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Persistence is a critical factor that significantly predicts life outcomes. Although individual differences in persistence emerge early in life, the knowledge of effective strategies for cultivating persistence in young children remains limited. Based on these two studies, we suggest that emotional validation, defined as the acceptance of emotions without judgment, is a beneficial technique for promoting persistence in the wake of frustration. Study 1 examined 150 parents of children aged 4–6 years and found that parents' tendency to validate their children's emotions was positively associated with children's trait persistence. We conducted a randomized experiment (N = 93, aged 4–6 years) in Study 2 to establish a causal relationship between emotional validation and persistence in preschoolers. Children who received emotional validation feedback (n = 31) exhibited higher levels of persistence than those who received emotional invalidation (n = 31) and no feedback (baseline, n = 31) on a frustrating task. The persistence between the emotional invalidation and no‐feedback conditions was not statistically different. This finding highlights the vital role of emotional validation in promoting persistence in children at trait and state levels. In summary, this study offers a compelling strategy for empowering young children with resilience and determination when they encounter challenges. Research Highlights: Parental emotional validation predicts the trait‐level persistence of children aged 4−6 years.Children who received emotion‐validation feedback persisted longer on a task than those who received emotion‐invalidation feedback or no feedback.Children in the emotion invalidation condition did not differ from those in the no‐feedback condition in terms of persistence.Future studies are required to investigate the mechanisms underlying emotional validation in promoting task persistence in children. [ABSTRACT FROM AUTHOR]

Increasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current study, 209 in‐service preschool teachers were recruited to explore the relationship between math anxiety and their involvement in math activities within the classroom. Our findings showed that preschool teachers with high levels of math anxiety reported feeling less comfortable teaching math, leading to reduced engagement in math‐related activities and decreased interactions with their students. Building upon these insights, potential strategies are proposed to mitigate adverse effects of math anxiety among preschool teachers and cultivate a more positive learning environment for children. Practitioner Points: Children's math experience begins before formal schooling, but less is known about how preschool teachers' affective and cognitive apprehension about math plays a role in students' math learning environment.Preschool teachers with high math anxiety showed reduced competence in teaching math and interactions with students during math activities.Intervention programs focusing on mitigating teachers' math anxiety as well as improving math teaching efficacy may enhance a positive learning environment for early childhood education. [ABSTRACT FROM AUTHOR]

In cross-sectional research, subjective well-being and grit are found to be positively correlated. Their mutually reinforcing effects are particularly relevant for youth entering early adolescence because, during this developmental period, both well-being and grit have been shown to predict consequential outcomes later in life. However, their mutual relation has not yet been investigated in early adolescence. This study, therefore, examined the possibility of a virtuous cycle linking subjective well-being and grit during early adolescence. Self-report questionnaires of grit and subjective well-being were completed by N = 5291 children in China (47.6% girls; initial Mage = 9.69, SDage = 0.59) on six occasions over 3 academic years. In random-intercept cross-lagged panel models (RI-CLPMs), within-person changes in grit predicted within-person changes in subjective well-being 6 months later, and vice versa. Notably, analyses revealed an asymmetry in this cycle: paths from subjective well-being to grit were stronger and more reliable than the converse. Likewise, facet-level analyses showed that the predictive power of the perseverance component (of grit) and the affective component (of subjective well-being), respectively, was greater than the passion and cognitive components, respectively. These findings highlight the potential of boosting happiness for catalyzing positive youth development and, in addition, foreground the utility of studying these composite constructs at the facet level. [ABSTRACT FROM AUTHOR]

Developmentally, adolescence is the period when children make tentative career choice by practicing new patterns of thinking and planning idea. They do so by exploring various career-related learning opportunities within the proximal social context, such as peers. Within the career development theories, however, the influence of peers on the development of self-efficacy in adolescents' career decision-making process had been understudied. Thus, this study aims to explore the co-evolution of friendship network and career decision-making self-efficacy (CDMSE) in 440 South Korean adolescents (Mage =16.03 years, SD = 1.36, 93% boys) by using longitudinal data, 15 weeks of measurement interval. Specifically, we investigated whether friends become similar in their CDMSE or whether those who have similar levels of CDMSE become friends. Adopting stochastic actor-based social network analyses, we examined the selection and influence process in relation to teens' friendship networks and CDMSE. We found that friends become similar in their CDMSE level over time, suggesting that friendship affects the development of CDMSE. However, the similarity in CDMSE levels do not predict friendship selections among adolescents. This study highlights the importance of peers for career development and intervention. The implications for practice and intervention are discussed. [ABSTRACT FROM AUTHOR]

Frustration is a common emotional experience in teachers' lives. Despite its ubiquity, frustration in the classroom has been largely ignored as a focus of study in modern emotion and motivation research. In this study, we bring together an interdisciplinary body of work to stimulate renewed interest in the study of frustration pertaining to teachers and their students. First, we discuss common sources of frustration and explain why even minor frustrations discourage goal attainment. Then, we present recommendations for ways in which teachers can reduce the occurrence of this common yet understudied emotion through empathy, simplification, and reappraisal. We conclude by discussing the personal attributes that teachers draw upon to overcome frustration and highlighting additional open questions and areas of future studies. [ABSTRACT FROM AUTHOR]

Display for large TVs is approaching 100 inches in size, and in 2020, microLEDs have been introduced to the market with high luminance and a wide color gamut. The 88‐inch microLED TV display color quality was compared to OLED and LCD TV displays through color appearance experiments. The perceptual values were compared to the measured values to improve the contrast, vividness, and depth. The mLED—having a larger luminance range—exhibited 30% more clarity. [ABSTRACT FROM AUTHOR]

Displays with large curvature far up to 1000R have been studied to increase visual performance and to reduce visual fatigue. This can be attributed to structural factors resulting from variations in the shape of monitors of the same size which causes differences in the observer's field of view. In this study, the visual performance of the curved display in an aspect of working tasks was examined in relation with the tilted and viewing field angle. An experiment using 27" flat‐panel LCD and 1800R and 1000R curved LCD was performed. The analysis of the experimental results was done by comparing the average of the time spent on five tasks in each display: Reading, Searching, Typing, Shape Adjusting, and Line Drawing. Thus, if curvature increases to 1000R at 27" size, it can be confirmed that the viewing field and tilted angle effects can improve visual navigation and reduce distortion of shape perception, thereby improving work efficiency. [ABSTRACT FROM AUTHOR]

Resolution for displays are increasing from 4K-UHD to 8K-Full UHD. We conducted a subjective image quality evaluation to compare the image quality between 4 and 8 K by using diverse image stimuli. As a result, we identified perceptual and cognitive characteristics that can be demonstrated in image quality above 8 K. Cognitive and synesthetic factors as well as perceptual factors, and color expression were improved in 8 K image quality. The research findings suggested that both perceptual and cognitive factors are reinforced in 8 K. This tendency was even more reinforced when the main object was placed within the image. Also, the contrast and vividness felt higher at 8 K, of which the vividness influenced the cognitive evaluation of the 8 K image quality. When compared with 4 K, the image quality above 8 K was accompanied by optical illusion, which in turn improved the understanding of the main object. These results suggest that cognitive evaluations for a comprehensive understanding of images may be strengthened at a very high resolution of 8 K or higher beyond the 'presence' of 4 K resolution. [ABSTRACT FROM AUTHOR]

8K displays have four times more resolution than 4K, which means that they will have twice the spatial frequency per screen length. With higher intensive Mach band effect, 8K displays show stronger luminance intensity for the objects and edges within the image. Higher resolution results in higher brightness and contrast and improves color and clarity expressions. In this study, 4K (60cpd) and 8K (120cpd) are quantified in realistic conditions of display 65 inches, viewing distance, and psychophysical images and videos selected through general luminance. As a result, an increase in resolution from 4K to 8K is perceived as increasing the perception contrast and color representation in all images, which have an integrated effect on cognitive resolution according to the image. [ABSTRACT FROM AUTHOR]

Prior research has shown that adverse events in the lives of adolescents precipitate psychological distress, which in turn impairs self-control. This study (N = 1,343) examined the protective effects of stress mindsets-beliefs about the extent to which stress might be beneficial or strictly detrimental. The results confirmed that increasing the number of adverse life events across the school year predicted rank order increases in perceived distress, which in turn predicted rank order decreases in self-control. Adolescents who believed in the potential benefits of stress were less prone to feeling stressed in the wake of adverse life events. These findings suggest that changing the way adolescents think about stress may help protect them from acting impulsively when confronted with adversity. [ABSTRACT FROM AUTHOR]

In an attempt to contribute to the development of ultra-high-definition (UHD) TV viewing guidelines, the factors that may affect the image quality and visual comfort for both the adult and elderly groups were considered: viewing distance (2H, 4H, and 6H), surrounding environment (illuminance levels 0.6 and 250 lx), video content (day and night, high and low speed), and resolution (UHD and full HD). It was found that the surrounding viewing conditions affected the visual comfort of the adult group more than that of the elderly group. The young adults felt more comfortable visually watching TV in an illuminated room than in a dark room. It was also found that the higher resolution ensures satisfactory visual quality despite the deviations in the viewing distance. With the UHD resolution, the viewing distance was the most significant factor contributing to the image quality and visual comfort for both age groups. Therefore, ‘visual comfort distance’ was recommended considering each human factor variable for the optimal UHD TV viewing experience. [ABSTRACT FROM PUBLISHER]

School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd graders' (N = 634) math achievement, motivational frameworks, and math anxiety 2 times, 6 months apart. Cross-lagged path analyses showed reciprocal relations between math anxiety and math achievement and between motivational frameworks and math achievement. Entity motivational frameworks predicted higher math anxiety. High math achievement was a particularly strong predictor of lower math anxiety and less entity-oriented motivational frameworks. We concluded that reciprocal effects are already present in the first 2 years of formal schooling, with math achievement and attitudes feeding off one another to produce either a vicious or virtuous cycle. Improving both math performance and math attitudes may set children onto a long-lasting, positive trajectory in math. [ABSTRACT FROM AUTHOR]

Generic statements about the abilities of children's social groups (e.g. 'Girls/Boys are good at this game') negatively impact children's performance - even if the statements are favorable towards children's own social groups. We explored the mechanism by which generic language impairs children's performance. Across three studies, our findings suggest that generic statements influence children's performance by creating an entity belief (i.e. a belief that a fixed ability determines performance). Children who were exposed to a generic statement about their social group's ability performed worse than children in control conditions. This effect hurt children's performance even when the person who made the generic statement was no longer present and a new person not privy to the statement replaced them. However, when children heard a generic statement paired with an effort explanation (i.e. 'Girls/Boys are good at this game because they try really hard when they draw') they performed better than children who heard the generic statement with no explanation (i.e. just 'Girls/Boys are good at this game') and children who heard the generic statement paired with a trait explanation (i.e. 'Girls/Boys are good at this game because they are smart and really good at drawing'). This work uncovers when and how generic statements that refer to the ability of one's social group hinder performance, informing the development of practices to improve student motivation and learning. [ABSTRACT FROM AUTHOR]

Previous research has shown that when confronted with failure, individuals with a fixed view of intelligence (entity theorists) perform worse on subsequent tasks than those with a malleable view of intelligence (incremental theorists). This study finds that entity theorists perform worse than incremental theorists only when they believe that a subsequent task measures the same ability as the task they previously failed. However, when individuals believe that the subsequent task measures an ability unrelated to the ability needed for the initial failed task, incremental theorists perform worse than entity theorists. Across five studies, we show that entity theorists are more likely to choose a different-ability task as a second task and perform better than incremental theorists on that task. We also examine the role of thoughts about previous failure in the performance differences. [ABSTRACT FROM AUTHOR]