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Background: The ActiPASS software was developed from the open-source Acti4 activity classification algorithm for thigh-worn accelerometry. However, the original algorithm has not been validated in children or compared with a child-specific set of algorithm thresholds. This study aims to evaluate the accuracy of ActiPASS in classifying activity types in children using 2 published sets of Acti4 thresholds. Methods: Laboratory and free-living data from 2 previous studies were used. The laboratory condition included 41 school-aged children (11.0 [4.8] y; 46.5% male), and the free-living condition included 15 children (10.0 [2.6] y; 66.6% male). Participants wore a single accelerometer on the dominant thigh, and annotated video recordings were used as a reference. Postures and activity types were classified with ActiPASS using the original adult thresholds and a child-specific set of thresholds. Results: Using the original adult thresholds, the mean balanced accuracy (95% CI) for the laboratory condition ranged from 0.62 (0.56–0.67) for lying to 0.97 (0.94–0.99) for running. For the free-living condition, accuracy ranged from 0.61 (0.48–0.75) for lying to 0.96 (0.92–0.99) for cycling. Mean balanced accuracy for overall sedentary behavior (sitting and lying) was ≥0.97 (0.95–0.99) across all thresholds and conditions. No meaningful differences were found between the 2 sets of thresholds, except for superior balanced accuracy of the adult thresholds for walking under laboratory conditions. Conclusions: The results indicate that ActiPASS can accurately classify different basic types of physical activity and sedentary behavior in children using thigh-worn accelerometer data. [ABSTRACT FROM AUTHOR]

Background: Active transportation (AT), described as self-powered modes of travel (eg, walking and cycling), is an important source of health-promoting physical activity. While AT behaviors have been measured on national health surveys in Canada for over 2 decades, historic prevalence has not been previously reported. We aimed to document the measures of AT on Canada's various national health surveys, examine AT over time, and interpret them within the context of evolving methods of assessment. Methods: We compiled and summarized the questions used to measure AT among Canadians on 4 national health surveys: National Population Health Survey (1994–1998), Canadian Community Health Survey (2000–2020), Canadian Health Measures Survey (2007–2019), and the Health Behaviour in School-aged Children Study (2010–2018). Among youth and adults (12+ y), we summarized over time: (1) the prevalence of AT participation and (2) time spent in AT (in hours per week) among those who report any AT participation. Where possible, we reported separate estimates of walking and cycling and produced an aggregate estimate of total AT. We stratified results by age group and sex. Results: Changes in AT survey questions over time and between surveys limit the interpretation and comparability of temporal trends. Nevertheless, a consistently higher proportion of females report walking, while a higher proportion of males report cycling. Irrespective of mode, males report spending more total time in AT. Participation in AT tends to decrease with age, with youth reporting the highest rates of AT and young adults often spending the most time in AT. Conclusions: Monitoring trends in AT can help assess patterns of behavior and identify whether promotion strategies are needed or whether population interventions are effective. Our evaluation of AT over time is limited by questions surveyed; however, consistent differences in AT by age and sex are evident over time. Moving forward, ensuring consistency of AT measurement over time is essential to monitoring this important behavior. [ABSTRACT FROM AUTHOR]

Background: This study examined the after-school activities of Japanese elementary school children in which little information is available for understanding the process by which participation in organized activities leads to the decrease in children's independent mobility. Methods: One thousand eight hundred and twenty-four mothers of elementary school children participated in an online survey. The mothers responded to the questions on the number of lessons (or cram schools) their children attended weekdays, as well as their children's behavior after classes, and parents providing transportation when their children go out to play. Results: The proportion of children attending lessons and/or cram schools increased as their grades progressed. A significant interaction existed between the degree of parental transportation and grade in terms of whether or not the children attended lessons and/or cram schools. Parental involvement included pick up or drop-off for a large percentage of younger children without lessons, whereas the degree of parental involvement was greater for older children attending lessons. In other words, parents of children without attending lessons or cram schools tended to allow children to engage in independent activities when they reached the higher grades, whereas parents of children who frequently attended lessons and cram schools tended to remain involved in transporting their children, even when they reached the higher grades. Conclusions: The results suggested that the participation of children in organized activities leads to a routine of parental pickup and/or drop-off, which renders difficult the facilitation of opportunities for children to independently participate in play activities. [ABSTRACT FROM AUTHOR]

Objective: To compare the effect of planning interventions on self-reported changes in parents supervised oral health-related behaviors (OHRBs) and associated clinical oral health parameters for primary school-age children. Method and materials: In total, 110 parent–child pairs (children aged 3 to 8 years) were randomly assigned to either of the two groups. In the “action planning” group, parent participants of the pair were asked to make an “action plan” using the “how, when, where” format for their child OHRBs. In the “implementation intention” group, parents were asked to form an “if-then plan” to improve OHRBs for their child. Self-reported changes on target OHRBs, change in plaque scores, change in plaque stagnation areas, and change in caries status of tooth surfaces were observed at 2, 8, and 12 weeks. Results: Overall OHRBs scores changed significantly from baseline to 12 weeks for both interventions. The scores were significantly better with “if-then” planning than “action planning” (z = 4, P < .001) at 12 weeks. Plaque scores also changed significantly from baseline to 12 weeks for both interventions, and improved significantly more with “if-then” planning (16.20 ± 5.24) than “action planning” (50.66 ± 11.24) at 12 weeks. The number of plaque stagnation areas also changed significantly from baseline to 12 weeks for both interventions, and improved significantly more with “if-then” planning at 12 weeks (12.80 ± 5.33) than “action planning” (42.76 ± 10.34) (t = −11.55, P < .001). There was significant change in the caries status of sound tooth surfaces with “action planning” at 12 weeks (z = 116.50, P = .023). There were no new caries lesions reported with “if-then” planning at 12 weeks. Conclusion: The study observed significant improvement in OHRBs and associated oral health parameters with planning interventions, preferring “if-then” planning over “action planning.” It also elicited significant barriers to behaviors in action. [ABSTRACT FROM AUTHOR]

This study sought to understand the influence of participation in a physical activity-based, social and emotional learning-focused after-school. Undergraduate students (N = 25) from a variety of ethnic backgrounds participated in semi-structured interviews and regular journaling. Data were analyzed inductively and deductively through the lens of occupational socialization theory. Four themes were developed: (a) career confirmation, refinement, and reevaluation that occurred from volunteering; (b) career development through hands-on experiences; (c) personal and interpersonal development through working with others; and (d) development in relationships and emotional health. The participants found the program to be valuable for their career choices, whether it was confirming their career choice or changing it. It also increased their ability to use social and emotional strategies to deepen relationships and navigate stress within and outside of the program. Implications for research and practice are discusses in relation to the findings. [ABSTRACT FROM AUTHOR]

Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, Mage = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p =.74), but teacher fidelity was statistically significant (p =.000; moderate effect size). Conclusions: The intervention significantly improved children's FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement. [ABSTRACT FROM AUTHOR]

In TBLT research, there is a noticeable lack of attention to the use of tasks with whole classes. This study seeks to address this gap by investigating the discourse of whole-class task-based teacher-student interaction compared to other types of teacher-student interaction in EFL classrooms in a primary school in China. A total of 223 pedagogic sequences from 16 EFL lessons taught by Chinese teachers to Grade 1 to 5 primary school student were recorded, transcribed, and coded as tasks or non-tasks using the four defining features of tasks proposed by Ellis and Shintani (2014. Exploring language pedagogy through second language acquisition research. London: Routledge). The analysis revealed that 95 sequences were task-based, 44 were non-task-based (i.e. they contained none of the four task features) and a further 84 sequences were also non-task-based but contained some but not all the four task features. In terms of the discourse features of task versus non-tasks sequences, task sequences had a higher ratio of teacher talk to student talk, a higher frequency of IRF exchanges, a lower frequency of teacher-class interaction, a lower frequency of teacher-initiated exchanges, a higher frequency of FoM exchanges and a lower frequency of FoFs exchanges, and a higher frequency of both display and referential questions. Overall, the findings provide process-oriented evidence for the distinctiveness of task-based teacher-student interaction. [ABSTRACT FROM AUTHOR]

Purpose: The study sought to compare the number of cycles (NOS) for the first and second thirty-seconds (FASTS) within 1 min of accommodative facility (AF) and vergence facility (VF) testing to explore possibilities of reducing testing time to 30 s. Methods: In this cross-sectional study, a multistage sample of school children (aged 8–17 years) was taken through ocular-visual screening. Eligible participants (586) underwent refraction, stereo-acuity measurement, AF testing using ± 2D lens flippers, and VF testing using 3Δ BI/12Δ BO flipper prisms. The NOS within the FASTS of AF and VF tests were compared, respectively. Results: A statistically insignificant mean difference of 0.01 cycles was found between the NOS for the FASTS of monocular AF in the right eye (Wilcoxon Signed Rank test, p = .715). Statistically significant differences of 0.06, 0.14, and 0.09 cycles (Wilcoxon Signed Rank test, p < .05) which are not clinically meaningful were found for monocular AF in the left eye, binocular AF, and VF with no level of agreement on Bland Altman analysis, respectively. There were no clinically meaningful differences between the first 30-s cycles multiplied by two (FTSMT) and the full 1-min test period cycles for monocular AF, binocular AF, and VF. Conclusion: The FTSMT approach may be applied during gross screening to shorten testing time as further study is recommended for its diagnostic validity. [ABSTRACT FROM AUTHOR]

AbstractMobile augmented reality (MAR) technology provides EFL learners with a combination of real and virtual learning environments. However, little research has been conducted to investigate the effects of integrating pedagogical agent (PA) into AR applications. Therefore, this study designed and developed a MAR application with the pedagogical agent (PA-MAR) to support EFL primary school students' vocabulary learning. A total of 60 students from a primary school in central China participated in the experiment, and a QUAN-qual sequential mixed-method design was used. The results showed that students in the PA-MAR group outperformed students in the NoPedagogical Agent Augmented Reality Mobile Application (NPA-MAR) group and those who learned vocabulary in a traditional classroom in terms of vocabulary acquisition, motivation, and perception of technology. The results of the qualitative analyses showed that the students perceived PA-MAR as a useful tool for their vocabulary learning and that it improved their motivation and enjoyment. The theoretical and practical value of the study is also discussed. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic both exposed and exacerbated numerous preexisting inequalities faced by marginalized communities in the United States, particularly those that are culturally, economically, and linguistically diverse. Among the many unique challenges posed by the pandemic, there is still limited understanding of how diverse families, including Latinx families, managed the abrupt transition to remote schooling for their children. This qualitative study explored the experiences and perceptions of rural Latinx mothers who suddenly found themselves responsible for educating their children during school closures. Our findings offer a perspective from these Latinx mothers as they navigated the disruption to and overhaul of daily family life, including having to adopt new caregiving roles and schooling routines amidst quarantine-related stressors and barriers such as economic, technology access, digital access, and language. Despite their new responsibilities brought on by the onset of COVID-19, the gratitude expressed by participants showed that schools and teachers were a lifeline for them. Teachers specifically were a key source of support for mothers by assisting them with navigating the new role of being their children’s teacher. [ABSTRACT FROM AUTHOR]

Objectives: Good oral hygiene is essential for schoolchildren's well‐being. However, lack of knowledge, negative attitudes, and poor oral hygiene practices may predispose to oral‐related diseases. This study aimed to examine the effectiveness of a nurse‐led oral hygiene program on schoolchildren's knowledge, attitudes, and practices. Design: A quasi‐experimental design with pre‐and‐post‐test was used. Sample: Using the convenience sampling technique, we recruited 400 schoolchildren, aged 11–12 and in grades 5–6, from two primary schools in Egypt. Methods: The study was conducted from September 2022 to May 2023. The Oral Hygiene Program served as the primary intervention. This program contains health education topics (e.g., the importance of oral hygiene, techniques for effective tooth brushing, and dietary choices that promote dental health). Three visits were conducted (Visit 1: introduction of the program purpose and objectives and pre‐test scores collection, Visit 2: implementation of oral hygiene topics, and Visit 3: post‐test scores collection). We used three self‐report instruments (Oral Health Knowledge Questionnaire, Hiroshima University's Dental Behavioral Inventory, and Oral Health Practice Questionnaire) for pre‐ and post‐test. Paired T test and Pearson correlation analysis were used for data analysis. Results: After the intervention program, the oral hygiene program effectively enhanced schoolchildren's knowledge, attitudes, and practices. The post‐intervention mean scores were 7.83 ± 0.488 (knowledge), 6.63 ± 1.7 (practices), and 9.33 ± 1.1 (attitudes). High statistically significant differences were noted between schoolchildren's oral health knowledge, attitudes, and practices before and after implementing the program (p = 0.000). Conclusion: There were enhancements in the level of knowledge, with improved positive attitudes and satisfactory practices among schoolchildren after the implementation of the oral hygiene program. Integrating oral hygiene programs into the general curriculum in primary schools and training school nurses, caregivers, and teachers in implementing oral hygiene programs could improve oral health knowledge, attitudes, and practices for preventing oral problems. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study was to enhance the knowledge base of primary school children regarding earthquake preparedness through the implementation of an activity‐based earthquake awareness education program. Methods: The study was conducted as pre–posttest semi‐experimental design with one group of 333 children in a primary school between January and May 2024. A Descriptive Information Form and Earthquake Awareness Knowledge Level Form were the data collection tools. The children were provided with a 6‐week (modules) education program. Measurements were made before and after the education. Results: The mean age of the children was 7.16 ± 0.73 years (6–9), 56.8% were girls, 43.2% were boys, and 25.8% were second‐grade children. Earthquake Awareness Knowledge Level Form total score was higher after the education (18.31 ± 1.52) than before (15.51 ± 3.73) (t = −16.144, p < 0.001). The study revealed an increase in children's knowledge regarding appropriate behaviors in the context of earthquakes, encompassing actions to be taken before, during, and after such events. Conclusion: Modular education and applied activities are effective in increasing children's knowledge levels in the context of teaching a concept such as earthquake preparedness, where the acquisition of life‐based skills is of paramount importance. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to comprehensively assess the weight status, snack consumption, and physical activity levels among primary schoolchildren, with a focus on both rural and urban areas. Methods: This cross‐sectional study surveyed 557 primary schoolchildren aged 6 to 12 years, covering general identification (age, gender), anthropometric measurements (body weight, height, waist, and hip circumference), food patterns (frequency of food consumption), and sports activities. Results: Using CDC body mass index thresholds, we identified a 25% prevalence of obesity and over 17% for overweight, revealing a significant urban–rural disparity. In urban areas, boys had a higher obesity rate (32.58%), while girls had a higher overweight rate (15%). Conversely, in rural regions, girls had a higher obesity rate (24.82%), and boys had a higher overweight rate (22.3%). Dietary analysis showed that over 86% consumed three daily meals, but distinctions in snack choices, such as chips, wafers, and biscuits, were noted between urban and rural areas. Additionally, urban schoolchildren were more likely to participate in sports activities compared to their rural counterparts, with rates of 70.22% versus 55.08%, respectively. Conclusion: Findings provide valuable insights into the health and food behaviors of primary schoolchildren and can inform interventions and strategies to promote healthier lifestyles. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study is to explore the association between class-level factors, such as lesson start time, class size, lesson location, PE content, and PE context, and student engagement in moderate-to-vigorous physical activity (MVPA) during PE lessons in both elementary and middle schools. Methods: A total of 284 PE lessons from ten schools in Shanghai, Eastern China, were included in the study. Students' MVPA during PE lessons was recorded using accelerometry, and lesson context was evaluated using the System for Observing Fitness Instruction Time (SOFIT). Mixed linear regression analysis was applied to assess the association between class-level factors and MVPA during elementary and middle school PE lessons. Results: Students in elementary school spent 40.3 ± 8.1% of PE lesson time in MVPA, while middle school students spent 40.5 ± 7.1%. Significant relationships were found between MVPA and class-level factors like lesson location, PE content, and PE context. Specifically, elementary school students recorded a higher percentage of MVPA during lessons with team games, individual games, individual activities, and more time spent on skill practice and game play context. In middle schools, higher MVPA was connected to outdoor lessons, a focus on individual games, and more time devoted to fitness context. Conclusions: Class-level factors may affect students' MVPA differently depending on the school level, and these modifiable factors should be targeted to increase MVPA time in elementary and middle school PE classes. Future studies should investigate ways to modify these factors, strategically plan lesson time across different contexts, and optimizing PE content to boost MVPA in PE lessons. [ABSTRACT FROM AUTHOR]

Partly as result of the predominant ‘narrow’ view of writing in England's recent school curriculum and assessment, current primary school pupils often hold a skills‐oriented view of ‘good’ writing for a substantially longer period than has traditionally been reported in the literature. This makes it difficult for teachers to promote and engage children with writing in the classroom and—crucially for the present paper—limits pupils' awareness of the wide stock of resources they can exploit in their practice, thus impacting on the development of their writer identity. This paper reports on the pupil impact of a teacher‐led project on ‘good’ writing constructs carried out in Merseyside schools in spring 2023. Results from this mixed methods study suggest that classroom activities aimed at developing in pupils a holistic concept of ‘good’ school writing provides children with greater awareness of the notion of ‘choice’ in the writing process, hence fostering self‐efficacy mechanisms that encourage the resourcefulness, creativity and individuality essential to writer identity creation. [ABSTRACT FROM AUTHOR]

Purpose: Nearly 50 years ago, Durkin (1978–1979) conducted a seminal observation study on reading comprehension teaching in Grades 3 through 6. She reported that teachers rarely taught reading comprehension (less than 1% of instructional time). Since then, we have gained substantial knowledge about teaching reading comprehension. We aimed to comprehensively review direct observation studies of reading instruction to understand the extent to which recommended comprehension practices are implemented in schools. Method: A systematic search of the extant literature identified 66 observation studies of reading comprehension instruction for children in K–12 schools, including a total of 1,784 teachers. We employed a mixed-method systematic review to address the research questions. Results: Integrated analyses revealed that reading comprehension instruction infrequently aligned with research-based practices. Findings revealed that, on average, 23% of instructional time during reading/language arts instruction was dedicated to reading comprehension. Like Durkin's study (1978–1979), the results indicated that teachers spent much of this time engaging in initiation-response-evaluation conversation patterns rather engaging students in extensive discussion of text or teaching knowledge or practices (e.g. text structure, reading comprehension strategies) that support reading comprehension. However, analyses suggested that studies conducted after 2000 reported more research-based reading comprehension practices than earlier studies. Conclusions: These findings suggest a substantial gap persists between the reading comprehension practices identified as research-based and those observed in typical practice. There is a need for renewed efforts to prioritize reading comprehension instruction in policy and practice. [ABSTRACT FROM AUTHOR]

Parents help youth make sense of current society, including in relation to racial-ethnic inequity. The goal of the current study was to assess white racial-ethnic socialization (RES) in Germany. We conducted semi-structured interviews with 28 white German parents of elementary school children in an eastern German city and analyzed the data using reflexive thematic analysis. The most prominent theme was silence about race. One form this took was socialization into white normativity, with parents situating their families as "normal." Another cross-cutting theme was insecurity about language and age-appropriate ways to address race-ethnicity. Many parents engaged in diversity socialization, though this generally remained abstract. Some parents actively engaged in stereotyping and Othering. These findings underscore the need for more attention to RES in Germany, including how context shapes the interplay of national, racial, and ethnic identities within global systems of power and oppression. [ABSTRACT FROM AUTHOR]

Gratitude promotes prosocial behavior, but the developmental differences in the underlying motivation remain unclear. We investigated whether the effect of gratitude on prosocial behavior is driven by fairness or generosity motivations, and whether the underlying motivation differs by developmental stage. University students (Experiment 1) and elementary school children (Experiment 2) were assigned to either a gratitude or a neutral group. The former group recalled an event that elicited feelings of gratitude, while the latter group recalled a neutral event from their morning routine. Prosocial behavior was assessed using the three resource‐allocation tasks that can distinguish between fairness and generosity motivations. In these tasks, the participants allocated rewards to themselves and another individual. The results indicate that the effect of gratitude on prosocial behavior is driven by generosity motivation in university students (Experiment 1), while it is driven by fairness motivation in elementary school children (Experiment 2). These results reveal developmental differences in the underlying motivation for gratitude on prosocial behavior. [ABSTRACT FROM AUTHOR]

Background: Soil-transmitted helminth (STH) infections are a significant public health concern in developing countries, particularly affecting children (5–9 years) and adolescents (10–12 years). This study investigated the prevalence of STH infections, examined associated risk factors, and assessed their impact on the nutritional status of children and adolescents. Methods: An analytical cross-sectional study was conducted within schools and took place from April to June 2023 and involved 382 participants in Calabar, Nigeria. All participants in the study completed a questionnaire designed to gather information on their demographics and knowledge, attitudes, and practices (KAP) regarding STH infections. Anthropometric measurements were taken according to World Health Organisation (WHO) standards. Fresh faecal samples were collected from each study participant and examined via the Kato-Katz technique. The data were analysed using STATA software, version 14. A binomial logistic regression model was used to identify predictors of STH infections and to examine the associations between STH infection status and stunting, underweight, and wasting. Results: The overall prevalence of STHs was 28.8%, with Ascaris lumbricoides (19.6%) being the most prevalent. The prevalence of STHs was greater among males (30.2%) than females (27.7%) and was relatively greater among participants aged 10 years and above (34.8%). All study participants recorded light infection intensities. The prevalence rates of stunting, underweight, and wasting were 10.5%, 8.4%, and 6.3%, respectively. Respondents with no history of deworming were significantly less likely to contract an STH infection (Odds Ratio: 0.2; 95% Confidence Interval: 0.1–0.4; P < 0.001). The use of pit latrines was associated with a greater likelihood of STH infection (OR: 2.1; 95% CI: 1.3–3.4; P = 0.002). Additionally, respondents with poor attitude scores were significantly less likely to contract an STH infection (Adjusted Odds Ratio: 0.6; 95% CI: 0.4–0.8; P = 0.003), and those over 10 years old (OR: 0.1; 95% CI: 0.04–0.82; P = 0.027) were significantly less likely to be underweight than those aged 5–7 years. There was no association between stunting, underweight, wasting, and STH infection. Conclusion: These findings highlight the necessity for an integrated approach to STH management and nutrition initiatives in Nigeria. [ABSTRACT FROM AUTHOR]

Background: Generalized Joint Hypermobility (GJH) offers flexibility that could enhance motor activities. However, if it leads to injury and pain, it increases functional difficulties and activity limitations. The far-reaching consequences of activity limitations and restricted participation include poor physical fitness and diminished quality of life. This study investigated whether variations in joint mobility are associated with physical activity levels, physical fitness, and overall quality of life (QoL) among children and whether these factors change over a 2-year period. Method: One hundred and sixty-five school-aged children were recruited at the beginning of a two-year longitudinal study. One hundred and eleven children were measured three times at one-year intervals. Joint mobility was classified as normal mobile, mobile, or hypermobile. The children were administered the FACES pain scale, the child activity limitation interview, a physical activity questionnaire, and the pediatric quality of life inventory questionnaire. Additionally, the 20-meter shuttle run was used to estimate aerobic fitness. Results: In this study, pain was unrelated to joint mobility. The activity limitations of our study population were not different at baseline or at the end of the study, irrespective of joint mobility. Children with GJH had significantly lower physical activity levels at the end of the study. Overall, QoL increased over time, and aerobic capacity decreased. However, changes in children with GJH were not significantly different from those in children with normal mobility in this respect. Conclusion: Children with GJH were moderately active, however significantly less than children with normal mobility. Joint mobility had no significant effect on activity limitations, physical fitness or QoL. Significance: What is known? • Increased joint mobility reduces physical activity levels. What is new? • Children with GJH were not more limited in their activities than those with normal mobility, as measured by the activity limitation interview. • Children with GJH do not have a greater risk of developing pain-related activity limitations. • The quality of life did not differ between children with and without GJH. [ABSTRACT FROM AUTHOR]

The association between school emotional engagement and child mental health and school success highlights the importance of understanding how child–school relations are developed and what factors are related to this affective process during the initial years of schooling so that early intervention is possible. This study examined emotional engagement in Portuguese children attending elementary school and aimed to identify and characterize subgroups based on the child's school liking and avoidance, using a model–based cluster analysis. In addition, differences between clusters in what concerns individual (self–efficacy, behavioral engagement, externalizing, and internalizing problems), family (parental emotional support), school (teacher-student closeness), and family-school relation (parental school involvement) variables were analyzed. The sample consisted of 394 elementary school children, 353 parents, and 35 teachers using a multimethod assessment (i.e. children, parents, and teachers' reports). Cluster analysis identified three patterns of emotional school involvement: emotionally involved, emotionally involved with some avoidance, and emotionally ambivalent. Results showed that many children experience ambivalent feelings toward school in the first years of schooling. The emotionally ambivalent group stood out negatively from the other groups concerning self–efficacy, behavioral engagement, externalizing, and internalizing problems. Suggestions for future research and practical implications for schools are discussed. [ABSTRACT FROM AUTHOR]

One important factor that hampers children's learning of mathematics is math anxiety (MA). Still, the mechanisms by which MA affects performance remain debated. The current study investigated the relationship between MA, basic number processing abilities (i.e., cardinality and ordinality processing), and executive functions in school children enrolled in grades 4–7 (N = 127). Children were divided into a high math anxiety group (N = 29) and a low math anxiety group (N = 31) based on the lowest quartile and the highest quartile. Using a series of analyses of variances, we find that highly math-anxious students do not perform worse on cardinality processing tasks (i.e., digit comparison and non-symbolic number sense), but that they perform worse on numerical and non-numerical ordinality processing tasks. We demonstrate that children with high MA show poorer performance on a specific aspect of executive functions—shifting ability. Our models indicate that shifting ability is tied to performance on both the numerical and non-numerical ordinality processing tasks. A central factor seems to be the involvement of executive processes during ordinality judgements, and executive functions may constitute the driving force behind these delays in numerical competence in math-anxious children. [ABSTRACT FROM AUTHOR]

This study explores the perceptions of facilitators, barriers to communication and strategies in Malaysian school-aged children with non-syndromic cleft lip and palate (CL/P), parents, and teachers. Fourteen children with non-syndromic CL/P aged 7 to 12 years, their parents (n = 16), and their teachers (n = 10) were recruited via purposive sampling. Participants were selected based on resilience scores (RS-10; (Wagnild, 2015) distinguishing low (<34) from high resilience (35–40) (Wagnild, 2015). Individual in-depth interviews were conducted online and evaluated qualitatively. The analyses were conducted utilising the guidelines by Braun and Clarke (2006). Inductive thematic analysis was performed. Facilitators for communication identified by children, parents and teachers were the child's personal attributes, common interests, and helping others. Barriers that were identified were unfamiliar conversation partners, and insensitive comments or questions. Children used passive (e.g. ignored) and active (e.g. retorted, explained the condition) strategies to address social communication issues. Children with high resilience responded more actively than children with low resilience. Strategies that were described by the parents included accepting the child, empowering themselves, following the cleft management plan, and empowering the child. Teachers adopted general approaches such as giving encouragement, increasing confidence, and teaching empathy. The presence of face masks was perceived as both a facilitator and a barrier to communication. The study provides information on challenges encountered and coping mechanisms used by children with non-syndromic CL/P, their parents and their teachers. This knowledge may help the development of targeted interventions to support the communication of children with non-syndromic CL/P in school. [ABSTRACT FROM AUTHOR]

As school choice policies continue to become more prevalent nationally and internationally, educational scholars are interested in understanding how parents make school selection decisions. Existing studies of parental educational decision-making mainly explore how white, middle-class parents make educational decisions. There is limited research on the criteria Black parents, specifically Black mothers, prioritize when selecting schools for their children. This study draws on in-depth interviews with five Black mothers to explore the factors they consider when choosing schools for their elementary-aged children within a school choice context. Findings show Black mothers in this study prioritize factors to protect their children from racism and prepare them for racist practices embedded in American institutions and society. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the effectiveness of a design thinking teaching and learning model on students' design thinking skills in science class. The study utilised two projects, 'Making a Simple Solar Water Heater' and 'Drawing a 3D Topographic Map of Zhejiang Province,' based on the 5th-grade science curriculum in China, and involved 45 Grade-5 students from a primary school. The quasi-experimental repeated measure method was used to evaluate the students' improvement in design thinking skills, with task-based pre-, mid-, and post-tests. Employing quantitative data analysis, the results showed significant improvement in students' overall performance, with more pronounced improvement between the pre-test and post-test than between the pre-test and mid-test. The analysis of the seven design indexes of students' design work demonstrated significant improvement in five indicators, except for 'material' and 'shape.' The study highlights the importance of incorporating design thinking into elementary school curricula to equip students with the necessary competencies for success in the twenty-first-century workforce. [ABSTRACT FROM AUTHOR]

"Hybrid Learning Spaces" is an edited book that delves into the epistemic, pedagogical, technological, architectural, and ethical aspects of hybrid learning spaces (HLSs) since 2016. The book, edited by Einat Gil, Yishay Mor, Yannis Dimitriadis, and Christian Köppe, targets teacher-educators, academics, and educators interested in hybrid and blended learning, innovative pedagogy, and spatial design. It covers theory and practice through an inquiry-based approach, focusing on design, values, and various considerations from experts in the field, offering a comprehensive view that goes beyond traditional teaching models. The book could have benefited from a deeper critical reflection on the limitations of the hybrid model, such as the psychological and social impacts of increased reliance on technology and ethical concerns around data privacy in online learning. [Extracted from the article]

Based on the assumption that language influences thinking, the present study investigated the effect of gender-fair language in German, a grammatically gendered language among primary school children. Specifically, in a single-study experiment, we compared 218 German third and fourth graders on the effects of the generic masculine (e.g., der Polizist; English: the policeman) and gender-fair language in terms of the feminine and masculine form (e.g., die Polizistin/der Polizist; English: the policewoman/the policeman) on the cognitive representation of women in stereotypically masculine occupations and occupational self-efficacy. General self-efficacy was examined as a moderator variable, assumed to influence the effect of gender-fair language on occupational self-efficacy. The results indicate that the gender-fair form led to a higher cognitive representation of women in stereotypically masculine occupations for girls and increased girls' occupational self-efficacy for stereotypically masculine occupations. In contrast, the use of gender-fair language did not significantly influence boys' cognitive representation of women and their occupational self-efficacy. General self-efficacy did not affect the effect of gender-fair language on occupational self-efficacy. Thus, even as early as in primary school, gender-fair language could help attracting girls to stereotypically masculine occupations. [ABSTRACT FROM AUTHOR]

This article provides new perspectives on the transitions of children from military families. It examines the experiences and agency of a group of UK primary‐school Service children who were undergoing far‐reaching transitions while participating in an arts‐based research project. Transitions are conceived here not as events, such as school moves, but as processes of changing, the dialogical interplay between ever‐changing socio‐cultural and physical environments and the psychological work individuals undertake in response to change. This reconceptualisation of transitions shifts attention away from children's resilience, or lack thereof, and towards unique, nuanced understandings of their subjective experiences and priorities. Presenting multimodal pieces created by three children as they explored the question, 'What's it like to be a Service child in this school?', I describe their diverse and agentic responses to their changing circumstances, as they sought to mitigate anticipated and past losses and perceived disadvantage and to use their transitions as positive opportunities for self‐development. Although punctuated by observable moments of change, this transition work happened over an indefinite timescale, highlighting a need for long‐term support informed by understandings of children's agency and priorities. Such support and insight may be achieved through developing spaces for multimodal dialogue with Service children. [ABSTRACT FROM AUTHOR]

Epilepsy is one of the most common neurological disorders in young people, which disrupts daily life and results in an increased risk of victimization. Archival data from the 2018/2019 National Survey of Children's Health (NSCH), a nationally representative cross‐sectional survey, were used. Data from the NSCH were collected via parent reports and analyzed for children aged 6–17 years (N = 25500). The results indicated that children with epilepsy (CWE) were significantly more likely to be frequently bullied than children with less stigmatizing chronic health conditions (i.e., asthma) and typical peers, but there was no significant association between the severity of epilepsy and the frequency of victimization. Furthermore, the degree of school engagement did not significantly moderate the relationship between epilepsy severity and frequency of victimization. However, the degree of school engagement was associated with the frequency of victimization in CWE, such that more school engagement was associated with less parent‐reported victimization. Overall, these findings support the growing evidence that CWE are at a higher risk of being bullied and need unique interventions regardless of epilepsy severity and that school engagement should be further examined to reduce victimization among CWE. Practitioner Points: Children with epilepsy are at a higher risk of being bullied than their healthy peers or peers with less stigmatizing chronic health conditions.Children with less severe epilepsy were equally likely to be victimized as were children with more severe epilepsy.Increasing school engagement should be examined further as one way to reduce the frequency of victimization among children with epilepsy. [ABSTRACT FROM AUTHOR]

Children's experience of disability-related stigmatization is a central social justice issue across cultures. Yet children's voices are rarely heard by policy makers, and available programs for children with disabilities typically lack input from children's own experiences. This paper presents a cross-cultural case study of how three children with disabilities in Japan and the U.S. responded to stigmatization from their "typically-developing" peers. We choose these cases for in-depth examination to contextualize and deepen our understanding of themes identified from our larger, ethnographic study. Similar to the participants in our larger study, these elementary school-aged children experienced disability-related stigmatization, including teasing and bullying. They actively responded to reduce their immediate exposure to stigmatization. Some of these responses, however, created additional challenges. For example, children's physical fighting in response to teasing resulted in punitive discipline in the U.S. Children's avoidance of peers undermined academic achievement and psychosocial development, especially in Japan where peer groups are central contexts for education. Furthermore, children's responses to stigmatization often concealed their peer struggles or were misunderstood by educators, which delayed their access to appropriate support. We discuss social work implications for child-centered programs of support. [ABSTRACT FROM AUTHOR]

Active transportation (AT) marks an eco-friendly mode of physical activity that is well integrable into daily life. Despite the dominance of social-ecological approaches to explaining AT, previous studies often drew on a fragmented set of variables to describe AT behavior. The concept of physical literacy (PL) comprises physical, affective, and cognitive determinants for physical activity and, therefore, enables a concentrated, theory-guided view on intraindividual determinants for AT. The goal of the present study was to examine empirical associations between PL and modes of AT (considering the influencing and moderating effect of grade and sex/gender, respectively). Within the scope of the DAPL study, data from 663 children (age: 6–13 years) from 41 classes (grades 1–6) across twelve schools in Denmark were analyzed. The school children (mean age: 9.81 years; 55 % girls) completed measurements of PL (Danish version of the CAPL-2: physical, affective, and cognitive component; total score) and self-reported their AT mode for seven days. We calculated general mixed models with the class as a random-effects factor to examine the relationship between PL and six different modes of AT. Total PL as well the physical, cognitive, and affective domains of PL were not associated with overall AT (p > 0.05). However, we found significant associations of total PL (B = 0.35) and the physical domain (B = 0.21) with biking. The affective and cognitive domains of PL did not significantly correlate with any AT indicator. The present effects were not moderated by students' grade and sex/gender. Public health strategies should strive for a mode-tailored approach when targeting children's AT. Person-centered health and physical education must increase their efforts in promoting children's holistic biking skills to effectively foster AT behavior. The provision of holistic experiences should emphasize the integration of psychomotor and affective learning. [ABSTRACT FROM AUTHOR]

Background: The implementation of self-regulated learning plays a role in reducing students' anxiety and increasing the level of deeper information processing in them. Among the applications of education based on self-regulation is its role in increasing students' self-efficacy, which has received less attention from researchers so far. There is a research gap regarding the effectiveness of integrated education based on self-regulation on students' self-efficacy. Aims: This research was conducted with the aim of comparing the efficacy of the integrated and face-to-face education program based on self-regulation on the self-efficacy of sixth grade elementary School female students. Methods: The method of the current research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all sixth grade elementary School female students of Qaenat city in the academic year of 2022-2023. 54 students were selected from among the students of the statistical community using convenience sampling method, And they were randomly assigned in two experimental groups (18 people in the integrated training group based on self-regulation, 18 people in the face-to-face training group based on self-regulation) and a control group (18 people). The data collection tool in this research was the self-efficacy questionnaire (Sherer et al., 1982). Integrated training sessions (researcher-made) were held in 8 weeks for the first experimental group, and face-to-face training group sessions were held in 7 weeks for the second experimental group. Analysis of the research data was done using covariance analysis method and using SPSS-24 software. Results: The results showed that there is a significant difference between the effectiveness of two methods of integrated and face-to-face education based on self-regulation on students' self-efficacy, And integrated training is more effective than face-to-face training in increasing self-efficacy (P< 0.01). In addition, the average of both integrated and face-to-face education groups was more effective on students' self-efficacy than the control group (P< 0.01). Conclusion: According to the findings of the present research on the greater effectiveness of integrated education based on self-regulation on the self-efficacy of elementary school students, The use of this educational method is suggested to educational psychologists, school counselors and all officials in the field of education. [ABSTRACT FROM AUTHOR]

Background: Research has demonstrated a positive correlation between higher social skills and improved performance in social interactions among students. Recently, mindfulness interventions, encompassing elements such as self-discipline and present moment awareness, have garnered attention for their potential to enhance mental processes, sensitivity, openness, and receptivity. Conversely, play therapy, characterized by enjoyable physical and mental activities, has been linked to increased social skills and creativity. However, there exists a research gap regarding play therapy based on mindfulness to enhance self-respect in the studied society. Aims: This study aims to compare the effectiveness of mindfulness-based and game-based education on the social skills and creativity of primary school students in Garmsar City. Methods: This research employed a semi-experimental design involving pre-tests, post-tests, and a one-month follow-up. The statistical population comprised all primary school students in Garmsar City (7620 individuals) during the academic year 2022-2021. Participants were divided into three groups of 15 individuals each through purposeful sampling based on specified criteria. Matson's social skill questionnaire (1983) (TTCI) and Torrance's creativity questionnaire were utilized. Two experimental groups underwent an 8-session play therapy protocol (Johnson and Parson, 2023) and a mindfulness protocol (Siegal et al., 2002), respectively. Hypothesis testing employed a Multivariate Analysis of Variance test conducted using SPSS22 statistical software. Results: The findings indicated a significant difference between the post-test results of the experimental and control groups in students' social skills and creativity after controlling for pre-test effects. This suggests that both mindfulness and play therapy interventions led to improvements in social skills and creativity among students (p< 0.001). Conclusion: This study concludes that mindfulness and play therapy can positively influence students' social skills and creativity. Future research is recommended to utilize larger samples and diverse research groups for further exploration. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the effect of the reading comprehension program prepared for primary school fourth grade students on students' reading comprehension skills. In this context, students' attitudes toward reading, reading motivation, fluent reading skills and reading comprehension strategies were considered in the study. The research was -carried out with a quasi-experimental design. The research was carried out with 353 students. The reading comprehension skills development program prepared by the researcher was applied to the experimental group for a total of 30 hours for 15 weeks. After the implementation of the program, posttests were applied to the experimental and control groups. The students in the experimental group of the reading comprehension program developed according to the results of the research; reading attitude, reading motivation, reading speed, prosodic reading and reading comprehension scores increased significantly compared to the scores of the control group students. [ABSTRACT FROM AUTHOR]

Psychological resilience can be augmented through the acquisition of specific cognitive or emotional regulation skills, enabling children to adapt to or recover from stressful events, disadvantages, or adversities. We aimed to evaluate the efficacy of a Tianchang Resilience-focused inTervention program (TRT 1 1 TRT program: Tianchang Resilience-focused inTervention program. program) on resilience and mental health conditions of Chinese children. This study was a two-arm cluster-randomized controlled trial, performed in Tianchang, a county in China. Students from 20 classes in a local primary school (aged 8.7–11.2 years) were randomly allocated to receive a resilience-focused intervention or waitlist group. The intervention comprised weekly 40-min sessions for 14 weeks and co-led by lay counsellors. Measures of emotional symptoms, behavioral difficulties, and resilience were collected at pre-, post-intervention, 6-months, and 12-months follow-up. Between June 16, 2022, and September 4, 2022, 775 eligible students were recruited (mean age 9.93 years; 420 [54.2 %] boys). Relative to the waitlist group (N = 391), the intervention group (N = 384) reported a significant reduction in depressive and anxiety symptoms at post-intervention (all p < 0.001), 6-months (p = 0.007; p = 0.002) and 12-months follow-up (p = 0.018; p = 0.018), respectively. The intervention group effects were also observed on resilience at post-intervention follow-up (p = 0.006), and remained stable over 6-months (p < 0.001) and 12-months follow-up (p = 0.022). This study demonstrated that the TRT program, a universal resilience-focused intervention for children in the school setting, showed long-term effectiveness in improving resilience and mental health conditions. This minimally trained laypersons-delivered intervention might enhance the program's generalizability to other communities. • The universal resilience-focused intervention is a low-stigma and potentially acceptable way. • This is the first trials on universal resilience-focused intervention among primary schools in developing countries. • The TRT program effectively enhanced mental health and resilience for up to 12 months. • This intervention was co-led by minimally trained lay counsellors. [ABSTRACT FROM AUTHOR]

This study aimed to explore the effectiveness of immersive learning in enhancing listening and speaking skills among fourth-grade primary school students. The study employed an experimental methodology with a quasiexperimental design based on one group of participants. The research sample included 40 students from a school in Al-Ahsa, Saudi Arabia. To achieve the study's objectives, an oral language skills test was prepared, focusing on both listening and speaking skills. Additionally, an immersive learning-based educational content was designed, consisting of 20 educational sessions for the participating students. The results indicated the effectiveness of immersive learning in improving listening skills such as auditory discrimination of words, extracting the main idea from auditory content, identifying sub-ideas, deriving the meaning of new vocabulary from context, recognizing the sequence of ideas, reordering events, and discriminating details in auditory content. Similarly, the speaking skills that improved included expressing ideas clearly and avoiding colloquial language, delivering a clear oral message, narrating stories using formal expressions, sharing personal experiences, organizing and maintaining continuity of ideas in speech, demonstrating expressive performance with body language, and observing proper speech speed and accuracy. Statistically significant differences were found at the 0.05 level in favor of the post-test of language skills. [ABSTRACT FROM AUTHOR]

Learning in a virtual environment has been found to foster students' affective responses, indicating the importance of exploring the factors which affect students' learning when engaged in a virtual game. This study aimed to explore the relationships among students' epistemic curiosity, situational interest, and learning engagement in an exploratory 3D virtual game environment. A virtual game was designed for elementary school students to learn concepts of evaporation and condensation in real-life situations. Data were collected using questionnaires from a total of 121 sixth-grade elementary school students, and were analyzed using partial least square structural equation modeling (PLS-SEM). The reliability and validity of the instruments employed in this study were verified. The structural relationships showed that I-type epistemic curiosity showed a stronger influence on the design of the virtual game environment compared to D-type epistemic curiosity. Challenge was found to be negatively predicted by I-type epistemic curiosity, but positively predicted by D-type epistemic curiosity. Instant enjoyment was also found to play a significant mediating role between I-type epistemic curiosity and emotional engagement. It is suggested that future research should consider providing students with interesting contexts and challenging tasks as a critical approach to designing virtual game learning environments. [ABSTRACT FROM AUTHOR]

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The purpose of this study was to compare the prevalence of math anxiety in Russian and Chinese schoolchildren across genders and ages. The Abbreviated Math Anxiety Scale (AMAS) was used as a measurement tool for assessing math anxiety. The factor structure of the AMAS and item invariance between Russian and Chinese schoolchildren were also examined. A total of 4,292 Russian (54% girls, M = 13.7, SD = 1.21) and 3,410 Chinese (48% girls, M = 12.7, SD = 1.21, Me = 13.0) schoolchildren participated in the study. The bi-factor model of the AMAS fits provided the best fit for the data in both countries. AMAS items demonstrated invariance between the two groups. Overall, Russian schoolchildren demonstrated higher math anxiety across all ages and math anxiety subscales, except at ages 14–15, where Chinese schoolchildren reported higher learning-related math anxiety. Among Chinese schoolchildren, both learning and evaluation math anxiety increased with age. Conversely, for Russian schoolchildren, math evaluation anxiety increased, while learning math anxiety decreased with age. Gender differences were observed in both countries, with the onset of gender-related differences appearing earlier in Chinese schoolchildren. [ABSTRACT FROM AUTHOR]

I provide evidence of social spillovers of personality by showing that being in class with motivated peers affects educational success. I first document that academic motivation, a key aspect of personality in the context of education, predicts own achievement, classroom behaviour, the high school grade point average and college-test taking among elementary school students. Exploiting random assignment of students to classes, I then show that exposure to motivated classmates causally affects achievement, an effect that operates over and above spillovers of classmates' past achievement and socio-demographic composition. However, peer motivation in elementary school does not affect own motivation and long-term educational success. [ABSTRACT FROM AUTHOR]

Introduction: Narrative skills are crucial for academic success and social interaction. To date, few studies have looked at the specific impact of hearing loss on higher-level language skills, like narrative skills, especially in German-speaking children. This study is the first to analyze the narrative skills of German-speaking children who are hard of hearing. Method: Specifically, we assessed and compared the narrative skills of two groups of school-aged children – children who are hard of hearing (n = 22; Mage = 10;5) and children with typical hearing (n = 28; Mage = 9;0) – at the macro- and microstructural level using a standardized storytelling task. In addition, the relationship between spoken narrative skills, receptive vocabulary, and phonological working memory was investigated to determine which factors best predict oral narrative performance. Results: Children who are hard of hearing produced adequate narratives at the macrostructural level, but used less diverse vocabulary than their peers without hearing loss. Furthermore, children who are hard of hearing demonstrated lower receptive vocabulary and phonological working memory skills than children with typical hearing. Receptive vocabulary emerged as the most important factor in predicting narrative skills at the microstructural level. Discussion: The heterogeneity observed in the narratives of children who are hard of hearing emphasizes the need to investigate additional factors that may influence the development and expression of spoken narrative skills in this group. [ABSTRACT FROM AUTHOR]

Gratitude promotes prosocial behavior, but the developmental differences in the underlying motivation remain unclear. We investigated whether the effect of gratitude on prosocial behavior is driven by fairness or generosity motivations, and whether the underlying motivation differs by developmental stage. University students (Experiment 1) and elementary school children (Experiment 2) were assigned to either a gratitude or a neutral group. The former group recalled an event that elicited feelings of gratitude, while the latter group recalled a neutral event from their morning routine. Prosocial behavior was assessed using the three resource‐allocation tasks that can distinguish between fairness and generosity motivations. In these tasks, the participants allocated rewards to themselves and another individual. The results indicate that the effect of gratitude on prosocial behavior is driven by generosity motivation in university students (Experiment 1), while it is driven by fairness motivation in elementary school children (Experiment 2). These results reveal developmental differences in the underlying motivation for gratitude on prosocial behavior. [ABSTRACT FROM AUTHOR]

Background: Mental disorders most likely manifest during adolescence, providing opportunities for schools and professionals to implement standardized mental health literacy (MHL) interventions to support improvement of mental health outcomes. Purpose: This study aimed to evaluate the impact of an MHL intervention (the Guide) on knowledge, stigma, help-seeking and overall mental health among grade 8–9 students. Methods: We developed a longitudinal cohort study to evaluate the Guide among 523 students, delivered across subsequent grade levels within a Catholic school board in Canada. We utilized validated measures to assess mental health knowledge, stigma, help seeking attitudes, and mental health across four time-points: baseline, end of grade 8, beginning of grade 9, and end of grade 9. Teachers undertook training to learn how to administer the intervention, utilize included teaching aids, and collect data. Results: Students demonstrated improvements on knowledge and stigma at all measurement intervals, however statistically significant differences in help-seeking and well-being outcomes were not observed. Discussion: This study suggests the plausibility of longer-term delivery of the Guide and similar resources in enhancing knowledge and reducing stigma among similar youth cohorts. Translation to Health Education Practice: Certified Health Education Specialists may adapt the Guide to accommodate youth mental health needs in different contexts. [ABSTRACT FROM AUTHOR]

This study explores and compares the role of Bangladesh's universal preschool in enhancing learning achievement at the end of primary education before and after introducing a new policy. Children's access to preschool has increased, and the learning achievement of the preschool non-participants' decreased after introducing the new policy. The capability of the state-run provision, which creates the preschool opportunity for the majority of children, has increased with a small effect size. The private kindergartens continued to show better performance with no change over time. The challenges include creating opportunities for out-of-preschool children and quality improvement of some existing provisions. [ABSTRACT FROM AUTHOR]

Research Findings: The present study aimed to investigate whether the trial-to-trial intraindividual reaction time variability (IIV), which reflects prefrontal cortex activity related to attentional and cognitive control, mediated the longitudinal effects of earlier harsh discipline on children's later externalizing problems. The study involved 235 elementary school children (Mage = 7.25, 46% female) who underwent up to three repeated assessments. Specifically, the Chinese version of the Parent-Child Conflict Tactics Scale and the Child Behavior Checklist were completed by the children's mothers to assess harsh discipline (including corporal punishment and psychological aggression) and the children's externalizing problems at three assessment waves. In addition, the children's IIV was measured using the Go/No-Go task at three assessment waves. The results from structural equation modeling revealed that the longitudinal path between corporal punishment at T1 and externalizing problems at T3 was partially mediated by IIV at T2. This suggested that more corporal punishment children experienced, the greater IIV and the more externalizing problems they will develop at a later stage. Practice or Policy: The findings highlight the proposed process model, which shows that corporal punishment impairs the development of children's prefrontal function as indexed by IIV, ultimately increasing the risk of externalizing problems. [ABSTRACT FROM AUTHOR]