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As teacher profession can be seen as a learning profession, it is crucial that teacher education equips future teachers with high-level skills to update and increase their proficiency and expertise throughout their career. In this aim, cognitive processing strategies and metacognitive regulation strategies as well as academic self-efficacy beliefs play a crucial role. This study examined Finnish first-year preservice teachers' (N = 538) initial learning profiles in terms of their learning strategies and self-efficacy beliefs upon entry to teacher education. Furthermore, the association between the profiles and pre-entry factors (age, written entrance exam) as well as first-year achievement was studied. The data were gathered via questionnaire from four universities and their student registers. The person-centred approach utilising a latent profile analysis was applied to identify learning profiles among preservice teachers. Three distinct learning profiles were identified: unregulated students with low self-efficacy (37.5%), average strategists with low self-efficacy (33.1%) and self-regulated and deep learners with high self-efficacy (29.4%). The first profile performed worst in the first-year studies, whereas the last profile was characterised by the oldest students and best performers in the written entrance exam. The findings expand our understanding of the initial learning profiles of preservice teachers and thus offer valuable information for teacher educators to support teaching practices and curriculum design. Practical implications of the results are discussed. [ABSTRACT FROM AUTHOR]

This study addressed the need to explore the reliability and validity of the recently renewed aptitude test based on the multiple mini-interview (MMI) format in Finnish teacher education programmes. Utilising a nationwide dataset (N = 3306), we explored the reliability of the format using intraclass correlations and multilevel modelling. Furthermore, we validated the intended structure of the MMI with confirmatory factor analysis and contrasted the scores of the MMI with other admission scores, i.e. cognitive measures. The results showed mostly small effects of clustering of the applicants according to the different interviewers and circuits. The largest variance component for the MMI total score was the applicant (73.3%), followed by measurement error (15.09%). The intended structure was validated, and the MMI seemed to measure different attributes from other admission measures. Thus, the study demonstrated satisfactory reliability and validity of MMI in admission to teacher education, yet the stations need further development. [ABSTRACT FROM AUTHOR]

Socially anxious adults display an interpretation bias toward anticipating threat such as a high probability of audience criticism even in nonthreatening social situations. They may also expect more negative audience reactions to self than to others acknowledging anxiety. Few studies have examined such biases in adolescents. We examined negative and positive metaperceptions (i.e., others' perceived responses) in 13-16-year-old adolescents ( n = 655) with high vs. normal social anxiety in a hypothetical classroom scenario, in which the participants predicted the frequency of negative and positive classmate responses when imagining either themselves (self-referent metaperceptions) or a classmate (other-referent metaperceptions) with visible symptoms of social anxiety as the target persons giving a speech. We assessed social anxiety with the Social Anxiety Scale for Adolescents and metaperception using the Classroom Questionnaire of Social Anxiety and Interpersonal Cognition. Social anxiety was associated with negative self-referent metaperceptions to a greater degree than with negative other-referent metaperceptions. Compared with adolescents with normal social anxiety, those with high social anxiety (both boys and girls) predicted a broader range of negative classmate responses toward self, as compared with their predictions of negative responses toward a classmate. These group differences were observed specifically with regard to audience's predicted covert negative responses (i.e., negative thoughts and feelings) toward self, indicating that socially anxious adolescents tend to mind-read. Minimal group differences in positive metaperceptions were observed. The results reveal target and content specificity in socially anxious adolescents' negative metaperceptions. [ABSTRACT FROM AUTHOR]

The present study focuses on the development of two sub-concepts necessary for a complete mathematical understanding of rational numbers, a) representations of the magnitudes of rational numbers and b) the density of rational numbers. While difficulties with rational number concepts have been seen in students' of all ages, including educated adults, little is known about the developmental trajectories of the separate sub-concepts. We measured 10- to 12-year-old students' conceptual knowledge of rational numbers at three time points over a one-year period and estimated models of their conceptual knowledge using latent variable mixture models. Knowledge of magnitude representations is necessary, but not sufficient, for knowledge of density concepts. A Latent Transition Analysis indicated that few students displayed sustained understanding of rational numbers, particularly concepts of density. Results confirm difficulties with rational number conceptual change and suggest that latent variable mixture models can be useful in documenting these processes. [ABSTRACT FROM AUTHOR]

Background Our interest in perceived self-regulation of learning arose in the context of educational reform. After decades of stability, the Finnish high school system underwent reform in the 1990s, with a significant emphasis being placed on promoting student self-regulation of learning. Aims The purposes of the study were (1) to evaluate changes in the mean level of perceived self-regulation throughout high school and (2) to evaluate the nature of the developmental relations between achievement, perceived self-regulation, and personal interest. Sample The participants consisted of 245 systematically sampled high school students from a mid-sized Finnish city. Methods T tests for paired samples were employed to assess changes in the level of personal interest and perceived self-regulation. Analysis of the developmental relations was carried out within a structural equations modelling framework. Results The main result was that perceived self-regulation at the beginning of high school predicted not only scholastic achievement at the end of high school over and above prior achievement, but also subsequent personal interest. Additionally, following an international trend, the level of perceived self-regulation decreased from the first to third year of study. Conclusions The study has important theoretical and practical implications. First, the results suggest that perceived self-regulation and personal interest are only partially explained by achievement. Second, it appears that perceived self-regulation drives personal interest, not the other way around. Finally, ways for teachers and schools to sustain perceived self-regulation throughout the high school years are discussed. [ABSTRACT FROM AUTHOR]

Purpose: To estimate the repeatability of refractive error measurement (REM) in a clinical environment in cataractous, pseudophakic and healthy eyes. Methods: The refractive error of patients referred for cataract surgery or consultation measured by ophthalmic professionals was re-examined and the measurement results were compared. A total of 99 eyes from 99 persons (41 cataractous, 36 pseudophakic and 22 healthy eyes) with visual acuity (VA) of 0.3–1.3 (logMAR 0.52 to − 0.11) were included. The differences between measurements 1 and 2 were calculated as 3-dimensional vector values and spherical equivalents (SEs) and expressed as the coefficient of repeatability (CR). The mean time interval between the first and second examinations was 45 days. Results: The CRs for all eyes for vertical (V), torsional (T) and horizontal (H) vectors were 0.74 D, 0.34 D and 0.93 D, respectively. The CR of SE for all eyes was 0.74 D. Eyes with lower VA (0.3–0.45) had larger variability in vector and SE values but the differences between VA groups were not statistically significant. The difference in the mean defocus equivalent (DE) between measurements 1 and 2 was, however, significantly greater in the group with lower VA. In all VA groups the mean difference vector was very close to the zero vector, which means that there was no systematic difference. Conclusions: Repeatability of refractive error measurements in clinical settings has a certain degree of variability. In this series, the variability in eyes with better VA was not great and was in accordance with earlier findings in healthy eyes. Eyes with lower VA had greater variability due to greater tolerance to defocus. Thus, conclusions concerning changes in the refractive state and the need to make changes in the refractive correction of eyes with poorer vision should be made with caution. [ABSTRACT FROM AUTHOR]

To estimate the random measurement error in visual acuity (VA) determination in the clinical environment in cataractous, pseudophakic and healthy eyes.The VAs of patients referred for cataract surgery or consultation by ophthalmic professionals were re-examined and the VA results for distance using projector acuity charts were compared. Refractive errors were also remeasured. A total of 99 eyes (41 cataractous, 36 pseudophakic and 22 healthy eyes) were examined. The healthy comparison group consisted of hospital staff. Only one eye of each person and eyes with Snellen VAs of 0.3–1.3 (logMAR 0.52 to− 0.11) were included. The mean time interval between the first and second examinations was 45 days.The estimated standard deviation of measurement error (SDME) of repeated VA measurements of all eyes was logMAR 0.06. Eyes with the lowest VA (0.3–0.45) had the largest variability (SDME logMAR 0.09), and eyes with VA ≥ 0.7 had the smallest (SDME logMAR 0.04). The variability may be partly explained by the line size progression in lower VAs, partly by the difference in the remeasurement of the refractive error. The difference in the average VA between examinations 1 and 2 (logMAR 0.15 versus 0.12) was considered to be of some interest because it indicates that some learning effect is possible.Visual acuity results in clinical settings have a certain degree of inherent variability. In this series variability ranged from SDME logMAR 0.04 (eyes with good vision) to logMAR 0.09 (in the lower vision group) in the Snellen VA range of 0.3–1.3. Changes should be judged with caution, especially in cases of decreased VA. [ABSTRACT FROM AUTHOR]

This study examined affect during high school students' face‐to‐face collaborative inquiry learning in science, supported by the web‐based software Virtual Baltic Sea Explorer. Self‐reported affective states during the inquiry process in peer groups were related to evaluations of a group's collaboration and performance in three phases of interdisciplinary science inquiry (biology and chemistry). Results indicate that despite high cognitive demands, positive affect prevailed whereas negative affect was infrequent. Structural equation modelling was used to analyse the significance of affect on collaboration and group performance. The relationship between affect, collaboration, and the groups' productive outcome revealed that self‐assurance had a significant effect on collaboration and support, intertwined with scientific understanding and group performance. Furthermore, a cross‐lagged analysis showed a reciprocal relation between positive affect, scientific understanding, collaboration, and support. These outcomes contribute to the scarce literature on the nature and importance of affect in the process of face‐to‐face computer‐supported collaborative inquiry and learning in science. Lay Description: What is already known about this topic: Positive collaboration in groups promotes positive affect.Positive affect is crucial for attitudes and motivation towards science learning.Affect is an important factor in virtual learning environment design, but there is a lack of understanding on occurrence and influence of affect during face‐to‐face virtual learning.What this paper adds: Students report mainly positive affect during virtual science inquiry despite tough task demands and the level of productive group outcome.Positive activating affect prevails throughout collaborative inquiry, whereas negative deactivating affect is subordinate.Joviality and notably self‐assurance has a great impact on collaboration and support, and achievement, whereas feelings of displeasure and insecurity may have negative implications.Implications for practice and/or policy: Self‐assurance promotes collaboration and support and the aim at coconstruction of shared understanding during virtual science inquiry learning.Efforts should be made to enhance positive affect and especially self‐assurance in virtual learning. [ABSTRACT FROM AUTHOR]

Today's students search, evaluate and actively use Web information in their school assignments, that is, they conduct an online inquiry. This current survey study addresses sixth-grade students' self-efficacy beliefs in and attitudes towards online inquiry, and to what extent free-time and school-related Internet activity, gender and learning beliefs explain these. The questionnaire was administered in 10 schools to 340 sixth-graders in Finland. Exploratory and confirmatory factor analyses revealed three elements of self-efficacy beliefs: self-efficacy in Web searching, the evaluation of sources and synthesising information. Furthermore, attitudes towards online inquiry loaded into two factors: a positive and a negative attitude towards online inquiry. A structural equation model was used to analyse the effects of the explanatory variables on the factors. The results of this work suggest that gender and free-time Internet use predict most sixth-graders' self-efficacy beliefs in and attitudes towards online inquiry. [ABSTRACT FROM AUTHOR]

Preterm birth is associated with low mathematical skills in children. This study on five-year-old Finnish children investigated whether mathematical skill profiles would differ between prematurely and full-term born children and how such profiles and other cognitive skills would be related. Mathematical skills included digit knowledge, spontaneous focusing on numerosity, arithmetic, counting and geometric skills. The investigated cognitive skills were phonological processing, working memory, instruction comprehension, speeded naming, inhibition and visuomotor skills. The participants were 119 preterm children with birth weight < 1501 g and 100 full-term born children with normal birth weight. The results of latent profile analyses showed that preterm and full-term born children differed in both number and shape of latent mathematical skill profiles, indicating quantitative and qualitative disparities. After controlling for birth weight or gestational age, maternal education, and other cognitive skills phonological processing, visuospatial working memory and speeded naming were uniquely associated with prematurely born children's five mathematical profiles. In full-term born children, only verbal working memory was related to their four mathematical profiles. [ABSTRACT FROM AUTHOR]

Aim: To develop an emotional intelligence (EI) test and evaluate its psychometrics for social and healthcare student selection. Design: A cross‐sectional methodological design. Methods: The test was developed based on a systematic review and focus group interviews. Content validity was evaluated with expert panels, and preliminary psychometrics with two pilot studies. Descriptive statistics, correlations and item response theory were used. Data Sources: Search was conducted in six databases 2018. Focus group interviews were conducted with educators and professionals in 2019. Expert panels with doctoral students, researchers and educators were conducted in 2020. Pilot tests with students were conducted 2020–2021. The developed test was administered to 4808 applicants 2021. Results: The test included four subscales. Correlations support the test's theoretical structure. The items were mainly easy. Conclusion: The test assesses EI objectively and comprehensively. The item‐level distractor analysis can be used for further test development. Impacts: Social care and healthcare students engage in clinical practice early in their studies, and these environments can be emotionally challenging. Assessing EI in student selection with adequate test can help the institutions of higher education to select the students with required abilities to succeed in the studies. The assessment of EI during student selection also provides information higher education institutions could use to develop and provide support interventions. The results may also encourage practice placements to include EI elements as learning objective. The results of this study and especially the use of IRT and detailed distractor analysis to evaluate the psychometric properties of EMI‐T can benefit researchers and educators that develop or evaluate objective assessment tools with multiple choice questions. Implications for the profession and/or patient care: Emotional intelligence is important for students to enable professional interaction. [ABSTRACT FROM AUTHOR]

Many people have serious difficulties in understanding rational numbers, limiting their ability to interpret and make use of them in modern daily life. This also leads to later difficulties in learning more advanced mathematical content. In this study, novel tasks are used to measure 263 late primary school students' spontaneous focusing on quantitative relations, in situations that are not explicitly mathematical. Even after controlling for a number of known predictors of rational number knowledge, spontaneous focusing on quantitative relations is found to have a strong impact on students' learning of rational number conceptual knowledge. This finding opens new possibilities for developing pedagogical solutions to one of the most difficult challenges of mathematics education. The findings suggest that students' own focusing tendency and self-initiated practice may have on important role in the long-term development of complex cognitive skills. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate symptoms of social anxiety and the psychometric properties of the Social Anxiety Scale for Adolescents (SAS-A) among Finnish adolescents, 13-16 years of age. Study 1 (n = 867) examined the distribution of SAS-A scores according to gender and age, and the internal consistency and factor structure of the SAS-A. In a subsample (n = 563; Study 2) concurrent and discriminant validity of the SAS-A were examined relative to the Social Phobia Inventory and the Beck Depression Inventory. Test-retest stability was examined over a 30-month period by repeated measures every 6 months in another subsample (n = 377; Study 3). Results mostly revealed no gender differences in social anxiety, except that boys reported more general social avoidance and distress than girls. Older adolescents (14-16-year-olds) reported higher social anxiety than younger adolescents (12-13-year-olds). Internal consistency for the SAS-A was acceptable for both genders and for all three SAS-A subscales. Confirmatory factor analysis replicated the original 18-item three-factor structure of the SAS-A, accounting for 61% of the variance between items. Evidence for concurrent and discriminant validity was found. Test-retest stability over 6 months was satisfactory. Results support the reliability and validity of the Finnish adaptation of the SAS-A, and further indicate that gender differences in adolescents' social anxiety may vary across Western countries. [ABSTRACT FROM AUTHOR]

In this two-year longitudinal study, we sought to examine the developmental relationships among early narrative listening comprehension and language skills (i.e., vocabulary knowledge, sentence memory, and phonological awareness) and the roles of these factors in predicting narrative listening comprehension at the age of 6 years. We also sought to examine the role of inference-making skills as longitudinal and concurrent predictors of other language skills and listening comprehension from the age of 4 to 6 years. One hundred thirty Finnish-speaking children participated in the study. A theoretical model of the developmental relationships among the variables was proposed and the associations were analyzed by means of path analysis. Results showed that inference skills, assessed through picture-book viewing, made a significant and unique contribution to variation in later narrative listening comprehension. Inference skills also played an indirect role in narrative listening comprehension by making a significant contribution to vocabulary knowledge even after controlling for earlier vocabulary knowledge and sentence memory. Although vocabulary knowledge and sentence memory were related to concurrent narrative listening comprehension, they did not predict later listening comprehension over and above the autoregressor. The results are discussed in terms of the predictive validity and diagnostic sensitivity of inference skills assessments in listening comprehension. Implications for research and theory are also discussed. [ABSTRACT FROM AUTHOR]

A latent variable structural model was constructed to test the relations among mothers' and fathers' parenting self-efficacy (PSE). their loneliness, and their child's peer-evaluated social competence, self-evaluated loneliness, teacher-evaluated motivational orientation, and academic skills. In order to do this, first the Self-Efficacy for Parenting Tasks Index (Coleman & Karraker, 2000) was applied to a sample of mothers (n= 876) and fathers (n=696) to test the relevance of these parenting task categories to Finnish mothers and fathers. The results of the latent variable structural model indicated a strong relationship between both mothers' and fathers' loneliness and their PSE, consisting of Nurturance, Discipline, Recreation, and Participation factors. Moreover, there was a modest relationship between parents' PSE and their child's social competence and consequently between social competence and child's loneliness. The relationship between PSE and child's academic achievement were mediated via child's social competence. [ABSTRACT FROM AUTHOR]

In this 2-year longitudinal study the developmental relationships among letter knowledge, phonological awareness, rapid naming, and task orientation were examined, and linguistic-motivational pathways of word reading acquisition were traced from kindergarten to Grade 1 by means of structural equation modeling. The participants were 100 Finnish-speaking nonreaders. Results showed that kindergarten (5–6 years) letter knowledge predicted subsequent preschool (6–7 years) phonological awareness and task orientation. RAN was a unique longitudinal and concurrent predictor of word recognition, suggesting that rapid naming provides a reliable prediction of prospective word reading ability at least in a transparent language. Controlling for phonological awareness and rapid naming, task orientation contributed uniquely to the prediction of word reading competence, suggesting that motivational and linguistic factors are both at work as children face the gradually growing demands of learning to read and write in Grade 1. [ABSTRACT FROM AUTHOR]

Aims: To develop and psychometrically test the Reasoning Skills (ReSki) test assessing undergraduate nursing applicants' reasoning skills for student selection purposes. Design: A methodological cross‐sectional design was applied for the psychometric testing. Methods: The ReSki test was developed as part of a wider electronic entrance examination. The ReSki test included a case followed by three question sections assessing nursing applicants' reasoning skills according to the reasoning process. Item response theory was used for psychometric testing to assess item discrimination, difficulty and pseudoguessing parameters. The ReSki test was taken by 1056 nursing applicants in six Finnish Universities of Applied Sciences (28 May 2019). Results: In the development process, the expert evaluations indicated acceptable content validity. In the psychometric testing, the test reliability was supported by item variance, the theoretical structure was supported by the correlation coefficients and the applicant mean performance supported an acceptable overall test difficulty. The item response theory indicated variance between the items' difficulty and discrimination ranges. However, most of the wrong items failed at being functional distractors. Conclusion: The ReSki test is a new and valid objective assessment of undergraduate nursing applicants' reasoning skills. The item response theory provided item‐level information that can be used for further development of the test, especially related to the revisions needed for the distractor items to achieve the desired level of difficulty. Impact: What problem did the study address? The assessment of nursing applicants' reasoning skills is suggested, but there is a lack of admission tools. What were the main findings? The results provided support for the reliability and validity of the ReSki test. Item response theory indicated the need for further item‐level improvement. Where and on whom will the research have an impact? The results may benefit higher education institutions and researchers when developing a test and/or student selection processes. [ABSTRACT FROM AUTHOR]

Fetal malpresentation, including persistent occipitoposterior position, is a major cause of dystocia resulting in obstetric interventions. We studied malpresentation among 11 957 consecutive singleton deliveries from 1995 to 2004. There were 1 030 deliveries with a malpresentation (8.6%). Cephalic malpresentations occurred in 5.4% of deliveries (persistent occipitoposterior 5.2%, face 0.1%, brow 0.14%), and 3.1% had breech presentation and 0.12% a transverse lie. The odds ratios (OR) for cesarean section were 14.89 (95%CI 11.91-18.63) in breech presentation and 4.57 (95% CI 3.85-5.42) in persistent occipitoposterior presentation. With persistent occipitoposterior position, the OR for instrumental vaginal delivery was 3.84 (95%CI 3.14-4.70). Primiparity was associated with increased malpresentation risks, as 54.6% of those with malpresentations were primiparous compared with 41.7% of those without (OR 1.68, 95%CI 1.48-1.91, p < 0.001). Primiparous women required more cesarean sections (OR 1.92, 95%CI 1.50-2.47) and instrumental deliveries (OR 2.89, 95%CI 1.50-2.47). Malpresentation frequently leads to cesarean section or instrumental delivery, especially among primiparous women. [ABSTRACT FROM AUTHOR]

Evaluates the use of obstetric forceps in delivery in Finland. Absence of maternal mortality; Lack of serious neonatal morbidity; Safety of forceps delivery.

A Word Problem Enrichment programme (WPE) has been found to increase student word problem solving performance when facing nonroutine and application problems. However, it is unknown if the WPE has an impact on student beliefs about word problem solving and how the WPE works for students with different motivation in learning mathematics. This study investigated the impact of the WPE on student beliefs about word problem solving by using Latent Profile Analysis and Structural Equation Modelling to analyse relations among the different cognitive, motivation, and belief factors. A total of 170 fourth- and sixthgrade students from elementary schools participated. Results showed that the effects of WPE are various depending on students' initial motivation level. The impacts of the WPE on student beliefs were found only in students with a low initial motivation level, while its impacts on student problem-solving performance were found only in students with a high initial motivation level. [ABSTRACT FROM AUTHOR]

Abstract Developing adaptive expertise with arithmetic problem solving is a much desired aim of primary school mathematics education. However, there are very few practical tools for teachers that would aid reaching this complex mathematical learning goal. The aim of the present study was to test the effects of a game-based learning environment in supporting primary school students' adaptive number knowledge and related arithmetic skills. Participants were 1168 students in grades four, five, and six. Classes were randomized in two conditions: in the experimental group regular mathematics teaching was enriched with gameplay using the Number Navigation Game (NNG), and in the control group students continued according to their regular math curriculum. An experimental design with pre- and post-test was used to measure students' adaptive number knowledge, arithmetic fluency, and pre-algebra knowledge. Overall, results showed that the experimental group outperformed the control group on adaptive number knowledge and math fluency. Results showed varying effects of the training in different grade levels, with more pronounced improvement of students' adaptive number knowledge in grade five. Game performance was related to the experimental group's post-test scores even after controlling for pre-test scores and grade. Results suggest that the NNG is effective in enhancing different types of arithmetic skills and knowledge in different grades of primary school education and can provide teachers with a practical and flexible tool to extend their regular classroom practice. Highlights • Game-based intervention for training adaptive number knowledge was used. • Results showed a positive impact on adaptive number knowledge. • The intervention had varying effects across different grades. • Game performance was related to the increase of math learning outcomes. • Adaptive number knowledge can be enhanced by the Number Navigation Game. [ABSTRACT FROM AUTHOR]

This study investigated age group differences in Spontaneous Focusing on Numerosity (SFON) tendency and arithmetical skills across age groups with differing starting ages of formal mathematics instruction. Children (N = 685) aged 4–7 years participated from four countries, i.e., Northern Ireland, England, Belgium and Finland, where children start formal school at 4, 5, 6, and 7 years respectively. Children completed measures of SFON tendency, Arabic number naming, verbal arithmetic and written arithmetic. Results revealed strong age group effects for all measures and some developmental differences between SFON tendency and arithmetical skills. Whether children were, or were not, in school had a strong effect on SFON tendency but not on arithmetical skills. In the 5 and 6 years old age group, children already in school had significantly lower SFON tendency compared to those not yet in school. Within each country, when comparing consecutive age groups situated near school starting age, SFON tendency scores were similar in three out of the four countries. Results suggest both informal and formal mathematical skills need to be considered when assessing young children's mathematical competence. • Significant age group differences in SFON and arithmetical skills. • SFON tendency was mostly higher in the groups who were not yet in school. • Results hold if controlling for age, SES and numerical activities at home. • Both informal and formal math skills should be assessed in young children. [ABSTRACT FROM AUTHOR]

The present five-year longitudinal study from preschool to grade 3 examined the developmental associations among oral language comprehension, task orientation, reading precursors, and reading fluency, as well as their role in predicting grade 3 reading comprehension. Ninety Finnish-speaking students participated in the study. The students' oral language comprehension (vocabulary knowledge, listening comprehension, and inference making) and task orientation were assessed in preschool, kindergarten, and grade 3. Reading precursors (letter knowledge and phonological awareness) were assessed at the first two timepoints and reading fluency at the third timepoint. Structural equation modeling showed that oral language comprehension, reading fluency, and task orientation each contributed uniquely to concurrent reading comprehension, and together they accounted for 76% of variance in reading comprehension. A reciprocal relationship was found between oral language comprehension and task orientation from preschool through kindergarten to grade 3, a finding that extends our knowledge of the longitudinal determinants of reading comprehension. [ABSTRACT FROM AUTHOR]

A nine year follow up study of the delivery pattern of 119 women after delivery in the persistent occiput posterior position and their occipito-anterior controls. The studied parameters were: number of deliveries, number of repeated cases of persistent occiput posterior position and operative deliveries. Deliveries in the occipito-posterior position were more common in the study group than in the controls (P= 0.031). Except for this, no statistically significant differences were found between the groups. According to the results, recurrence of the persistent occiput posterior position is common. A history of delivery in the persistent occiput posterior position does not seem to have any major impact on future childbearing. [ABSTRACT FROM AUTHOR]

This longitudinal research was designed to examine the prevalence and co-occurrence of peer problems such as rejection, withdrawal, loneliness, bullying, and victimization experienced by children (99 boys, 80 girls) in their everyday lives at daycare, in preschool and first grade of school-each successive spring-at the ages of 5, 6, and 7. Children were evaluated in individual testing sessions each year by peer interviews consisting of separate assessments of all problems. The results supported our hypothesis that children's peer problems were common, indicating co-occurrence, variability, and stability as well as changes over the years. There were some children who had a poorer prognosis than the others because their disadvantaged positions within their peer groups seemed to be unchanging between the successive years. [ABSTRACT FROM AUTHOR]