# online schools for psychology

Feasibility and Effectiveness of a Web-Based Positive Psychology Program for Youth Mental Health: Randomized Controlled Trial » Jun 4, 2014…… online delivery of a youth positive psychology program, Bite Back, to improve the well-being and mental health outcomes of Australian youth … Jmir.org

Dimensionalizing Cultures: The Hofstede Model in Context » This article describes briefly the Hofstede model of six dimensions of national cultures: Power Distance, Uncertainty Avoidance, Individualism/Collectivism, Masculinity/Femininity, Long/Short Term Orientation, and Indulgence/Restraint. It shows the conceptual and research efforts that preceded it and led up to it, and once it had become a paradigm for comparing cultures, research efforts that followed and built on it. The article stresses that dimensions depend on the level of aggregation; it describes the six entirely different dimensions found in the Hofstede et al. (2010) research into organizational cultures. It warns against confusion with value differences at the individual level. It concludes with a look ahead in what the study of dimensions of national cultures and the position of countries on them may still bring. Scholarworks.gvsu.edu

Jaana Juvonen • UCLA Department of Psychology » Aug 13, 2021…… school contextual, online) factors. One… http://dx.doi.org/10.1037/dev0000755. Lessard, L… School Psychology Quarterly. Rastogi, R … Psych.ucla.edu

Joni Williams Splett - Faculty » The critical role of school psychology in the school mental health movement. Psychology in the Schools, Special Issue, 50, 245-248. http://dx.doi.org/10.1002/ … Education.ufl.edu

Student evaluations of transitioned-online courses during the COVID-19 pandemic. » Due to the COVID-19 pandemic, nearly all of American higher education transitioned to online during Spring, 2020. A nationwide sample of 482 undergraduates were asked to identify a course that transitioned online and to evaluate dimensions of the course, in addition to completing various pedagogically relevant measures. The transition was overall evaluated negatively, specifically that the courses became less enjoyable, less interesting, decreased in learning value, facilitated less attention and effort, and incorporating less cultural content after transitioning online. On positive note, courses were perceived as becoming more flexible to students needs after transitioning online. Evaluations of courses transitioning to online were consistently predicted by online self-efficacy, emotional well-being, computer anxiety, online student engagement, and student perceptions of instructor confidence with transitioning online. Implications for continued mass online instruction, as well as general lessons for online Psycnet.apa.org