Does it work in Finland? School psychological services within a successful system of basic education

The Finnish educational system has become a subject of wide interest during the 2000s due to the country&#39;s success in the OECD&#39;s PISA surveys. One might expect that the challenges of school psychology would also have been solved successfully. However, in reality, Finnish school psychology is suffering from the same types of problems as in many other countries: No large-scale shift from reactive work to active promotion and prevention has taken place, and the number of school psychologists is insufficient. In the present article we delineate critical factors that have hindered the more adequate and effective use of psychological expertise in Finnish educational system. Necessary actions for future development are outlined.</p

Dynamic Eye Tracking Based Metrics for Infant Gaze Patterns in the Face-Distractor Competition Paradigm

Peer reviewe

The KiVa antibullying curriculum and outcome: Does fidelity matter?

Item does not contain fulltextResearch on school-based prevention suggests that the success of prevention programs depends on whether they are implemented as intended. In antibullying program evaluations, however, limited attention has been paid to implementation fidelity. The present study fills in this gap by examining the link between the implementation of the KiVa antibullying program and outcome. With a large sample of 7413 students (7-12 years) from 417 classrooms within 76 elementary schools, we tested whether the degree of implementation of the student lessons in the KiVa curriculum was related to the effectiveness of the program in reducing bullying problems in classrooms. Results of multilevel structural equation modeling revealed that after nine months of implementation, lesson adherence as well as lesson preparation time (but not duration of lessons) were associated with reductions in victimization at the classroom level. No statistically significant effects, however, were found for classroom-level bullying. The different outcomes for victimization and bullying as well as the importance of documenting program fidelity are discussed.15 p

Antecedents of SMMA continuance intention in two culturally diverse countries: An empirical examination

The use of social media mobile applications (SMMA) in Asian countries has increased remarkably in the last decade, which demands a better understanding of differences in the adoption of SMMA across cultures, beyond the west. Against this backdrop, the present study developed a research model that incorporates Schwartz’s individual-level values, individual contextual factors, perceived risk and perceived value, and applied it to settings China and Pakistan to better understand continuance intention regarding SMMA in Asian countries. This study specifically examines the role of individual-level values and individual contextual factors in explaining users’ risk perception; the effects of risk perception on perceived value; and, finally, the impact of perceived value on continuance intention regarding SMMA. Our research model holds true for both China and Pakistan. The majority of the proposed relationships were supported by our findings, and we also observed some noteworthy differences during model comparison between both samples. The findings offer suggestions to information system (IS) practitioners and social media marketers considering cross-cultural differences through SMMA use. The authors acknowledge limitations and suggest further research directions to IS scholars

Individual and group level findings of the MD scores.

<p>A) Summary of MD findings in all three infant groups: 7-month-old Helsinki (H-7mo) and Boston infants (B-7mo), and 5-month-old Boston infants (B-5mo). Scores of individual infants’ are illustrated with coloured circles with the underlying boxplot depicting the median and IQR, and the whiskers showing the total score extent neglecting the outliers (max length 1.5*IQR from the box edge).Comparison of MD scores between younger and older infants revealed age-related differences (** and * indicate p-values under 0.02 and 0.01 respectively; Mann–Whitney U test). B) Comparison of MD score and the number of trials available from each infant shows no systematic change in MD with an increase in trial numbers. The colour coding of circles depicts individual scores as shown in figure A.</p