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(1) Background: Children with reading difficulties may experience negative emotions and social isolation. The cognitive emotion regulation strategies that they use in different reading tasks can make them more vulnerable in the stressful situations. Using adaptative emotion regulation strategies may help them overcome stressful reading situations. (2) Methods: Children identified with poor reading comprehension skills were compared to children without reading comprehension difficulties on measures of self-evaluation and thought in relation to task, and on cognitive coping strategies relevant to performance. The effect of some relevant demographic factors was also investigated, such as gender and urban/rural setting. (3) Results: Our results indicate that children that have poor reading comprehension skills present higher scores on negative self- evaluation and off-task thoughts that are in relation to performance anxiety. Also, in what concerns cognitive coping strategies, students with difficulties in reading comprehension display a greater use of blaming others strategy, which is in relation to the negative self-evaluations. Also, they displayed less use of putting into perspective. No effect of gender and setting emerged for off and on task thoughts and cognitive coping strategies, except for lower scores of students from rural setting in positive self-evaluation. (4) Conclusions: students presenting difficulties in reading comprehension tend to use more negative self-statements and disengagement through off-task thoughts and employ coping strategies directed to protect self-worth. [ABSTRACT FROM AUTHOR]

Background: Up to 80% of children with autism spectrum disorders (ASDs) have mental health issues—either emotional or behavioral problems. The underlying mechanisms are still unknown, even if emotional regulation (ER) is considered to play a major role in child and adolescent psychopathology. Several studies link the ability to regulate the intensity and quality of emotions with executive functioning. Therefore, we aimed to investigate the association between executive functions (EFs) and ER and affective problems in children with ASD. Methods: This meta-analysis is based on a literature search of peer-reviewed journals from the following databases: Scopus, ProQuest, Ebsco, Science Direct, Springer Link and Clarivate. We analyzed 15 studies that investigated the link between EF, ER or affective problems (APs) in children and adolescents with ASD aged between 2 and 18 y with ASD. To assess the effect size of the relationship between EF and ER, and EF and AP, 15 studies comprising 54 effect sizes were analyzed. Results: Our findings revealed a small effect size regarding the association between EF and ER, r = 0.331, p = 0.034, and a small effect size regarding the association between EF and AP, r = −0.213, p = 0.024. No significant moderators were found. The results are presented in regard to the two analyses developed, as well as a short review of the studies included in the meta-analysis. Conclusion: Even if there are several limitations of this study, especially considering the small number of studies included, the results suggest that it is worth considering EF as an underlying mechanism for the appearance of emotional or behavioral problems in children with ASD. These findings have important implications for the development of ASD intervention plans, as well as for increasing awareness among specialists about the importance of executive functions in school adjustment and social functioning. [ABSTRACT FROM AUTHOR]

Background and Objectives: We investigated the effect of optimal maternal glycemic control on neonatal outcomes among infants born to mothers with diabetes. Materials and Methods: In this prospective study, we assessed 88 eligible mothers admitted to the obstetrics department for pregnancy evaluation. Our analysis included 46 infants born to diabetic mothers (IDMs) and 138 infants born to unaffected mothers, all admitted to the Level II Neonatal Intensive Care Unit (NICU). Results: Mothers affected by diabetes were generally older and exhibited a higher body mass index (BMI) and a greater number of gestations, although parity did not differ significantly. Cesarean section emerged as the most frequently chosen mode of delivery. A significantly higher proportion of infants in the affected group presented with respiratory disease (3% vs. 19.5%), which required NICU admission (4.3% vs. 23.9%), phototherapy (18.1% vs. 43.5%), and had congenital heart defects or myocardial hypertrophy (15.2% and 26% vs. 3% and 4.3%) compared to matched controls (p < 0.05). Conclusions: This study underscores the persistence of adverse neonatal outcomes in IDMs, even when maternal glycemic control is optimized. It calls for further investigation into potential interventions and strategies aimed at enhancing neonatal outcomes in this population. [ABSTRACT FROM AUTHOR]

The current paper explores the relationship between technological knowledge, beliefs about technology use in education, beliefs about the limits of technology use with respect to children with disabilities, self-efficacy beliefs, and their effects on technology use or teacher practices in the special education setting regarding mathematics education. Research was conducted via an online questionnaire. A total of 83 teachers working in the field of special education answered the questionnaire. The answers were analyzed via quantitative and qualitative analyses. In addition, correlational analyses were conducted. A prediction model that included all the aforementioned variables was tested. Our regression analysis evidenced the strong predictive value of technology-related knowledge with respect to technology integration practices but not toward the other models that included beliefs. Through mediation analysis, we found that technology-related knowledge mediates the relationship between self-efficacy and technology integration practices. The qualitative findings provided information on the interplay between knowledge, practice, and beliefs that are contextualized; on the specificity of technology-related knowledge. Implications are discussed with reference to factors important for the professional development of teachers with regard to technology integration. [ABSTRACT FROM AUTHOR]