Choice as an antecedent intervention has been shown to improve student behavior in a variety of ways. This investigation examined whether students could be influenced to choose whether and how to be instructed while directly measuring effects on academic performance. Using a multiple-probe design, the reading fluency of two middle school students with Behavioral Disorders was measured repeatedly across passages. Students could earn a tangible reward for meeting a pre-determined performance criterion in passage reading. Prior to reading the criterion passage, each student was told that he or she could choose to be instructed or not be instructed in a similar passage with high content overlap. Both students consistently chose to be instructed (as well as how they would be instructed) and stable increases in oral reading fluency were obtained. Results are discussed in terms of how motivational variables can be used to influence students' choice of instructional procedures in ways that increase their opportunities to respond and measured learning.

The present study investigated the mediating role of negative emotion in the relationship between cybervictimization and non-suicidal self-injury (NSSI), and the moderating role of friendship quality in the indirect relationship. This model was tested with 1,326 Chinese adolescents who suffered from cyberbullying in the last 1 year; 727 were boys and 591 were girls, and their mean age was 13.67 years (SD = 1.34, range 11–17). Participants filled out questionnaires regarding cybervictimization, negative emotion, friendship quality, and non-suicidal self-injury. After demographic variables were controlled, cybervictimization was significantly positively associated with non-suicidal self-injury. Mediation analysis revealed that negative emotion partially mediated the association between cybervictimization and non-suicidal self-injury. Moderated mediation analysis further indicated that the mediated path was weaker for adolescents with higher levels of friendship quality. These findings underscore the importance of identifying the mechanisms that moderate the mediated path between cybervictimization and non-suicidal self-injury among adolescents.

Background: Medication adherence is crucial for patients with mechanical heart valve replacement. Although families functioning is positively associated with medication adherence, little is known about the underlying mechanisms.Objective: To test whether family functioning affects medication adherence through illness perceptions and whether this mediating effect was moderated by medication literacy.Methods: 319 patients after mechanical heart valve replacement were included in this cross-sectional study from June 2021 to October 2021. Data regarding family functioning, illness perceptions, medication adherence, and medication literacy were collected through questionnaires. The moderated mediation model was examined by Hayes’s PROCESS macro, based on the bootstrapping method.Results: The results revealed illness perceptions partially mediated the association of family functioning on medication adherence [β = 0.08, 95% confidence intervals: (0.04, 0.12)], and this effect was stronger for patients with low medication literacy than those with high literacy [β = −0.36, 95% CI: (−0.50, −0.22)]. Furthermore, the relationship between family functioning and medication adherence was only significant in patients with low medication literacy [β= 0.36, 95% CI: (0.23, 0.50)].Conclusion: The mediating effect of illness perceptions between family functioning and medication adherence was moderated by medication literacy. Efforts to improve medication adherence by targeting at improving family functioning may be more effective when considering illness perceptions, especially for patients with limited medication literacy.

This study used a semi-structured interview with 94 teachers from 92 elementary and secondary schools in Beijing, China, to explore their perceptions of the roles, training, and challenges of school psychological service providers (SPs) as well as teachers’ satisfaction with the services provided by SPs. Results indicated that the SP to student ratio was 1:1360. Only 32 (34.8%) schools had SPs who were certified as mental health counselors or who had degrees in psychology, and 18 (19.6%) schools did not have SPs. Based on teacher report, SPs’ roles mainly focused on services for students (teaching mental health classes, counseling, consultation), with a strong emphasis on prevention and early intervention. About half of the teachers were satisfied with SPs’ work, but others had no contact with SPs or were dissatisfied with their work partially due to SPs’ lack of training and skills. The results suggest a severe shortage of training for SPs in Beijing, China. Other challenges for SPs include low status, lack of training and skills, and work-related stress. The results provide valuable information about school psychology practice in Beijing, China, and important implications for both research and policy making in school psychology in China and other Asian countries.