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Implementing social-emotional learning skills into Collaborative Strategic Reading (CSR), the current study intended to extend the efficacy of CSR for teaching reading strategies when applying it to students in rural areas from a working-class community. To this purpose, forty-four students who made the comparison and the experimental groups were taught reading strategies through CSR and ECSR (Extended Collaborative Strategic Reading), respectively. A reading comprehension test with different question types was given to the students as pretest and posttest, and an interview was given at the end of the study to investigate the perception of the students toward reading strategy instruction through CSR and ECSR. Analysis of data indicated that only the ECSR group improved significantly in overall reading comprehension, but the componential analysis of the reading test showed that despite the fact that the CSR group showed no significant improvement in the reading tests in four formats (true–false, multiple-choice, matching, and cloze), the ECSR group improved significantly in reading tests with multiple-choice and cloze test formats. Moreover, although the students in both groups showed a positive view toward the interventions, the students in the ECSR group improved in social-emotional and communication skills. It seems that CSR can be improved to be effective by implementing the emotional component to it. [ABSTRACT FROM AUTHOR]

Measures for meditative mindfulness have been developed and validated. However, relatively little attention is paid to a socio‐cognitive definition of mindfulness, also known as Langerian mindfulness. Socio‐cognitive mindfulness is an indispensable perspective for studying mindfulness within a social context. In this research, we conducted one pilot and two formal studies online, with a total of 831 Japanese participants, to develop and validate the Japanese version of the Langer Mindfulness Scale (LMS‐J). In the pilot study, we confirm the dimensionality via exploratory factor analysis. In Study 1, confirmatory factor analysis and test–retest reliability based on a 4‐week interval were performed. In Study 2, convergent and discriminant validity were tested by examining the relationships between Langerian and meditative mindfulness, Big Five personality traits, and life satisfaction. Overall, the results suggest that the factor structure of the LMS‐J is similar to its original version, and the LMS‐J is a reliable and valid measure. Therefore, the LMS‐J can be used to measure Langerian mindfulness in the Japanese population, especially for research in individual development within a social context. [ABSTRACT FROM AUTHOR]

Objective: This systematic review aims to investigate the key socio-cognitive determinants associated with adherence/non-adherence to insulin treatment in late adolescents and young adults in the age range of 17–24 years with T1D. Methods: A pre-specified search strategy will be used to search for studies in the electronic databases and citation indexes: PubMed, EMBASE, Web of Science, and PsycINFO. Two researchers will screen the title and the abstract independently, then will read and critically appraise the full text of each included study. A third independent reviewer will resolve disagreements in data extraction until consensus. Data will be extracted using the Population, Exposure, Outcomes, Study characteristics framework. Study selection will follow the updated guideline for reporting systematic reviews (PRISMA 2020) and will take place from 15 October 2021 to 1 January 2022. The methodological quality and risk of bias of the observational studies will be assessed by the JBI Critical Appraisal Checklist for Cohort and JBI Critical Appraisal Checklist for Analytical Cross Sectional Studies. Results: A qualitative narrative synthesis will present the characteristics and the quality of studies and the outcomes of concern. Conclusion: Based on the contemporary literature, this review will synthesize the evidence on the socio-cognitive determinants associated with adherence/non-adherence to insulin treatment in late adolescents and young adults in the age range of 17–24 years with T1D. The findings will help design patient-centered interventions to promote adherence to insulin in this age group, guide patients' consultations and diabetes self-management education (DSME) programs. Protocol registration: PROSPERO ID: CRD42021233074. [ABSTRACT FROM AUTHOR]

Reading motivation is a fundamental basis for reading behavior and performance. For learners, interest is an exceedingly important component of reading motivation. Prior research has shown that students' text‐based interest varies significantly between texts. However, it is still unclear why one text elicits greater interest over another. Therefore, in this study, we investigated whether different text characteristics, such as text genre, topic, and protagonists' gender, are systematically related to students' text‐based interest. Furthermore, we examined differences between girls and boys. We used data from a sample of 504 fourth‐grade elementary school students to answer these questions. Eight texts were manipulated experimentally with respect to text genre, topic, and protagonists' gender. Students were assigned randomly to read one of the eight texts. Structural equation models showed that students' text‐based interest was related to text genre, topic, and students' gender. Moreover, students' gender interacted significantly with text topic and protagonists' gender, with boys less interested in texts with a more female‐typed text topic and in texts with female protagonists. The findings imply that text characteristics might help educators select reading material to encourage students' text‐based interest. The results are discussed in terms of research and educational practice. [ABSTRACT FROM AUTHOR]

Informational reading instruction plays an important role in early literacy but has traditionally received less emphasis than literary text in elementary classrooms. This mixed‐methods study illuminates trends from observed reading instruction of 77 first‐year elementary teachers, drawing on data from 761 lesson segments scored with the Protocol for Language Arts Teaching Observations, a validated observation protocol. In descriptive analyses, we report on the prevalence of informational lessons across grade levels. Then, we integrate quantitative and qualitative data to describe the quality of informational reading instruction among first‐year teachers. Findings suggest a higher percentage of informational reading lesson segments in early elementary than has been shared in previous studies: 27% of observed reading instruction in grade 1 and 41% of observed reading instruction in grade 2. Quality of informational reading lesson segments varied within and among elements of instruction, with the majority of segments rated as low scoring for strategy use. We use qualitative case sampling to illustrate the characteristics of informational reading instruction across a range of score points. Analysis of lesson segments reveals a range of practices in text‐based instruction, strategy instruction, and representations of content, with the highest quality instruction showing a combination of all three. This study contributes to our understanding of the current landscape of informational reading instruction among first‐year teachers, identifies specific instructional practices that could be the focus of improvement efforts, and weighs in on the debate about strategy instruction versus content instruction. [ABSTRACT FROM AUTHOR]

Socioemotional constructs have been receiving increased attention as contributors to individuals' literacy development. However, in comparison with positive socioemotional constructs, negative socioemotional constructs have been understudied with respect to their role in reading achievement in both emergent bilinguals (EBs) and English monolinguals (EMs). In the present study, we addressed this gap by examining reading anxiety in 339 EBs, who primarily spoke Spanish as their first language, and 178 EMs in grades 3–5, using a latent variable approach. We used structural equation modeling to form latent variables for reading anxiety, reading engagement, and reading achievement; compare latent variable means for EBs and EMs; and examine relations among the three focal constructs across the two language groups. The EBs and EMs showed similar levels of reading engagement, whereas the EBs showed a trend toward greater reading anxiety and statistically significantly lower reading achievement. Further, for both EBs and EMs, reading anxiety related negatively to reading achievement, both directly and indirectly through reading engagement, controlling for grade level. However, both the direct and indirect effects were greater for EBs than EMs. We interpret these results in the context of theoretical views of potential mechanisms linking reading anxiety and achievement, giving attention especially to the multidimensional nature of reading engagement. Based on the current findings and those of other research, we conclude by contending that reading anxiety merits increased scrutiny by researchers and educators endeavoring to understand and strengthen students' reading achievement and socioemotional development during the elementary school years. [ABSTRACT FROM AUTHOR]

Learning from expository texts demands the processing of metatextual cues (rhetorical devices) and the activating of reading strategies. The main objective of this study was to examine whether profiting from written metatextual cues to launch reading strategies needs higher level of rhetorical competence than profiting from oral cues. Specifically, this study addresses two questions: (1) Is there a gap between the sensitivity to oral versus written metatextual cues depending on the student's reading skill level? (2) Do the reader's rhetorical competence, general reading comprehension, and decoding levels interact with the processing of each type of metatextual cue? Three hundred sixty‐seven students (11–13 years old) summarized an expository text after reading it under one of the following four conditions: with written cues, with oral cues, with both cues combined, or with no cues. The less skilled readers who received oral or combined cues provided better summaries (they selected and organized the main ideas better) than the less skilled readers who received written cues or no cues. However, the performance of the more skilled readers was equal under the conditions with written cues, oral cues, and combined cues; these three groups outperformed the readers from the no‐cues condition group. A multicategorical moderator analysis showed that following written cues demanded higher levels of general comprehension and rhetorical competence than following oral and combined cues. These data confirm that rhetorical competence is a specific capability for processing, especially written metatextual cues, and for overcoming the gap between the sensitivity to oral versus written cues. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine whether the extended bivalent fear of evaluation model (extended BFOE) of Social Anxiety Disorder (SAD) could be used to explain bladder and bowel incontinence anxiety (BBIA). It was hypothesised that the relationship between dysfunctional attitudes (DAs) and BBIA would be mediated by fear of negative evaluation (FNE), fear of positive evaluation (FPE), concerns of social reprisal (CSR), and disqualification of positive social outcomes (DPSO). Three-hundred-and-seventeen undergraduate students (76.7% female; mean age = 31.07 years) completed a cross-sectional online study. A structural equation model (SEM) supported the proposed model (χ2p value =.131, CMIN/df = 1.560, CFI =.996, TLI =.990, RMSEA =.042, SRMR =.0245) with significant relationships found between DAs and FNE (p <.001), DAs and FPE (p =.002), DAs and CSR (p =.007), FNE and CSR (p <.001), FNE and DPSO (p <.001), FPE and CSR (p <.001), FPE and DPSO (p <.001), CSR and DPSO (p <.001), BBIPSS bladder and bowel with incontinence anxiety (p <.001). These results suggest that DAs, FNE, and DPSO are important contributory factors in BBIA. Given that FNE was the strongest mediator in the model, clinicians may find it advantageous to target FNE in treatment of incontinence-anxiety. [ABSTRACT FROM AUTHOR]

Motivation for reading is important to comprehension and has been studied extensively in offline reading contexts. However, little is known about the role of motivation in online reading, a new and increasingly important context for reading, largely because of a lack of valid and reliable instruments to estimate a student's motivation for online reading. The authors report on the development of the Motivations for Online Reading Questionnaire (MORQ) among 1,798 seventh‐grade students in two states. Results from confirmatory factor analysis revealed a three‐factor solution for the MORQ: curiosity/value, self‐efficacy, and self‐improvement beliefs. Additionally, measurement invariance across female and male students was established. Predictive validity of the MORQ was supported by the positive and significant contribution of the MORQ to the Online Research and Comprehension Assessment, an established measure of online reading comprehension. Results help establish the MORQ as a well‐validated instrument for measuring online reading motivation. Results are discussed in relation to theory, research, and practice. [ABSTRACT FROM AUTHOR]

Paruresis has been recognized as a subtype of Social Anxiety Disorder (SAD). A well-established model of SAD is the extended bivalent fear of evaluation model (extended BFOE) which include socio-cognitive processes such as fear of negative and positive evaluation (FNE and FPE), concerns of social reprisal (CSR), and disqualification of positive social outcomes (DPSO). In addition to the extended BFOE, dysfunctional attitudes (DAs) have also been recognized to contribute towards social anxiety symptoms and distress. The aim of this study was to examine whether an extended BFOE model for SAD could be used to explain paruresis and parcopresis symptoms. Three-hundred-and-sixteen undergraduate students (76.6% female; mean age = 31.25 years) completed a cross-sectional online study. A structural equation model (SEM) indicated the data supported the proposed model very well (χ2p value =.345, CMIN/df = 1.064, CFI = 1.00, TLI =.999, RMSEA =.014, SRMR =.0107) with significant direct relationships being found between DAs and FNE (p =.002), DAs and FPE (p =.002), FNE and CSR (p =.001), FPE and CSR (p =.001), CSR and paruresis score (p =.045), CSR and DAs (p =.006), FPE and paruresis score (p =.001), FPE and parcopresis score (p =.004), FNE and paruresis score (p =.004), and FNE and parcopresis score (p =.002). Although this research should be replicated, the current study provides evidence that DAs, FNE, FPE and CSR are important contributory factors in paruresis and parcopresis symptoms. [ABSTRACT FROM AUTHOR]

The current study aimed to explore the validity of a single, self-report measure for bladder and bowel anxieties (Bladder and Bowel Anxiety Grouping Item; BABAGI), using two appropriate scales entitled the Shy Bladder and Bowel Scale (SBBS) and the Bladder and Bowel Incontinence Phobia Severity Scale (BBIPSS). This study also aimed to examine the similarities and differences in dysfunctional attitudes (DAs), fear of negative and positive evaluation (FNE and FPE), concerns of social reprisal (CSR), and disqualification of positive social outcomes (DPSO) across individuals who self-identify as having paruresis/parcopresis, incontinence anxiety, or neither condition according to the BABAGI measure. Three-hundred-and-six undergraduate students (77.1% female; mean age = 31.18 years) completed a cross-sectional, online study. The results supported the hypothesis that by using the BABAGI, self-reported paruresis/parcopresis could be reliably identified by SBBS scores of above 6.75 and that self-reported incontinence anxiety could be reliably identified by BBIPSS scores above 15.21. The results also supported the hypothesis that individuals who self-identified as having paruresis/parcopresis or incontinence anxiety would score higher in socio-cognitive processes (DAs, FNE, FPE, CSR, DPSO) compared to individuals who self-identified as having neither condition. Given that the paruresis/parcopresis and incontinence anxiety groups do not significantly differ from each other with respect to socio-cognitive processes, this suggests that both sets of conditions share similar underlying psychosocial processes. [ABSTRACT FROM AUTHOR]

The authors conducted a small‐scale randomized control trial (n = 31 teachers) of Online Content‐Focused Coaching, an intervention consisting of an online workshop followed by multiple cycles of remote video‐based coaching, to support dialogic text discussions. Findings demonstrate the efficacy of Online Content‐Focused Coaching in three different ways. First, the authors' analyses, after accounting for differential attrition among groups, demonstrate an existence proof for effects of the intervention on both classroom text discussion quality and student achievement. Second, the authors examined and demonstrated an association between the magnitude of changes in discussion quality and the magnitude of achievement gains. Finally, the authors propose and examine evidence to support a theory for how teachers develop adaptive expertise for facilitating dialogic text discussions. Results show that teachers' use of transitional and some aspirational discussion moves grew from baseline to the end of the workshop, with limited growth in the quality of students' contributions. Over the coaching phase of the intervention, teachers' facilitation moves grew substantively, and so did students' strong contributions. The authors interpret the results to suggest that the workshop was critical for developing teachers' knowledge of the features of dialogism and that coach‐guided reflection was essential for developing teachers' expertise at using facilitation moves to elicit student thinking. Findings contribute to a validity argument for the efficacy of Online Content‐Focused Coaching. More importantly, investigating and describing the process of teaching change is the study's main theoretical contribution. [ABSTRACT FROM AUTHOR]

Since Judge's pioneering 1960 monograph on social engagement in early Christian groups there have been a host of further sociological and social-psychological engagements with ancient texts. One relative newcomer to the biblical research discipline is the socio-cognitive engagement of Social Identity Theory (SIT) and its attendant approaches. This article traces how Social Identity Theory has been applied to the biblical texts, using 1 Corinthians as an exemplary case. We trace the development of social approaches to 1 Corinthians from Theissen's early engagements through to the current applications of SIT to the text. This is followed by a broad overview of the theory and approaches, along with a brief survey of its application to biblical research, and then 1 Corinthians. Finally, we utilize 1 Cor. 9.19-23 for a brief demonstration of the analytical utility of SIT within the social context of the epistle. [ABSTRACT FROM AUTHOR]

The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these advances: (1) Reading difficulties have a number of causes, not all of which fall under decoding and/or listening comprehension as posited in the simple view; (2) rather than influencing reading solely independently, as conceived in the simple view, decoding and listening comprehension (or in terms more commonly used in reference to the simple view today, word recognition and language comprehension) overlap in important ways; and (3) there are many contributors to reading not named in the simple view, such as active, self‐regulatory processes, that play a substantial role in reading. We point to research showing that instruction aligned with these advances can improve students' reading. We present a theory, which we call the active view of reading, that is an expansion of the simple view and can be used to convey these important advances to current and future educators. We discuss the need to lift up updated theories and models to guide practitioners' work in supporting students' reading development in classrooms and interventions. [ABSTRACT FROM AUTHOR]

Our purpose in this study was to more deeply understand the ways in which text‐based, sociohistorically situated narratives can be optimally used for promoting reading comprehension. In particular, we sought to understand the experiences and perspectives of young readers from diverse backgrounds (N = 24) as they engaged with science discovery narratives (i.e., stories by or about scientists engaged in the process of discovery), which have been shown to have advantages over traditional expository texts (i.e., those that present information without attending to the discovery process) in fostering comprehension of targeted conceptual information. Interviews were conducted and analyzed using a sociocognitive framework that positioned participants as reviewers of text quality. Findings suggest that the personal and sociohistorical elements of science discovery narratives were effective in engaging readers' interest and helped highlight the culturally situated nature of knowledge and the nature and processes of scientific inquiry. We conclude by arguing that in the development and instructional use of texts, educators would do well to consider the ways in which foregrounding sociohistorical considerations can foster engagement and, hence, greater comprehension in readers from diverse backgrounds. [ABSTRACT FROM AUTHOR]

To date, research exploring the socio-cognitive processes associated with paruresis and parcopresis symptomology is lacking. The current study aimed to investigate how the socio-cognitive processes dysfunctional attitudes (DAs) and fear of negative and positive evaluation (FNE and FPE respectively) relate to paruresis and parcopresis symptomology. In total, 254 undergraduate students (74.0% female; mean age = 31.67 years) completed a cross-sectional online study. A structural equation model indicated the data fit reasonably well (χ2p value =.209, CMIN/df = 1.514, CFI =.995, TLI =.983, RMSEA =.045, SRMR =.0272), with FPE mediating the relationship between DAs and paruresis symptom severity (p =.001) along with parcopresis symptom severity (p =.001). However, secondary analyses identified that FPE and FNE act as mediators between DAs and paruresis and parcopresis symptom severity when placed in separate models. This is the first study to provide evidence that the psychosocial-cognitive processes DAs and fear of evaluation play an important role in paruresis and parcopresis symptomology. Although this research should be replicated, the current study provides evidence that DAs, and FPE are important contributory factors in paruresis and parcopresis symptoms. [ABSTRACT FROM AUTHOR]

Establishing test validity is among the highly significant issues in language assessment which can be achieved by employing well-established validity frameworks. Adopting validity frameworks could generate valid and reliable tests that inform more systematic decisions. Using Weir’s socio-cognitive framework (2005), this paper aims to highlight the validation process of the reading questions in the General Education Diploma of English Language Test (GEDELT) of 2016/2017 in Oman. Findings revealed that context- validity is inadequately satisfied due to the test response format, absence of allotted time for each question and the exhaustion that the test takers may experience due to the length of the test. Theory-based validity witnesses strengths from utilizing a large number of texts and a weakness from overemphasis on the skill of scanning to locate specific information. Scoring-validity is considered high since types of task response, marking guides and electronic marking reduce markers' subjectivity and minimize human error. The study draws its conclusions in light of the findings of test validity. [ABSTRACT FROM AUTHOR]

Teacher preparation institutions have been critiqued for insufficient emphasis on the science of reading. The authors argue that although improving early reading success and teacher preparation are both critical issues, today's "science of reading" discourse does not fully capture the complexity of teaching students to read. First, the authors describe the lattice model of reading development, which holds that a collection of text‐based, linguistic, and regulatory processes require interleaved, individualized focus in reading instruction; this is a tall order for early/elementary teachers to deliver. Second, the authors discuss evidence from the broader science of learning that preservice elementary‐grade teachers likely need multiple, highly focused, classroom‐based opportunities for deliberate practice and feedback to be ready to teach reading. Yet, because most are trained as content generalists over just two or three years, such systematic practice in reading may not be available. Thus, it is not simply that new teachers are unaware of effective reading instructional techniques; the more fundamental issue is that these techniques are extremely complex to implement well and that teacher candidates likely need substantial scaffolding to use them. Finally, the authors explore one promising solution: embedding preservice training with focused, targeted interventions around reading instruction that have supported experienced teachers. As examples, the Assessment‐to Instruction and Story Talk programs offer teachers precise, practical guidance, bridging the research on reading and real‐world classroom practice. The authors conclude with design principles that help infuse "science of learning" principles into preservice reading education. [ABSTRACT FROM AUTHOR]

Science has greatly enhanced what we know about reading and writing. Drawing on this knowledge, researchers have proffered recommendations for how to teach these two literacy skills. Although such recommendations are aimed at closing the gap between research and practice, they often fail to take into account the reciprocal relation that exists between reading and writing. Writing and writing instruction improve students' reading and vice versa. Theory and evidence that support this reciprocal relation are presented, and implications for the scientific study of reading and writing, policy, and practice are offered, including the proposal that the sciences of reading and writing need to be better integrated. [ABSTRACT FROM AUTHOR]

The purpose of this article is to look anew at the concepts of reading, reading development, and reading research as they exist beyond the boundaries of the "science of reading" controversy. The context for this reconceptualization is reading in the digital age and the challenges that today's readers confront daily. Those challenges include information saturation, the proliferation of misleading and malicious online content, the struggle to use valid evidence to support claims, and the tendency to treat complex issues in an overly simplistic fashion. How these concerns pertain to the ongoing "science of reading" debate is also considered. The author concludes with an overview of three recommendations for addressing the challenges faced by readers in this digital age. If they are to be realized, these recommendations require the consolidated effort of reading researchers, reading educators, school leaders, parents, policymakers, and students themselves. [ABSTRACT FROM AUTHOR]

Using ideas from the mobilites/transfer and policy learning literatures, this paper unpacks how system factors and socio-cognitive behaviours of policy actors create conditions of policy absence. Whilst mobilities/transfer studies have ballooned over the years thanks in part to continuously evolving global communication and travel systems, these studies have tended to overwhelmingly focus on sites where policies are present. For the most part, sites where policies are absent, rejected, de-activated, redirected or failed have received little attention. This paper responds to recent calls for scholars to focus on places where best-practice policy models are absent by employing the presence of Business Improvement Districts in Cape Town as an empirical lens to understand policy absence in Accra. The paper relies on a combination of literature review, discourse analyses and semi-structured interviews. Findings indicate that presences and absences of urban policies are conditions of prevailing political, social and economic perturbations in a country. Additionally, at the local level, the exercise of power, dominance, opinions, attitudes and values by actors equally contribute to creating policy presence or absence. [ABSTRACT FROM AUTHOR]

Introduction: Based on the Theory of Planned Behaviour (TPB), sexual intention is determined by three main socio-cognitive factors which are permissive attitudes, social-norms and self-efficacy in performing premarital sexual activity. Premarital sex associated with increased risk of sexually transmitted diseases and detrimental social implications. The aim of this study was to explore the correlation of the socio-cognitive factors in predicting intention to engage in premarital sex amongst late adolescents in Kuantan government secondary schools. Method: This cross-sectional study was conducted among 466 pre-university students aged 18-19 years from nine government secondary schools in Kuantan district. A self-administered validated Youth Sexual Intention Questionnaire (YSI-Q) was used. Statistical analyses were done using IBM SPSS version 22.0. Results: Permissive attitude (r=0.579, p<0.001), perception of social-norms (r=0.513, p<0.001) and perceived self-efficacy (r=0.253, p<0.001) were positively correlated with the sexual intention towards premarital sex. The higher the permissive attitude, social-norms and perceived self-efficacy, the higher the sexual intention score. There was a significant difference in the level of sexual intention between male (35.6%) and female (64.4%) with mean (SD) score of 10.54 (3.8) and 7.3 (2.9) respectively. Students with premarital sex experience (1.5%) showed significantly higher score in sexual intention than student without premarital sex experience (t=4.54, p<0.001). Conclusion: This study confirmed permissive attitude, perception of socialnorms and perceived self-efficacy were positively correlated with sexual intention towards premarital sex among the late adolescents. Therefore, it is important to consider this TPB theoretical framework in designing sexual abstinence intervention to curb the unsafe sexual behaviour. [ABSTRACT FROM AUTHOR]

The article includes information on the types and forms of aggressive behavior and mechanisms of aggression in children. In addition, there are presented the assumptions of sociocognitive model of work with aggressive children. The paper is mainly addressed to people working with children, concerned about their aggressive behavior and aware the hitherto methods are not sufficiently effective.

In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was implemented over six weeks by teachers who had participated in professional development seminars. The findings demonstrated that students who had participated in the sourcing intervention placed more value on source information when selecting texts, invested more time and effort in processing the texts they selected, and more frequently attributed textual ideas to their respective sources compared with students who had participated in typical classroom activities instead. These effects were observed on far transfer tasks in which students worked with multiple documents on different topics in different situational contexts for different purposes, and were sustained over a period of 5.5 weeks. The discussion highlights the uniqueness of the current intervention work and centers on the aspects of the sourcing intervention that likely promoted these broad, sustainable, and transferable sourcing skills in students. Attention is also directed to several possible lines of future research in this area. [ABSTRACT FROM AUTHOR]

In this randomized trial study, the authors examined the efficacy of a practitioner partnership language intervention addressing oral language learning (expressive and receptive) in young language‐minority learners from multiple‐language groups in Norway. Resource teachers in 16 elementary schools implemented the intervention in the first and second grades, delivering a total of 64 thirty‐minute sessions over eight consecutive weeks. With a mean age of 6 years 3.34 months, 137 students were randomly allocated to an intervention group or a waiting‐list control group, with the latter group receiving the intervention after posttest 1. Five assessments of oral language skills were conducted before the intervention, immediately following it, and four months later. The intervention group showed significant improvements in various oral language skills compared with the waiting‐list control group. There were no significant differences between the groups at the four‐month follow‐up when the waiting‐list control group received the intervention. The program was successful in enhancing oral language skills in young language‐minority learners. [ABSTRACT FROM AUTHOR]

The development of social media in the past decade has transformed the hospitality and tourism industry. There is, however, limited empirical research on how individual employees and groups of employees within organizations make sense of new technology, such as social media, over time. In this paper we focus on the individual and organizational level by exploring how hotel employees and managers make sense of organizational social media over a 4-year period. The perceived usefulness of social media is studied in an organizational setting by applying technological frames as a theoretical framework. The study is a longitudinal case study that includes time both during and after the implementation of social media in an international hotel chain in Europe. A total of 37 in-depth qualitative interviews were conducted at 14 hotels as well as additional observations on site and on social media platforms. The study contributes to existing literature by investigating organizational social media use over time. [ABSTRACT FROM AUTHOR]

In this study, the authors examined the impact of a vocabulary intervention designed to support vocabulary depth, or the building of semantic networks, in preschool children (n = 30). The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The intervention employed shared book reading and guided play methods to teach words in conceptually linked categories, such as taxonomic and thematic groups. Using a within‐subjects design, analyses indicated that the intervention had significant positive effects on children's depth of vocabulary knowledge. Children showed significantly greater growth in vocabulary depth for words taught in taxonomies as compared with words taught in themes. Three types of semantic information were learned more deeply for taxonomy words as compared with theme words: information about category membership, perceptual features, and object function. Results suggest that fostering deep vocabulary knowledge involves not only teaching single word entities but also introducing systems of conceptually related words to build semantic networks. [ABSTRACT FROM AUTHOR]

This article outlines the development of a 14-item measure of socio-cognitive mindfulness. Using eight samples (including multisource and multi-wave data) with a total of 4139 responses the authors developed a reliable scale with a tri-dimensional factor structure that replicated across five separate samples. The scale possessed both convergent and discriminant validity, and criterion-related validity was demonstrated through the scale’s relation with development-related categories of psychological well-being, such as life satisfaction and humor, dimensions of physical well-being, e.g., strength, flexibility, and reaction time, as well as aspects of social and organizational well-being including job satisfaction, creativity. Overall, the present study suggests that the Langer Mindfulness Scale (LMS14) is a reliable and valid measure and that the LMS has important implications for individual development within social contexts. [ABSTRACT FROM AUTHOR]

The paradigmatic transgender woman is often negatively oversexualised, pornographised and fetishised in mainstream conceptualisations and discourses. However, self-sexualisation by transgender individuals is often portrayed as a (sex-)positive social phenomenon. Little research has been conducted that analyses the self-sexualisation strategies of the multiple instantiations of gender-variant identity, including transmasculine and non-binary social actors. This paper uses a corpus-informed socio-cognitive approach to critical discourse studies to identify differences between the self-sexualisation strategies and underpinning cognitive models of different gender-variant user-groups on Twitter. 2,565 users are coded into five categories: (1) transfeminine; (2) transmasculine; (3) transsexual; (4) transvestite; (5) non-binary. Findings show that transvestite- and transsexual-identifying users most closely fit the pornographised and fetishised conceptualisation, whilst non-binary users are the least self-sexualising user-group. [ABSTRACT FROM AUTHOR]

As colleges continue to expand online offerings, student participation within courses should be assessed to ensure that teachers can best implement effective, responsible lesson plans. This study examined discourse in an online classroom in order to gauge student participation by observing student-to-student and student-to-instructor exchanges within the discussion board. Classroom discourse was analyzed using Stahl's computer supported collaborative learning methodology. Data was collected to assess development of classroom dialogue through group collaboration, and to determine whether participants were interpreting previous posts and contributing to the development of the discussion topic. This study shows that students within the online classroom were able to construct deeper meanings in classroom dialogues through thoughtful and personal contributions, thereby reaching new understandings through collaborative discussion. This study contends that through insightful planning and guided responses, instructors can manage online classroom discussions to better direct student communications in order to improve collaborative learning and knowledge construction. [ABSTRACT FROM AUTHOR]