School Psychology International

A critical review, from an international perspective, of trends and developments in educational psychology, which attempts to identify specific elements likely to have a significant influence on teaching methods in the future. Written from an interactive perspective, this report focuses on participants (teachers and pupils, mediation, the nature of the learning tasks, and the educational contexts of schools and classrooms). The author believes that teachers need to be more aware of the philosophical bases for their actions. He also maintains that pupils' ability to learn is affected by their selfconcept and their own attributions of success or failure. The report concludes by stressing the crucial role of school psychologists in the academic, social and emotional environment of schools and classrooms.

The drop-out rate among American high school students, particularly among African-Americans and Hispanics, is increasing rapidly. Poor academic achievement is a variable that is predictive of dropouts. The study explores learning style differences in ethnic populations and ways to accommodate these differences in the educational environment to enhance student success. Results of the study indicate that 12 variables on the Learning Styles Inventory significantly discriminate between four ethnic groups (White, Asian, Hispanic and African-American). Thus, because ethnic related variables may impact upon middle school students' perceptions of the learning experience, it is suggested that learning experiences should be designed to complement the learning styles of the different ethnic groups.

This study examines intelligence among Brazilian students on two levels: conceptual and test-related. Data was collected on 214 students ranging in age from 5 to 11. The study found that intelligence correlates significantly with socioeconomic status, achievement, grade repetition, family size and health and school absences. Among the 24 variables examined, the three that measure intelligence form a distinct factor. Support exists for a construct of intelligence that is separate from other variables reflecting social class and other family qualities. Both intelligence and SES variables have a substantial influence on achievement, suggesting that parent qualities exert at least as strong an influence on achievement as does intelligence. However, the interpretations of these results also should consider that the existing literature on intelligence among Brazilian children is meagre and the measures used in the research were developed in the US and UK, which differ considerably from Brazil with regard to linguistic, economic, cultural and educational variables, and cultural traditions.