Book Summary: The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.

An abundance of evidence supports that stress predicts poor health, and religiosity, broadly defined, typically predicts good health. It is possible that one mechanism by which religiosity positively impacts health is through reduction in or prevention of the stress response, and that Surrender (Surrender to God) is a measure that captures aspects of religiosity that would predict lowered stress levels. In the present investigation, two samples were studied in order to investigate the relationship between one characterization of religiosity (Surrender) and stress. Participants in Study 1 were 460 (306 female) Southern Appalachian undergraduate university students who completed the Surrender Scale (Wong-McDonald & Gorsuch, 2000) and the State–Trait Anxiety Inventory (STAI, Spielberger, 1983) online during spring 2009. Study 2 utilized a high-risk (low income and/or high pregnancy risk) sample of 230 pregnant women involved in a longitudinal study who completed the Surrender Scale and the Prenatal Psychosocial Profile (PPP, Curry, Campbell, & Christian, 1994), which contains an 11-item stress measure, during their first research contact early in pregnancy. Hierarchical regression analysis revealed that Surrender was consistently inversely related to stress on both the STAI and the PPP. These findings contribute to the current understanding of the religiosity–health association in two ways. First, they offer support for Surrender and its associated lower stress levels to be explored as a mechanism by which religiosity influences health. Second, findings support the exploration of the potential for stress reduction through increasing Surrender in reportedly religious individuals. (APA PsycInfo Database Record (c) 2020 APA, all rights reserved)

Excerpt: Are home and private schools a “cost” to traditional public schools? This argument has often been used by local school districts, and others, to push for legislation that would restrict the establishment of these alternative schools.

Excerpt: Driven by parents’ beliefs that home- school learning environments can be superior to those of public or private schools, as well as a desire by parents to spend more time together as a family, Nevada homeschooling has undergone remarkable growth during the past decade.

The current investigation examined the relations between adolescent reports of parent religiosity and parenting processes, using both a dimensional and a typological conceptualization of parenting. Self‐report data were collected from 357 late adolescents. Partial correlations indicated that parent religiosity was associated with both parenting dimensions and parenting styles in conceptually expected directions. Regression analyses provided evidence that the dimensional conceptualization of parenting explained additional variability in perceived parental religiosity above and beyond parenting style effects. Findings suggest that a dimensional conceptualization of parenting processes extends the literature on parent religiosity because it yields more nuanced information about how parental religiosity may be related to differentiated parenting behaviors. Potential therapeutic implications of the findings are discussed.

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Saliva, popular for the measurement of cortisol concentrations, can be easily and painlessly obtained, so that study participants or medical patients may collect their own samples. This raises the question of whether cortisol concentrations are stable if samples are mailed unfrozen. Seventeen adult subjects (five males, 12 females, mean age=27.82, SD=7.55) participated in this study. One saliva sample from each subject was split. Half were frozen within 1 h. The other was exposed to conditions that would mimic a postal trip, including wide variations in temperature and movement over 5 days. A statistically significant positive correlation between cortisol concentration in the frozen and nonfrozen saliva samples was found (R2=0.92, p<.001). A paired t-test revealed no significant difference between samples (t(16)=1.56, n.s.). This indicates that cortisol concentrations are stable during extended periods without freezing when exposed to widely varying temperatures and movement.

Excerpt: With all that is currently known about symptoms that indicate mild traumatic brain injury (MTBI), it is unfortunate that many individuals go undiagnosed for long periods of time after sustaining such an injury.

In two studies, I examined student responses to an increased emphasis on exiperiential actvites in a required underaduate developmental psychology course. For four experiential sections (n = 143), each class topic was related to a specific, real-world application. Four other sections (n = 187) were taught primarily by lecture, with one out-of-class observation assignment. The experiential sections rated the value of and interest in the subject matter higher and the courtesy and consideration of the instructor significantly more positively than did the lecture sections. Students in the two types of sections did not differ significantly in achievement. A follow-up study identified the origin of change in attitudes toward the course.