implementation of classroom interventions varies greatly, a reality that is concerning because higher fidelity of implementation relates to greater effectiveness of the intervention. We analyzed 126 fourth and fifth grade teachers from the treatment group of a randomized controlled trial of the Responsive Classroom® (RC) approach. Prior to training in the intervention, we assessed factors that had the potential to represent a teacher's readiness to implement with fidelity. These included teachers' observed emotional support, teacher-rated use of intervention practices, teacher-rated self-efficacy, teacher-rated collective responsibility, education level, and years of experience, and they were not directly related to observed fidelity of implementation 2 years later. Further analyses indicated, however, that RC trainers' ratings of teachers' engagement in the initial weeklong RC training mediated the relation between initial observed emotional support and later observed fidelity of implementation. We discuss these findings as a way to advance understanding of teachers' readiness to implement new interventions with fidelity.

The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.

This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n=132) received training in the RC approach, whereas teachers in control schools (n=107) continued "business as usual." Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher-student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher-student interaction quality at pretest, RC training was expected to predict posttest teacher-student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, ß=0.85, p=.002. Specifically, RC teachers had higher levels of FOI of RC practices, ß=1.62, p<.001, R2=.69. In turn, FOI related to greater improvement in teacher-student interaction quality, ß=0.52, p=.001, R2=.32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI.

Factor structure and psychometrics of the Adolescent Health Risk Behavior survey instrument.

OBJECTIVES: To explore the factor structure and psychometric properties of data collected with the Adolescent Health Risk Behavior Survey (AHRBS) instrument. METHODS: Measures of the AHRBS instrument were tested using statistical analyses to assess validity and reliability of data collected from a sample of 1992 Indiana adolescents. RESULTS: Factor analyses yielded a 13-factor solution with acceptable model fit statistics. Tests of internal consistency reliability for data in instrument scales ranged from 0.455 to 0.916. Measures were consistent across adolescent subdemographic categories. CONCLUSION: The AHRBS instrument is a valuable tool for investigating adolescent drug use.