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Introduction: Mathematical word problems refer to word problems where the information that is presented needs to be integrated, typically into a mathematical formula, to arrive at a solution to the problem. When solving mathematics word problems, elementary school students often have difficulties improving their performance due to a lack of self-regulated learning (SRL). However, SRL can be developed by adopting an appropriate teaching approach which offers quantitative feedback or learning prompts. With the sophistication of interactive and data-driven feedback technology, it is possible to provide timely and personalized strategies for promoting students' SRL. Methods: In this study, an interactive e-book editing platform was used to design self-regulation-level-based feedback(SRLF) and task-level-based feedback(TLF) teaching models, which were respectively conducted in two similar fifth-grade classes for the mathematics word problem solving lessons. Results: Using ANCOVA and repeated ANOVA, this study found that (1) the SRLF had a remarkably greater impact on elementary school students' mathematics word problem-solving performance than the TLF, with a partial η²-value of .107; (2) In the short period of time, there was no significant difference between the two kinds of feedback on the learners' SRL. The TLF was slightly superior to the SRLF, especially in terms of total self-regulated learning scores and cognitive strategies; (3) The TLF had a significant interaction effect on self-regulated learning and cognitive strategies, respectively with a partial η²-value of .059 and .056. [ABSTRACT FROM AUTHOR]

Background: Stress influences examination performance among Sri Lankan students. Validated tests are required to evaluate stress levels among elementary students in Sri Lanka. Therefore, the Perceived Stress Questionnaire 8-11 (PSQ8- 11) was translated into a Sinhala version. The aim of this study was to examine the psychometric properties of the translated and adapted scale among elementary level school children in Sri Lanka and examine invariance across male and female children. Methods: The participants were 1021 students from seven schools. After removing missing values, responses from 693 students (mean age = 9.65 ± 0.478 years, 51.8% male) were analysed for participant characteristics. Cronbach's alpha, Spearman's correlation, and confirmatory factor analysis with measurement invariance models were conducted after adding one item to the original PSQ8-11 version. Results: The Cronbach's alpha value for the 20-item modified PSQ8-11 Sinhala version was.788. The two subscales, psychological stress (Cronbach's alpha = 0.615) and physiological stress (Cronbach's alpha = 0.711), indicated a satisfactory level of internal consistency. Furthermore, a statistically significant correlation (p < 0.01; 2-tailed) was reported among each of the subscales. Confirmatory factor analyses demonstrated a satisfactory goodness-of-fit across the two models by confirming the theoretical constructs of the PSQ8-11 translated version with its two subscales. The two-factor model has better model fit indices compared to the unidimensional model (χ²/df = 1.447, CFI = 0.947, TLI = 0.938, WRMR = 0.028, RMSEA = 0.026, SRMSR = 0.0341, and PCLOSE = 1 of the two-factor model). Measurement variance across gender was supported by the establishment of configural and metric invariances. Conclusion: Acceptable psychometric properties for the PSQ8-11 Sinhala version were observed in elementary schoolers in Sri Lanka. [ABSTRACT FROM AUTHOR]

In the past decade, the concept of dyadic coping as a buffer against stress in romantic relationships has received much attention in Western countries, but it has rarely been studied in non-Western countries and among parents with school-aged children. The aim of the present study was to investigate the moderating effect of dyadic coping on the link between financial strain and marital satisfaction, as well as the mediating effect of marital satisfaction on the relationship between financial strain and quality of life. There were 751 heterosexual couples whose eldest child aged 7-12 years in West Java, Indonesia (mean age husband = 37.53 SD = 5.09; mean age wife = 34.42 SD = 4.85) fulfilled the paper and pencil questionnaires in the study. The moderated mediated model illustrated that (1) greater levels of dyadic coping weakened the negative association between financial strain and marital satisfaction for husbands and for wives (2) for both husbands and wives, there were no mediation effect (3) for both husbands and wives, financial strain was negatively associated with quality of life; and marital satisfaction was positively associated with quality of life. We discuss both the theoretical and practical implications of these findings. [ABSTRACT FROM AUTHOR]

Pragmatic impairment has become a critical aspect of language development in autistic children and has gained significant academic attention over the past two decades. This study leverages bibliometric methods to conduct an exhaustive analysis of literature derived from Web of Science database. Utilizing CiteSpace software, we construct a knowledge map to dissect the academic hotspots in research related to pragmatic impairment in autistic children. This enables us to delineate the evolutionary trajectory of this research domain, analyze the prevailing research dimensions, and anticipate potential future dimensions. Our findings indicate that research hotspots in this field over the past two decades predominantly concentrate on assessing and diagnosing pragmatic impairment in autistic children, intervention strategies, and theory of mind. The research scope on pragmatic impairment in autistic children has progressively broadened and deepened. Research has evolved from initial descriptions and interpretations of autism to exploring the theory of mind in high-functioning, school-aged children. The current emphasis is on examining the specific skills that these children possess. [ABSTRACT FROM AUTHOR]

Purpose: To explore the relationship between post-traumatic stress disorder (PTSD) and students' academic control and academic emotion in the aftermath of a flood disaster. The findings will offer educators and relevant departments valuable insights to understand and facilitate the restoration of learning capabilities among students affected by the disaster. Methods: This study employed a combined approach of questionnaire surveys and longitudinal tracking. Students from Guangling Primary and Secondary School (Shouguang City, Weifang, Shandong Province) participated in surveys administered in September 2018, December 2018, and September 2019. The instruments utilized included the Post-Disaster Trauma Assessment Questionnaire, the Adolescent Academic Control Scale, and the mathematical version of the Achievement Emotions Questionnaire. Data analysis involved two-factor correlation and mediation effect testing. Results: Significant differences were observed in overall PTSD scores and its three dimensions between the 1-week and 1-year post-disaster assessments. Both the average PTSD score and the detection rate were higher 1 year after the disaster compared to the first week. Students' academic control demonstrated a strong positive correlation with positive academic emotions and a significant negative correlation with anxiety-related academic emotions. Cross-lagged regression analysis indicated a predictive relationship: academic control measured 3 months post-disaster significantly predicted academic emotions at the 9-month assessment, and conversely, academic emotions at the 3-month point were predictive of academic control at 9 months. In addition, academic control appears to play a complete mediating role in the relationship between PTSD and academic emotions. Conclusion: Students exhibited a range of PTSD symptoms following the disaster, with a higher prevalence noted in the first year compared to the initial week. PTSD negatively affects academic standing in these students, and is predictive of both their sense of academic control and their emotional responses to learning. Crucially, academic control and academic emotions exhibit a strong correlation and can mutually affect one another. Interventions aimed at reducing PTSD symptoms, cultivating positive academic emotions, and strengthening students' sense of academic control must therefore consider the relationship between these factors. This holistic approach will enhance psychological well-being and improve academic performance. [ABSTRACT FROM AUTHOR]

Introduction: Recent studies have emphasized the intricate connection between exercise and cognition, focusing on specific cognitive processes and their correlations with specific motor skills. However, research on the impact of the qualitative aspects of movement on both short- and long-term cognitive performance is limited. In this quasi-experimental study, we investigate the impact of a 10-week fancy rope-skipping intervention on motor coordination and selective attention of 7-9-year-old children. Methods: A total of 60 primary school students fromChangbin School in Haikou participated and completed the study from October to December 2022. The 60 participants were divided into a fancy rope-skipping group and a control group. Children's motor coordination was assessed using the Körperkoordinations Test für Kinder (KTK), while selective attention was evaluated using the d2 Test of Attention. Children were assessed at baseline and after the 10-week intervention. Results: Compared with the control group, the scores for the total KTK and for the hopping for height, jumping sideways, and moving sideways sub-items were significantly higher in the rope-skipping group after the intervention, with a significant interaction effect between time and intervention. Attention concentration improved in the rope-skipping group and had a significant interaction effect between time and intervention compared with the control group; the effects of the intervention on other aspects of selective attention were unclear. Conclusions: Our study suggests that a 10-week fancy rope-skipping interventionmay potentially enhancemotor coordination and selective attention accuracy in children aged 7-9 years. [ABSTRACT FROM AUTHOR]

Introduction: Understanding the relationship between parenting style and the non-cognitive development of high school students is crucial, particularly in rural China. Non-cognitive abilities, including traits such as emotional regulation, resilience, and interpersonal skills, play a significant role in students' overall development and future success. This study aims to investigate how different parenting styles impact non-cognitive abilities among high school students in rural China. Methods: This study surveyed 6,549 high school students and their primary caregivers in rural China. The students had an average age of 17.61 years, with 48% being male, and 62% of Han ethnicity. Primary caregivers self-reported their parenting styles, while the students' non-cognitive abilities were assessed using the Big Five Inventory-Short (BFI-S). The relationship between parenting style and non-cognitive development was analyzed using two distinct methods: two dimensions (authoritative and authoritarian) and four categories of parenting styles. Results: The study revealed that an authoritative parenting style had a positive impact on the non-cognitive abilities of students. Conversely, a negative association was observed between the authoritarian parenting style and the students' non-cognitive development. This association was more pronounced in the non-cognitive developmental scores of girls compared to boys. Additionally, parents from wealthier families or those with higher levels of education were more likely to adopt an authoritative parenting style rather than an authoritarian one. Discussion: The results of this study highlight the significant influence of parenting styles on the non-cognitive development of high school students in rural China. Authoritative parenting, characterized by warmth and structure, appears to foster better non-cognitive outcomes, while authoritarian parenting, marked by strictness and less warmth, is associated with poorer non-cognitive development. The gender differences observed suggest that girls may be more sensitive to variations in parenting style. Furthermore, the socioeconomic and educational background of parents plays a crucial role in determining the parenting style adopted. These findings underscore the importance of developing and implementing parenting training interventions in rural China, aimed at promoting authoritative parenting practices to enhance the noncognitive development of students. [ABSTRACT FROM AUTHOR]

Undoubtedly, social media is one of the significant components of computer and internet technologies. It offers users the opportunity to share emotions, thoughts, and life experiences through various means such as text, images, and videos on the internet. In doing so, it not only provides a multifaceted communication and interaction opportunity for users of all ages but also creates a dynamic and entertaining parallel universe. This universe shapes and transforms individual, social, and cultural life, as well as habits. With the daily increase in user numbers, social media has become an integral part of our lives. The primary objective of this study is to determine the social media usage habits of fourth-grade students, known as Generation Z. The research was conducted using semi-structured interviews, a qualitative data collection method. The universe of the study consisted of 654 fourth-grade students attending state schools in seven different provincial centers representing the seven geographical regions of Turkey during the 2021-2022 academic year. The data were collected using an interview form developed for this research and analyzed with the content analysis technique. According to the research findings, it was determined that approximately three-quarters of primary school fourth-grade students use social media on a daily basis. Moreover, most participants stated that they use social media for educational, communicative, and entertainment purposes. The most preferred social media platforms by students were identified as YouTube, WhatsApp, TikTok, and Instagram. [ABSTRACT FROM AUTHOR]

The aim of this research was to examine the effects of using a random and game-based practice schedule for Traditional Cultural Games (TCG) skills on the performance of gross motor skills. Specifically, skills of two types of TCG, Chindro, an individual TCG, and Pittu-Garam, a team TCG, were practiced. 102 primary school children, ages seven to ten, attended a total of eighteen sessions of skill practice in 6 weeks, practicing TCG motor skills found in the game of Chindro or Pittu-Garam. For each TCG, participants were assigned to either random or game-based conditions, contributing to four experimental groups (Chindro random, Chindro game-based, Pittu random, and Pittu gamebased). Gross motor skills performance was measured, before and after the experiment, according to the Test of Gross Motor Development-2. Particularly, the performance of six gross motor skills, Catch, Overhead Throw, Underhand Roll, Hop, Leap, and Jump, were assessed. Additionally, through a transfer test, the same skills were evaluated from a real-world game situation. In the skills performance test, all four groups significantly improved gross motor skills performance by the end of the experiment. However, there was no difference found between the groups based on game-based and random selection in the skills performance test and the game transfer test for both TCG. Practicing TCG skills according to high interference practice schedules, whether individually or in combination, improved gross motor skills performance. The study indicated that a game-based practice schedule could be a substitute for a random practice schedule when planning a training session involving high-interference practice schedules. [ABSTRACT FROM AUTHOR]

Introduction: Emotional education is learned by living with others. This study analyzes how different actors participate in the classroom, influencing students' emotional regulation. Methods: Using a mixed methods approach [structured in macro-stages QUALQUAN-QUAL], 9 classes in three Chilean schools with children aged 10 to 12 are systematically observed. The audio-recorded sessions are transcribed (qualitative data) for coding from the observation instrument, and then, once the data quality is verified, they are analyzed quantitatively (quantitizing). A lag sequential analysis is performed to detect regularities and existing sequences, and a polar coordinate analysis is performed to observe the relationships among the categories in each class. Results: Once the results of the analyses have been obtained, similarities are sought to detect the presence of multiple cases based on the two analysis techniques. The multiple cases detected are presented, detailing how interactions between teachers and students contribute to the emotional regulation and climate in the daily life of the classroom. Discussion: The interpretation of the results makes it possible to revisit the qualitative aspect of the mixed methods and to discuss the need to problematize the role of teachers in students' development and autonomy. [ABSTRACT FROM AUTHOR]

Though school children tend to view peer victimization as morally wrong most do not to intervene on the victim's behalf and some instead choose to aid the victimizer. The aim of this longitudinal study was to investigate how students' defending and pro-aggressive bystander behaviors evolved over the course of one school year and their association to basic moral sensitivity, moral disengagement, and defender self-efficacy. Three-hundred-fifty-three upper elementary school students (55% girls; 9.9-12.9 years of age) each completed self-report surveys at three points during one school year. Results from latent growth curve models showed that pro-aggressive bystander behavior remained stable over the year, whereas defending behavior decreased. Moreover, students who exhibited greater basic moral sensitivity were both less likely to be proaggressive and simultaneously more likely to defend. Students with defender self-efficacy were not only associated with more defending behavior at baseline but also were also less likely to decrease in defender behavior over time. Conversely, students reporting a higher degree of moral disengagement were linked to more pro-aggressive behavior, particularly when also reporting lower basic moral sensitivity. These short-term longitudinal results add important insight into the change in bystander behavior over time and how it relates to students' sense of morality. The results also highlight the practical necessity for schools to nurture students' sense of morality and prosocial behavior in their efforts to curb peer victimization. [ABSTRACT FROM AUTHOR]

Introduction: Facial emotion recognition abilities of children have been the focus of attention across various fields, with implications for communication, social interaction, and human behavior. In response to the COVID-19 pandemic, wearing a face mask in public became mandatory in many countries, hindering social information perception and emotion recognition. Given the importance of visual communication for children's social-emotional development, concerns have been raised on whether face masks could impair their ability to recognize emotions and thereby possibly impact their social-emotional development. Methods: To this extent, a quasiexperimental study was designed with a two-fold objective: firstly, to identify children's accuracy in recognizing basic emotions (anger, happiness, fear, disgust, sadness) and emotional neutrality when presented with faces under two conditions: one with no-masks and another with faces partially covered by various types of masks (medical, nonmedical, surgical, or cloth); secondly, to explore any correlation between children's emotion recognition accuracy and their affective state. Sixtynine (69) elementary school students aged 6-7 years old from Greece were recruited for this purpose. Following specific requirements of the second phase of the experiment students were assigned to one of three (3) distinct affective condition groups: Group A-Happiness, Group B-Sadness, and Group C-Emotional Neutrality. Image stimuli were drawn from the FACES Dataset, and students' affective state was registered using the self-reporting emotionsregistration tool, AffectLecture app. Results: The study's findings indicate that children can accurately recognize emotions even with masks, although recognizing disgust is more challenging. Additionally, following both positive and negative affective state priming promoted systematic inaccuracies in emotion recognition. Most significantly, results showed a negative bias for children in negative affective state and a positive bias for those in positive affective state. Discussion: Children's affective state significantly influenced their emotion recognition abilities; sad affective states led to lower recognition overall and a bias toward recognizing sad expressions, while happy affective states resulted in a positive bias, improving recognition of happiness, and affecting how emotional neutrality and sadness were actually perceived. In conclusion, this study sheds light on the intriguing dynamics of how face masks affect children's emotion recognition, but also underlines the profound influence of their affective state. [ABSTRACT FROM AUTHOR]

This article examines the development of primary English education from teachers' and students' perspectives; this is done by investigating environment, curriculum and teacher and students' information. The study was carried out with 42 primary English teachers and 404 primary students from 90 urban and rural primary schools in 13 regions in the Hunan Province, China, the participants engaged in the questionnaire tasks to investigate the present status and problems with primary English education in the Hunan Province. Based on the assessment indicators through CIPP model, combining educational theory and sustainable development theory, the present study develops a primary school English education evaluation model and conducts a practical investigation of primary school English education in the Hunan Province, based on the established model. The findings indicate that the quality of teachers has improved, teaching methods and teaching equipment have become diversified, and student interests and English proficiencies have increased. However, there are still deficiencies in the implementation of Primary English Education in the Hunan Province. For instance, certain schools improperly implement national policies, resulting in imbalanced education. Additionally, educational inequality persists due to disparities in family economic status and importance. Moreover, regional, ideological, and management factors contribute to uneven allocation of educational resources. Furthermore, significant disparities exist between urban and rural areas in terms of teacher qualifications, teaching quality, and school operating hours. The article proposes enhancing awareness of sustainable development, strengthening supervision, and seeking educational and policy support to facilitate the sustainable development of primary English education. [ABSTRACT FROM AUTHOR]

Background: Despite an increasing amount of research on the relationship between parenting styles and neurodevelopmental disorders, there has been minimal focus on how parenting styles impact children's reading abilities. The aim of this study was to investigate the potential mediating role of the home literacy environment in the connection between parenting styles and dyslexia. Methods: A total of 212 primary school students from grade 2-5 were recruited for this study. The Chinese Reading Ability Test was used to screen children with dyslexia. The home literacy environment was evaluated using a structured questionnaire that measured the frequency and quality of reading-related activities between parents and children. Egna Minnen Beträffande Uppfostran questionnaire was used to assess the parenting style, including emotional warmth, rejection, overprotection, and anxious rearing. It is a self-report tool filled out by the children themselves, used to assess their perceptions of their parents' parenting styles. The structural equation modeling was carried out to evaluate the direct, indirect, and total effects of parenting styles on dyslexia. Results: Compared to control group, male children with dyslexia had lower scores in parenting styles characterized by emotional warmth, overprotecting and anxious rearing (p < 0.05), while female children with dyslexia only showed lower scores in anxious rearing (p < 0.05). Children with dyslexia lacked regular reading time (OR = 2.69, 95%CI: 1.04-6.97, p < 0.05), and have higher homework pressure compared to normal children (OR = 7.41, 95%CI: 1.45-37.82, p < 0.05). Additionally, emotional warmth, paternal overprotection and anxious rearing were negatively associated with dyslexia in children (all p < 0.05). Our findings indicate a strong correlation between dyslexia, home literacy environment, and parenting styles. In a structural equation model, the home literacy environment was identified as an independent mediator between parenting styles and dyslexia. The total effect of parenting styles on dyslexia is 0.55, with an indirect effect of 0.68 mediated by the home literacy environment. Conclusion: The findings of this study indicate that home literacy environment serves as a mediator between parenting styles and dyslexia in children. This study highlights how parenting styles influence dyslexia, offering key insights for aiding dyslexic children and guiding effective interventions. [ABSTRACT FROM AUTHOR]

Introduction: Central coherence is the normal tendency to process and give meaning to incoming information taking into account the context or global view of that information. Methods: We assessed the central coherence of 252 school children of normal intelligence between 6 and 11 years old. We compared the performance of two groups: (a) a control group (n = 194), and (b) a clinical group (n = 58) comprising children with NVLD+ADHD (n = 24), ADHD alone (n = 16), SCD (n = 8) and level-1ASD (n = 10) (Kluskall-Wallis H and Mann-Whitney U were calculated to make comparisons within groups and between pairs of groups). The effects of medication were studied (Student's t test). Results: The NVLD+ADHD, SCD and ASD1 groups showed weak central coherence. The performance of the ADHD group was normal and differed significantly from the NVLD+ADHD group. Conclusion: Central coherence deficit was not exclusive to ASD1: it also characterizes NVLD and SCD. [ABSTRACT FROM AUTHOR]

We investigate the development of visuospatial and oculomotor reading skills in a cohort of elementary school children. Employing a longitudinal methodology, the study applies the Topological serial digit Rapid Automated Naming (Top-RAN) battery, which evaluates visuospatial reading skills leveraging metrics addressing crowding, distractors, and voluntary attention orientation. The participant pool comprises 142 students (66 males, 76 females), including 46 non-native speakers (21 males, 25 females), representing a diverse range of ethnic backgrounds. The Top-RAN dataset encompasses performance, error, and self-correction metrics for each subtest and student, underscoring the significance of these factors in the process of reading acquisition. Analytical methods include dimensionality reduction, clustering, and classification algorithms, consolidated into a Python package to facilitate reproducible results. Our results indicate that visuospatial reading abilities vary according to the task and demonstrate a marked evolution over time, as seen in the progressive decrease in execution times, errors, and self-corrections. This pattern supports the hypothesis that the growth of oculomotor, attentional, and executive skills is primarily fostered by educational experiences and maturation. This investigation provides valuable insights into the dynamic nature of these skills during pivotal educational stages. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates the intricate relationship between parents' education anxiety and children's learning anxiety, examining the mediating role of parenting style and the moderating effect of extracurricular tutoring. Methods: Utilizing data from the "Survey of Parents and Students in Primary and Secondary Schools," the study employs stratified sampling (n = 3,298) and various psychological scales to measure education anxiety, parenting styles, and extracurricular tutoring. Results: This study reveals that parents' education anxiety significantly influences children's learning anxiety, with a notable positive correlation (r = 0.301**). Parenting styles particularly rejection and overprotection style increase this anxiety, while emotional warmth style decreases it. Academic tutoring serves as a moderator, reducing the impact of parental anxiety on children's learning anxiety (β = -0.033, p < 0.05). Discussion: The study underscores the importance of addressing internal family dynamics to alleviate education anxiety. It advocates for a balanced approach to tutoring, emphasizing the benefits of arts and sports activities in reducing learning anxiety. Parents should be encouraged to adopt emotionally warm parenting styles and to engage their children in a variety of extracurricular activities. [ABSTRACT FROM AUTHOR]

Introduction: Arithmetic calculation is a fundamental skill for mathematical learning and daily life. However, elementary school students often make errors in practice. Methods: Grounded in the schema theory and the memory retrieval theory of mental arithmetic, this study employs a controlled experiment to investigate the effect of a schema-based method in correcting persistent errors in mental arithmetic, specifically in the context of simple addition operations. The experimental group utilizes a schema-based method to help participants rectify incorrect answers in memory retrieval, while the control group did not receive this treatment. Results: The results showed that significant differences emerged between the experimental and control groups in both the post-test performance and the reduction of persistent error count, indicating that the experimental group had rectified incorrect answers in memory; and persistent errors in simple addition were indeed caused by interference from incorrect answers during memory retrieval; and the schema-based method proves to be effective. Discussion: The findings of this study contribute to enhancing practical mental arithmetic instruction, assisting students in correcting relevant errors, and improving their mental arithmetic abilities. Not only does it offer directive guidance for teaching practices, but it also provides an enlightening reference for promoting innovative teaching methods. [ABSTRACT FROM AUTHOR]

The development of motor competence is thought to be a crucial precursor to raising the trajectory of PA throughout a person's life. The objectives of this study are to determine motor competence and the daily time of moderate and vigorous physical activity of students in 5th and 6th grade elementary in Chile, and to establish whether there are differences in motor competence according to sex and compliance with physical activity recommendations. 368 schoolchildren (M = 11.10 years; 54.3% girls) participated. To assess motor competence, the MOBAK 5--6 test was used. Physical activity was measured using ActiGraph wGT3X-BT® accelerometers. Boys (M = 3.65, SD = 2.14) showed better performance than girls (M = 2.39, SD = 1.80) in Object Control (p ≤ 0.001, PS = 0.67). For Self-Movement, the girls (M = 2.72, SD = 2.14) performed better than the boys (M = 2.40, SD = 1.86); however, there were no significant differences between the two sexes (p = 0.257). Boys (M = 48.4, SD = 22.8) presented more daily minutes of moderate and vigorous physical activity than girls (M = 35.9, SD = 16.9), with statistically significant differences (p ≤ 0.001, PS = 0.67). About MC according to compliance with the physical activity recommendations, only in Object Control there is a statistically significant difference (p ≤ 0.001; PS = 0.29) between the students who comply with the recommendations (M = 4.28, SD = 2.12) and those who do not achieve the recommended minutes (M = 2.67, SD = 1.29). By contrast, an analysis of Self-Movement found no significant difference (complies: M = 2.73, SD = 1.97; does not comply: M = 2.54, SD = 2.04; p = 0.408) between the two groups. It is necessary to generate instances that develop motor competence in all its dimensions to promote higher levels of moderate to vigorous physical activity. [ABSTRACT FROM AUTHOR]

Recent lockdown situations have highlighted social relationship deprivation of schoolchildren and the need to develop the teaching-learning process in informal contexts. The aim of this study was to analyze differential socioemotional and educational profiles in Early Childhood and Primary Education students using variables relating to academic performance during the COVID-19 pandemic. Correlational, descriptive, and inferential statistical analyses were performed that yielded differential explanatory models depending on the stage of education. The results reveal statistically significant differences in all the variables except for family-school relationship. In the linear regression models, the most statistically significant variable for school performance in both stages was family-school relationship. However, differences were found between both profiles: emotional impact for Early Childhood Education students and social impact for Primary Education students. Lastly, leisure activities at home were included as an explanatory variable only in the Primary Education regression model. The final conclusions highlight the need to attend to the evolutionary characteristics of students in each stage to improve school performance in similar lockdown situations. [ABSTRACT FROM AUTHOR]

Objectives: This study investigated the influence of long-term talker familiarity on speech-in-speech recognition in school-age children, with a specific emphasis on the role of familiarity with the mother's voice as either the target or masker speech. Design: Open-set sentence recognition was measured adaptively in a two-talker masker. Target and masker sentences were recorded by the adult mothers of the child participants. Each child heard sentences spoken by three adult female voices during testing; their own mother's voice (familiar voice) and two unfamiliar adult female voices. Study sample: Twenty-four school age children (8-13 years) with normal hearing. Results: When the target speech was spoken by a familiar talker (the mother), speech recognition was significantly better compared to when the target was unfamiliar. When the masker was spoken by the familiar talker, there was no difference in performance relative to the unfamiliar masker condition. Across all conditions, younger children required a more favorable signal-to-noise ratio than older children. Conclusion: Implicit long-term familiarity with a talker consistently improves children's speech-in-speech recognition across the age range tested, specifically when the target talker is familiar. However, performance remains unaffected by masker talker familiarity. Additionally, while target familiarity is advantageous, it does not entirely eliminate children's increased susceptibility to competing speech. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine whether collective moral disengagement and authoritative teaching at the classroom level, and student-teacher relationship quality at the individual level, predicted individual moral disengagement among pre-adolescent students 1 year later. In this short-term longitudinal study, 1,373 students from 108 classrooms answered a web-based questionnaire on tablets during school, once in fifth grade (T1) and once in sixth grade (T2). The results showed, after controlling for T1 moral disengagement, gender, and immigrant background, that students with better student-teacher relationship quality at T1 were more inclined to score lower on moral disengagement at T2, whereas students in classrooms with higher levels of collective moral disengagement at T1 were more inclined to score higher on moral disengagement at T2. In addition, both collective moral disengagement and authoritative teaching were found to moderate the associations between student-teacher relationship quality at T1 and moral disengagement at T2. These findings underscore the importance of fostering positive relationships between students and teachers, as well as minimizing collective moral disengagement in classrooms. These measures may prevent the potential escalation of moral disengagement in a negative direction. [ABSTRACT FROM AUTHOR]

Introduction: Preparing host-society children for contact with refugees coming into their classes poses a new and important challenge for countries with little prior experience in integration. Imagined contact is a prejudice-reduction intervention that can be particularly useful in this context. However, its longterm effects and potential age-related variations in its efficacy among primary school children remain understudied. Methods: This study investigated the short-term and long-term effects of an imagined contact school intervention on the change in attitudes and contact intentions of 1,544 children aged 7–15. Of these, 827 participated in a foursession-long intervention delivered by their teachers within their regular classes, while 717 served as a comparison group. Short-term effects were assessed approximately one week after the last intervention session, with long-term effects evaluated around two and a half months later. Results: Our findings indicate that the imagined contact intervention instigates positive changes in intergroup attitudes and contact intentions in both the short term and long term, but only for the children in the lower grades of primary school. Discussion: While the durability of these effects among younger participants holds promise for future use of imagined contact in schools, we also scrutinize potential developmental and methodological explanations of the absence of expected intervention effects among older children. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates the mechanisms linking students' perceived teacher support with math anxiety, focusing on the mediating roles of the teacher-student relationship and mathematics self-efficacy. Methods: The research was conducted with 401 fifth-grade students in China, utilizing scales for Students' Perceived Teacher Support, Teacher-Student Relationship, Math Self-Efficacy, and Math Anxiety. Results: Findings revealed that student-perceived math teacher support, teacher-student relationship, and math self-efficacy were all significantly negatively correlated with math anxiety. It was notably found that student-perceived math teacher support influenced math anxiety through the chain mediation of teacher- student relationship and math self-efficacy. Additionally, the effect of students' perceived emotional support from math teachers on math anxiety, mediated by teacher-student relationship intimacy, was significant only among male students. Discussion: These results underscore the importance of fostering positive teacher-student interactions and enhancing self-efficacy to reduce math anxiety among primary school students. The gender-specific findings regarding emotional support and relationship intimacy highlight the need for tailored strategies in addressing math anxiety. [ABSTRACT FROM AUTHOR]

The literature has well documented the relationship between Adverse Childhood Experiences, personality traits, and well-being. However, less is known about how Benevolent Childhood Experiences (BCEs) relate to “light” personality traits and Flourishing. The study analyzed the effects of BCEs on Flourishing, considering the mediator role of Light Triad traits (Kantianism, Humanism, and Faith in Humanity). The study used a quantitative methodology with a non-experimental, cross-sectional design; 410 Honduran adults responded to the survey, including questions regarding Light Triad personality traits, Flourishing, and BCEs. On average, respondents reported 7.34 BCEs. The number of reported BCEs did not vary significantly between men and women. However, specific BCEs were categorically associated with subjects’ sex. A higher proportion of men reported having at least one teacher who cared about the respondent, having opportunities to have a good time, and liking/feeling comfortable with oneself. Flourishing was significantly higher for participants who reported the presence of BCEs. The largest effect size was achieved for the difference in Flourishing scores between those who reported liking school as a child and those who disliked it. The number of Benevolent Childhood Experiences had a significant total and direct effect on Flourishing scores. Significant indirect effects were also identified. Faith in Humanity and Humanism, not Kantianism, mediated the relationship between BCEs and Flourishing. BCEs significantly explained all Light Triad traits. In conclusion, BCEs have significant direct and indirect effects on adult Flourishing; Faith in Humanity and Humanism mediate this relationship. [ABSTRACT FROM AUTHOR]

Introduction: Reading comprehension is one of the most important skills learned in school and it has an important contribution to the academic success of children with Autism Spectrum Disorder (ASD). Though previous studies have investigated reading comprehension difficulties in ASD and highlighted factors that contribute to these difficulties, this evidence has mainly stemmed from children with ASD and intact cognitive skills. Also, much emphasis has been placed on the relation between reading comprehension and word recognition skills, while the role of other skills, including fluency and morphosyntax, remains underexplored. This study addresses these gaps by investigating reading comprehension in two groups of school-aged children with ASD, one with intact and one with low cognitive abilities, also exploring the roles of word decoding, fluency and morphosyntax in each group’s reading comprehension performance. Methods: The study recruited 16 children with ASD and low cognitive abilities, and 22 age-matched children with ASD and intact cognitive skills. The children were assessed on four reading subdomains, namely, decoding, fluency, morphosyntax, and reading comprehension. Results: The children with ASD and low cognitive abilities scored significantly lower than their peers with intact cognitive abilities in all reading subdomains, except for decoding, verb production and compound word formation. Regression analyses showed that reading comprehension in the group with ASD and intact cognitive abilities was independently driven by their decoding and fluency skills, and to a lesser extent, by morphosyntax. On the other hand, the children with ASD and low cognitive abilities mainly drew on their decoding, and to a lesser extent, their morphosyntactic skills to perform in reading comprehension. Discussion: The results suggest that reading comprehension was more strongly affected in the children with ASD and low cognitive abilities as compared to those with intact cognitive skills. About half of the children with ASD and intact cognitive skills also exhibited mild-to-moderate reading comprehension difficulties, further implying that ASD may influence reading comprehension regardless of cognitive functioning. Finally, strengths in decoding seemed to predominantly drive cognitively-impaired children’s reading performance, while the group with ASD and intact cognitive skills mainly recruited fluency and metalinguistic lexical skills to cope with reading comprehension demands, further suggesting that metalinguistic awareness may be a viable way to enhance reading comprehension in ASD. [ABSTRACT FROM AUTHOR]

As a long-established model of schooling, the boarding system is commonly practiced in countries around the world. Numerous scholars have conducted a great deal of research on the relationship between the boarding school and student development, but the results of the research are quite divergent. In order to clarify the real effects of boarding school on students' development, this study used meta-analysis to quantify 49 (91 effect sizes) experimental or quasiexperimental studies on related topics at home and abroad. The results find that: (1) Overall, boarding school has no significant predictive effect on student development, with a combined effect size of 0.002 (p > 0.05); (2) Specifically, boarding school has a significant positive predictive effect on students' cognitive development (g = 0.248, p < 0.001), a significant negative predictive effect on students' affective and attitudinal development (g = -0.159, p < 0.05), and no significant predictive effect on students' behavioral development (g = -0.115, p > 0.05) and physical development (g = -0.038, p > 0.05); (3) The relationship between the two is moderated by the school stage and the type of boarding school, but not by the instruments; (4) Compared with primary school students, senior high school students and urban boarding students, the negative predictive effect of boarding system on junior middle school students and rural boarding students is more significant. In addition, there are some limitations in the study, such as the limited number of moderator variables included, the results of the study are easily affected by the quality of the included literature, and the dimensionality of the core variable "student development" is not comprehensive enough. In the future, further validation should be conducted through in-depth longitudinal or experimental studies. [ABSTRACT FROM AUTHOR]

Multi-component Positive Psychology Interventions (mPPIs) in secondary schools have been shown to improve mental health outcomes for young people. The Hummingbird Project mPPI is a six-week program of workshops designed to introduce a variety of positive psychology (PP) concepts to secondary school-aged children in schools to improve well-being, resilience, and hope. The effects on mental distress, however, were not explored. The current study, therefore, was designed to replicate the effects of the Hummingbird Project mPPI on positive mental health and to also explore the effects on symptoms of mental distress. Secondary school-aged children (N = 614; mean age = 11.46 years) from a sample of secondary schools located across the North West of England (N = 7) participated in the study; the majority of children were in Year 7 (94%). The PP concepts explored included happiness, hope, resilience, mindfulness, character strengths, growth mindset, and gratitude. The results showed significant improvements associated with the mPPI in well-being (as measured by the World Health Organization Well-Being Index; WHO-5), hope (as measured by the Children’s Hope Scale; CHS), and symptoms of mental distress (as measured by the Young Person’s Clinical Outcomes in Routine Evaluation; YP-CORE) from pre- to post-intervention. While acknowledging the limits due to pragmatic concerns regarding the implementation of a control group, the effectiveness of the Hummingbird Project mPPI on well-being was replicated alongside reducing the symptoms of mental distress. Future evaluation, however, will need to implement more robust designs and consider follow-up duration to assess the longer-term effects of the Hummingbird Project mPPI. [ABSTRACT FROM AUTHOR]

This document is an editorial from the journal Frontiers in Psychology, published on March 18, 2024. It focuses on psychological studies in the teaching, learning, and assessment of mathematics. The studies, conducted by researchers from various countries, cover topics such as mathematics teachers' knowledge and emotion, instructional practices, and the processes of mathematics learning. The studies explore factors that impact students' learning satisfaction, gender differences in math self-concepts, and the relationship between affective factors and mathematics learning. The editorial emphasizes the importance of psychological studies in improving teaching and learning practices in mathematics education. [Extracted from the article]

Background: Existing research underscores the positive influence of consistent physical activity, fitness, and motor coordination on school-aged children’s cognitive and academic performance. However, a gap exists in fully understanding this relationship among preschoolers, a critical age group where the development of cognitive functions is significant. The study aims to expand upon existing evidence that connects motor and cognitive development by examining the correlation between specific motor coordination and physical fitness skills and the development of constructive and conceptual thinking in preschool-aged children. Methods: Data from 56 children aged 4–5 years (mean age 4.5 ± 0.36y), comprising 30 girls and 26 boys, participated in this study. We assessed muscular strength (via standing long jump, wall toss test, flexibility), agility (4 × 5 m shuttle), cardiorespiratory fitness (20 m pacer test), and motor coordination (lateral jumping, platform shifting). Cognitive abilities were measured using the IDS-P. Results: Linear regression models showed that significant predictors of constructive thinking scores were observed solely for flexibility (p = 0.02) and shifting platforms (p = 0.01). Notably, flexibility exhibited a negative relationship (β = −1.68). In the context of conceptual thinking, significant predictors (p < 0.05) included standing long jump (p = 0.01), jumping laterally (p = 0.005), shifting platforms (p = 0.001), throwing (p = 0.02). Conclusion: Coordination-demanding activities seem to be related considerably to conceptual thinking in preschoolers. Integrating such motor activities into preschool curricula that demand cognitive engagement can positively influence the development of cognitive functions. [ABSTRACT FROM AUTHOR]

Introduction: As captured by the individual trait of Sensory Processing Sensitivity (SPS), highly sensitive children perceive, process, and responds more strongly to stimuli. This increased sensitivity may make more demanding the process of regulating and managing emotions. Yet, developmental psychology literature also showed that other variables, as those related to the rearing environment, are likely to contribute to the process of regulating emotions. With the current contribution, we aim to bridge two lines of research, that of attachment studies and that of SPS, by investigating the additive and interactive contribution of SPS and internal working models of attachment representations on emotion regulation competencies in school-aged children. Method: Participants were N = 118 Italian children (mean age: 6.5, SD = 0.58 years, and 51.8% female) with their mothers. Children's positive attachment representations were rated observationally through the Manchester Child Attachment Story Task procedure during an individual session at school. Mothers reported on children SPS trait and emotion regulation competencies completing the Highly Sensitive Child Scale-parent report and the Emotion Regulation Checklist. We performed and compared a series of main and interaction effect models. Results: SPS was not directly associated with emotion regulation but it was significantly associated with positive attachment representations in predicting emotion regulation. Highly sensitive children showed poorer emotion regulation when the internalized representations were low in maternal warmth and responsiveness. When driven by sensitive and empathic attachment representation, highly sensitive children showed better emotion regulation than less-sensitive peers, suggesting a for better and for worse effect. Discussion: Highly sensitive children are not only more vulnerable to adversities but also show better emotion regulation competencies when supported by positive internal working models of attachment relationships. Overall, findings shed light on the link between SPS and attachment and suggest that working for promoting secure attachment relationships in parent-child dyads may promote better emotion regulation competences, particularly in highly sensitive children. [ABSTRACT FROM AUTHOR]

Introduction: Math anxiety (MA) is an academic anxiety about learning, doing, and evaluating mathematics, usually studied in school populations and adults. However, MA likely has its origins before children go to school. For example, studies have shown that general anxiety (GA) for everyday events is less separable from MA in primary than in early secondary school. This suggests that GA may be a precursor of MA. For this reason, here, we have examined whether GA is already associated with math achievement at the end of kindergarten. Methods: We tested 488 Hungarian kindergarten children aged 5.7 to 6.9 years (55% girls) and analyzed the effect of GA, sex, and family SES on math achievement in kindergarten children. Results: Strikingly, confirming results from primary school children, we found that GA negatively correlated with math achievement already in this preschool population. Higher GA levels had a stronger negative effect on girls' than boys' math achievement. However, there were no significant sex differences in math achievement in kindergarten. Additionally, family socioeconomic status was the strongest predictor of math achievement. Discussion: We speculate that high GA in preschool is a plausible early precursor of later high MA. Early interventions could aim to control GA levels before children start formal schooling. [ABSTRACT FROM AUTHOR]

This document is an editorial titled "Family and school influences on individuals' early and later adjustment." It discusses the importance of family and school relationships in shaping children's adjustment and later outcomes. The editorial highlights the role of family socialization, peer relationships, and the school environment in influencing behavior, personality, and academic performance. The document also provides a summary of five quantitative studies that examine various aspects of family and school influences on personal adjustment, including parenting styles, parent-child interaction, household chaos, teacher-student closeness, and peer acceptance. The studies emphasize the need for further research and interventions to promote positive adjustment in children and adolescents. [Extracted from the article]

Introduction: Understanding pupils' thoughts about leaving school may contribute to better identify those at risk of dropping out. Thus, we explored the associations between perceived psychological demands, decision control, and social support from teacher and fellow pupils, and pupils' thoughts about leaving upper secondary school. Methods: Cross-sectional data from a convenience non-probability sample of 249 pupils from 12 Norwegian upper secondary schools were collected using a school-modified version of the work-focused Job Content Questionnaire (JCQ). Adjusted logistic regression was used to analyze the data. Results: Pupils who experienced higher psychological demands and lower social support from fellow pupils were more likely to experience thoughts of leaving school compared to those who experienced lower demands and high levels of social support. Decision control was not significantly associated with thoughts about leaving school. Conclusion: High psychological demands may increase the likelihood of considering leaving school. Peer support can lessen such thoughts. Implication: Identifying whether pupils are thinking about leaving school can help identify those who are at risk of dropping out of upper secondary school. [ABSTRACT FROM AUTHOR]

Since the beginning of the COVID-19 pandemic, the prevalence of mental disorders in children and adolescents has increased significantly. Evidence shows that childhood mental disorders can have serious consequences on psychosocial, cognitive, and physical development. Approaches from Positive Education go further than the urgently needed prevention of mental disorders by aiming directly at promoting subjective, psychological, and social wellbeing. The present study describes the implementation of a brief program to promote wellbeing in 15 elementary schools. For this purpose, in a regular university seminar, students of teaching and educational science were instructed to give 11 "happiness lessons" for fourth graders in a team of two and in the presence of the class teacher over the course of 3 months. Quantitative data were collected from children and parents in the treatment group classes and in the parallel classes serving as the waiting control group at four measurement points (pre, post, 1- and 2-month follow-up). We assessed psychological wellbeing, negative emotions and moods, parent support and home life, perception of the school environment, and self-esteem of the children with established instruments with versions for children and their parents and the frequency of positive and negative emotions of the children in self-report only. Additionally, we applied ad hoc items on subjective perception of the project and open questions in the treatment group. Data were analyzed with EectLiteR using multigroup structural equation models. Results showed a small significant eect for negative emotions with the children's data and a medium eect for psychological wellbeing in the perception of the parents at the 1-month follow-up. Interaction eects suggest that lower baseline levels in parent support and home life and self-esteem would increase the treatment eect for these constructs. The need for more grounded framework in positive education and the inclusion of more qualitative methods as well as suggestions to improve the program in the sense of a whole school approach are discus [ABSTRACT FROM AUTHOR]

To investigate whether bullying and psychological conditions are correlated, this study analyzed a survey of primary and secondary school students from Zigong City, Sichuan Province. A total of 95,545 students completed a personal information questionnaire, the Multidimensional Peer-Victimization Scale (MPVS), and eight other scales pertaining to various psychological problems. The data showed that 68,315 (71.5%) participants experienced school bullying at varying degrees, indicating the prevalence of bullying among adolescents. The chi-square tests revealed a strong correlation between school bullying and psychological conditions. This correlation was further explored through multivariate logistic regression, showing that students who experienced mild bullying had a 3.10 times higher probability of emotional and behavioral problems, 4.06 times higher probability of experiencing prodromal symptoms of mental illness, 4.72 times higher probability of anxiety, 3.28 times higher probability of developing post-traumatic stress disorder (PTSD), 4.07 times higher probability of poor sleep quality, 3.13 times higher probability of internet addiction, 2.18 times higher probability of poor mental health, and 3.64 times higher probability of depression than students who did not experience bullying. The corresponding probabilities for students who experienced severe bullying were 11.35, 17.35, 18.52, 12.59, 11.67, 12.03, 4.64, and 5.34 times higher, respectively. In conclusion, school bullying and psychological conditions are significantly correlated among primary and secondary school students, and the more severe the bullying, the higher the probability to suer from psychological problems. [ABSTRACT FROM AUTHOR]

Introduction: The COVID-19 pandemic significantly impacted the daily routines of children, with social distancing and quarantine leading to reduced social interactions and potential increased conflicts within families. These factors can increase the risk for anxiety and depression while reducing overall quality of life. Methods: Our study included 1843 school children aged 8 to 12 from 56 schools over a 2.5-year period before and during the pandemic. This multiwave cross-sectional study utilized baseline data from an optimization trial of an indicated preventive intervention. The main outcomes were selfreported symptoms of anxiety and depression, and quality of life was the secondary outcome measure. Furthermore, responses to COVID-relevant questions were measured using a self-composed scale. Our objectives were to compare anxiety and depression symptom levels between cohorts of children who participated in the study before and during the pandemic, to examine if anxiety or depression predicted the COVID response, and whether anxiety and depression and subtypes of anxiety had an impact on quality of life during the pandemic. Linear regression and interaction models were used to examine relevant associations. Results: Levels of anxiety and depression were higher in all waves compared to pre-pandemic levels. Quality of life was lower during the pandemic than before the pandemic, particularly among children with generalized anxiety symptoms. Quality of life was negatively associated with loneliness. Discussion: Our study revealed that children reported higher anxious and depressive symptoms during the pandemic compared to pre-pandemic levels, as well as reduced quality of life. Lockdowns and restrictions may have contributed to this burden. Additionally, self-reported loneliness was a significant possible consequence of the restrictive measures imposed on children during the pandemic. Additional research is needed to investigate the long-term effects of the pandemic on children, particularly regarding the stability of elevated levels of anxiety and depression. Such studies could examine whether these conditions are indicative of a trajectory toward more severe internalizing disorders. [ABSTRACT FROM AUTHOR]

There is a misconception that pictures are easy to comprehend, which is problematic in pedagogical practices that include pictures. For example, if a child has difficulties with verbal narration to picture sequences, it may be interpreted as specific to spoken language even though the child may have additional difficulties with comprehension of visual narratives in the form of picture sequences. The purpose of the present study was therefore to increase our understanding of semantic processing in the pictorial domain in relation to semantic processing in the verbal domain, focusing on 9-13 years-old children with typical language development. To this end, we measured electrical brain responses (event related potentials, ERPs) in 17 children to (i) pictures (panels) that were predicted versus unpredicted in sequences of panels that conveyed visual narratives and (ii) words that were predicted versus unpredicted in sentences that conveyed verbal narratives. Results demonstrated similarities as there were no significant difference in the magnitude of the N400 effect across domains. The only difference between domains was the predicted difference in distribution, that is, a more posterior N400 effect in the verbal domain than in the pictorial domain. The study contributes to an increased understanding of the complexity of processing of visual narratives and its shared features with processing of verbal narratives, which should be considered in pedagogical practices. [ABSTRACT FROM AUTHOR]

Background: Technology advances make it increasingly possible to adapt direct behavioral assessments for classroom use. This study examined children's scores on HTKS-Kids, a new, largely child-led version of the established individual research assessment of self-regulation, Head-Toes-Knees-Shoulders-Revised task (HTKS-R). For the HTKS-Kids tablet-based assessment, which was facilitated by children's preschool teachers, we examined (1) preliminary reliability and validity; (2) variation in scores predicted by child age and background characteristics; and (3) indication that HTKS-Kids provides different information from teacher ratings of children. Method: Participants included n = 79 4-year-old children from two urban areas in upstate New York, USA. Average parent education was 12.5 years, ranging 3-20. A researcher administered the HTKS-R to individual children, and teachers (eight white, two Latino) were trained to use the HTKS-Kids tablet-based assessment and asked to play once with each study child. Teachers also rated each child on 10 Child Behavior Rating Scale (CBRS) items about classroom self-regulation. Results: We found evidence that (1) the HTKS-Kids captures variation in children's self-regulation and correlates positively with established measures, (2) parent education was the best predictor of HTKS-Kids scores, and (3) teachers rated Black children significantly worse and white children better on the CBRS, with the magnitude of group differences similar to the contribution of parent education. In contrast, Black and white children showed no score differences on HTKS-Kids. Implications: The HTKS-Kids is a promising new tablet-based assessment of self-regulation that could replace or supplement traditional teacher ratings, which are often subject to implicit bias. [ABSTRACT FROM AUTHOR]

Introduction: A smooth transition to primary school is positively related to children's later school experience. Certain parental school-readiness beliefs and parenting styles, among other factors, contribute to the smoothness of this transition. Methods: Therefore, this study adopted a latent profile analysis to examine the patterns of Chinese parents' school-readiness beliefs and their parenting styles and investigated socioeconomic status (SES) differentials in both. Twostage probability sampling method is adopted in this study and a total of 1,204 Chinese parents of 5-to 6 years-old children were investigated with schoolreadiness beliefs scale, Parenting Styles and Dimensions Questionnaire, as well as scale of attitudes regarding roles in school readiness All data analyses were processed in Mplus 8.6. Results and discussion: Three profiles were identified: (1) supportive parenting with a very strong emphasis on school readiness; (2) partially supportive parenting with a reflection of school readiness; (3) weakly supportive parenting with no emphasis on school readiness. Higher SES was found to be more likely to be associated with membership in Profile 1 rather than Profile 2. The present study shows quantitative support for Anette Lareau's work and has implications for the development of more targeted parental intervention programs. [ABSTRACT FROM AUTHOR]

Studies have indicated that the media plays a role in the development of body dissatisfaction in children. Nevertheless, there is limited understanding of the protective factors that may reduce this association, such as the parent-child relationship. Therefore, this study investigates children's body dissatisfaction and self-esteem and the role of media pressure and a trust in parent-child relationships herein. A sample of n = 246 participants (59.8% girls, aged 8-10) was recruited. Children completed self-report questionnaires that assessed body dissatisfaction, self-esteem, media pressure, and trust in parent-child relationships. Results revealed that higher scores on media pressure were linked to increased body dissatisfaction and decreased self-esteem. On the other hand, higher scores on trust in mother and father were associated with lower levels of body dissatisfaction and higher levels of self-esteem. However, the presence of trust in parent-child relationships did not attenuate the impact of media pressure on body dissatisfaction or self-esteem. Further investigation is necessary to gain a deeper understanding of how sociocultural and interpersonal factors interact and contribute to the development of body image problems. While current prevention and intervention programs predominantly focus on the individual, it may be beneficial to place greater emphasis on the family environment. [ABSTRACT FROM AUTHOR]

Literature has reported a decrease in students’ engagement throughout schooling, but more worrying, is that elementary students already show signs of disengagement. This data sets the case to develop interventions at this school level. The narrative-based intervention “Yellow Trials and Tribulations” aimed to promote self-regulation has been proven to positively impact elementary students’ school engagement. Acknowledging that classroom engagement is expected to be more closely related to learning and achievement than school engagement, the current study aims to extend the research of the mentioned intervention on elementary students’ classroom engagement (i.e., behavioral, emotional, cognitive, and agentic dimensions), as well as on basic psychological needs (i.e., perceived autonomy, competence, and relatedness)—an antecedent of students’ engagement. The current intervention was implemented by 4th-grade class teachers trained for that purpose and was assessed following a quasi-experimental design with pretest and posttest data collection. Participants were 90 students in the experimental group, and 91 in the comparison group. A multivariate analysis of variance with repeated measures was run for each construct. At the end of the intervention, children in the experimental group reported higher perceived competence and classroom engagement (all dimensions) than their counterparts in the comparison group (small and medium effect sizes were found). No followup was conducted to examine whether the intervention effects were longlasting. Results are expected to support researchers’ and educators’ efforts to effectively implement the intervention, and maximize its benefits to students. For example, extra efforts could be made to help implementers better respond to students’ psychological needs (in this case, perceived autonomy and relatedness), and consequently increase classroom engagement (especially behavioral and emotional engagement, which revealed lower effect sizes). [ABSTRACT FROM AUTHOR]

Literature has reported a decrease in students' engagement throughout schooling, but more worrying, is that elementary students already show signs of disengagement. This data sets the case to develop interventions at this school level. The narrative-based intervention "Yellow Trials and Tribulations" aimed to promote self-regulation has been proven to positively impact elementary students' school engagement. Acknowledging that classroom engagement is expected to be more closely related to learning and achievement than school engagement, the current study aims to extend the research of the mentioned intervention on elementary students' classroom engagement (i.e., behavioral, emotional, cognitive, and agentic dimensions), as well as on basic psychological needs (i.e., perceived autonomy, competence, and relatedness)-an antecedent of students' engagement. The current intervention was implemented by 4th-grade class teachers trained for that purpose and was assessed following a quasi-experimental design with pretest and posttest data collection. Participants were 90 students in the experimental group, and 91 in the comparison group. A multivariate analysis of variance with repeated measures was run for each construct. At the end of the intervention, children in the experimental group reported higher perceived competence and classroom engagement (all dimensions) than their counterparts in the comparison group (small and medium effect sizes were found). No followup was conducted to examine whether the intervention effects were longlasting. Results are expected to support researchers' and educators' efforts to effectively implement the intervention, and maximize its benefits to students. For example, extra efforts could be made to help implementers better respond to students' psychological needs (in this case, perceived autonomy and relatedness), and consequently increase classroom engagement (especially behavioral and emotional engagement, which revealed lower effect sizes). [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has led to a global shift toward online education, which has increased the use of technology for communication, management, and remote teaching. This study aimed to investigate how primary school teachers in China used technology during the Pandemic and to what extent they experienced Technostress, as well as the impact of Technostress on work–family conflicts and technology-induced health issues. A survey was conducted among 1,172 primary school teachers, and the results revealed that teachers exhibited a moderate to a high level of Technostress during the Pandemic, with differences observed in gender, age, and headteacher duties. Furthermore, Technostress was positively correlated with work–family conflicts and technology-induced health issues. Technology use intensity was found to directly impact work–family conflicts and personal health and indirectly impact them via the agency effects of Technostress. School support moderated the indirect relationship between technology use intensity and work–family conflicts and health issues, with higher levels of school support leading to less apparent impacts of technology intensity on work–family conflicts and personal health via the agency effect of Technostress. These findings provide timely insights for post-pandemic teacher training and technology management and suggest the importance of school support in promoting sustainable educational development. [ABSTRACT FROM AUTHOR]

This document is an editorial titled "Advances in the contributions of mathematics in the field of education and psychology." It discusses the importance of considering affective factors, such as attitudes, anxiety, and motivation, in mathematics education. The editorial highlights various studies that explore different aspects of mathematics education, including problem-solving ability, mathematical attitude determinants, brain exercises, sentence-based problem-solving skills, family income, and mathematical self-efficacy. The document concludes by emphasizing the need for further research on the affective domain, particularly in relation to mathematics anxiety in both students and teachers. [Extracted from the article]

IntroductionThe COVID-19 pandemic significantly impacted the daily routines of children, with social distancing and quarantine leading to reduced social interactions and potential increased conflicts within families. These factors can increase the risk for anxiety and depression while reducing overall quality of life.MethodsOur study included 1843 school children aged 8 to 12 from 56 schools over a 2.5-year period before and during the pandemic. This multi-wave cross-sectional study utilized baseline data from an optimization trial of an indicated preventive intervention. The main outcomes were self-reported symptoms of anxiety and depression, and quality of life was the secondary outcome measure. Furthermore, responses to COVID-relevant questions were measured using a self-composed scale. Our objectives were to compare anxiety and depression symptom levels between cohorts of children who participated in the study before and during the pandemic, to examine if anxiety or depression predicted the COVID response, and whether anxiety and depression and subtypes of anxiety had an impact on quality of life during the pandemic. Linear regression and interaction models were used to examine relevant associations.ResultsLevels of anxiety and depression were higher in all waves compared to pre-pandemic levels. Quality of life was lower during the pandemic than before the pandemic, particularly among children with generalized anxiety symptoms. Quality of life was negatively associated with loneliness.DiscussionOur study revealed that children reported higher anxious and depressive symptoms during the pandemic compared to pre-pandemic levels, as well as reduced quality of life. Lockdowns and restrictions may have contributed to this burden. Additionally, self-reported loneliness was a significant possible consequence of the restrictive measures imposed on children during the pandemic. Additional research is needed to investigate the long-term effects of the pandemic on children, particularly regarding the stability of elevated levels of anxiety and depression. Such studies could examine whether these conditions are indicative of a trajectory toward more severe internalizing disorders.Clinical trial registration: NCT04263558.

The Gifted Rating Scales - School Form (GRS-S), an evaluation tool for the identification of gifted elementary and middle school children, was the subject of the current study, which focused on its psychometric features (internal consistency reliability and structural validity). Four hundred and eighty-nine teachers (342 women, 139 men, and 8 without gender declaration) used the GRS-S to estimate the dimensions of giftedness in their students for the current study. Particularly, 489 children (253 girls and 236 boys) were evaluated by their teachers. Eight elementary and middle school classes and sixteen 6-month age bands were used to stratify the student population. The scales' outstanding internal consistency and good factorial validity were revealed by statistical analyses (EFA, CFA, and Cronbach's coefficients). According to the current research findings, the GRS-S as a reliable and valid assessment tool for identifying gifted students (by their teachers) within the Greek cultural environment. [ABSTRACT FROM AUTHOR]

Introduction: The current study explores the relation between parent involvement and children's school readiness for 568 families enrolled in the Home Instruction of Preschool Youngsters (HIPPY) program in Texas. Parent involvement in children's learning is a focus of the HIPPY curriculum. Methods: In this analysis, conditional process models were run to examine the relations between children's school readiness and engagement in home learning activities, parents' education level, program language (English or Spanish), both before and after completing a year of the program. Results: At pretest but not posttest, program language moderated the direct relation between parents' education level and children's school readiness and parents with high levels of education were more likely to engage their children in educational activities. Engagement in home learning activities was associated with school readiness regardless of parents' education level and language. Discussion: These findings provide a better understanding of the variables associated with school readiness for HIPPY families, indicating the importance of home learning activities--a variable that may be more amenable to change within intervention programs. Thus, focusing on home learning activities may contribute to decreasing discrepancies in children's preparedness for school entry that are generally identified across language and parent education. Findings may have practical implications for other home visitor programs working with similar populations. [ABSTRACT FROM AUTHOR]

Background: Peer victimization used to be considered as a crucial risk factor for children addicted to the internet. Whereas some victimized ones are function better than would be expected. Variability across individuals indicates that it is necessary to understand how children cope with being bullied and why they do not exhibit maladaptive outcomes. Objective: We explored the underlying mechanisms by testing whether subjective well-being was a mediator between peer victimization and Internet addiction and whether the mediation effects conditioned on the levels of parent-child relationship (PCR). Methods: Data were collected from 65, 868 elementary school students in China (Mage = 9.56 years, SD = 0.62, 54.0% male) using four questionnaires. Results: We found that: (1) subjective well-being can partially mediate the relationship of the two variables; and (2) PCR can moderate direct path and second half of the intermediary process. These moderating effects were stronger for children with higher PCR vs. lower PCR, as a strong PCR can help children to deal with intense emotions and to access effective resources to obtain support. Conclusion: This study deepens our understanding of how peer victimization leads to internet addiction, identifies a supportive PCR as a crucial factor that strengthens the resilience of child victims, and highlights the value of focusing on improving the relationship between parents and children in intervening internet addiction related to peer victimization. [ABSTRACT FROM AUTHOR]