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Benign acute childhood myositis is a benign phenomenon often associated with influenza in children. The aim of this scoping review was to analyze the typical clinical picture and characteristics of benign acute childhood myositis patients. Furthermore, we aimed to analyze the epidemiology and viral findings. We performed a systematic scoping review. We searched PubMed, Scopus, Web of Science, and CINAHL databases in August 2023. We included observational studies that focused on children and reported at least 10 children. Our main outcome was to describe the typical clinical picture of benign acute childhood myositis patients. Furthermore, we aimed to report the typical laboratory findings and virus findings. A total of 211 studies were screened, and 22 studies were included in this review. The included studies were mainly from Europe (13 studies) and Asia (5 studies). Two studies were prospective, and the rest were retrospective. The mean age of the patients was 6.8 (CI 5.8–7.8) years. Benign acute childhood myositis appeared to be more prevalent among boys in all studies. The most prevalent symptoms were bilateral leg pain (pooled prevalence 92%), followed by fever (80%) and inability to walk (56%). Hospitalization rates varied between 4 and 100%, and the mean hospital stay was 3.6 (CI 3.3–3.9) days. Influenza B was the most common virus detected, followed by influenza A. Other reported viruses included herpes simplex, coxsackie-, enteroviruses, adeno-, respiratory syncytial, and parainfluenza viruses. All studies reported creatinine kinase levels, and the reported mean values varied between 100 and 4000 U/L, whereas only five studies reported C-reactive protein which was only slightly elevated. Conclusion: According to a systematic assessment of published literature, benign acute childhood myositis patients were typically school-aged children, presenting with bilateral leg pain, fever, and inability to walk. Influenza A and B were the most reported viruses, but multiple other viruses have been associated with benign acute childhood myositis. These patients have high creatinine kinase values, but their hospital stay was rather short. Overall, this review provides important information for clinicians on the characteristic presentation of benign acute childhood myositis, and these findings may help to better identify these patients and reduce unnecessary tests. What is known: • Benign acute childhood myositis has been mainly associated with influenza viruses, especially B influenza. • Typical patients have been reported to be under school-aged children, and boys have been reported to have a higher incidence. What is new: • Many non-influenza viruses were also associated with benign acute childhood myositis, such as herpes simplex, coxsackie-, entero-, adeno-, respiratory syncytial, and parainfluenza viruses. • Typical symptoms are bilateral calf pain, fever, and inability to walk and creatine kinase levels were reposted to be increased. [ABSTRACT FROM AUTHOR]

Design thinking is a way to create solid designs that responds to design problems and solve it in a creative and suitable way. However, it is not widely recognized in architectural education pedagogy in Egypt for undergraduate. Despite being very efficient in several business avenues but not in architectural pedagogy. So, this paper aims to spot the light on design thinking and the possibility of its usage in design process to help students have a successful architectural project that solves the design problems and face the site challenges through the use of visualization design thinking tool. Where students face a challenge in translating the verbal language of their collected data in the research phase to the architectural language in the schematic phase. There is a recognized gap between the research students perform in the beginning of design project and the schematic designs that students deliver. The study proposes the possibility of using visualization as a tool for design thinking to have a sufficient and successful schematic design phase. The study will explain how students could apply design thinking in architectural design to benefit from their research phase in their schematic design. Moreover, come up with solutions and variable ideas using the tools of deign thinking as a way for helping in delivering design problem solution and have a more effective schematic design. At the end of the research paper the study concludes how the students can use visualization tool to translate the verbal language to architectural language and the possibility for using design thinking. That to help students realize the importance of analysis phase in synthesis. The research follows descriptive method and quantitative analysis where first the descriptive method is used in illustrating design process and design thinking. Then the quantitative analysis in the experiment is done followed by a survey to prove research problem and help in proposing the solution. [ABSTRACT FROM AUTHOR]

Within creative domains in studio- and project-based education, documentation is often central to demonstrating outcomes, process, and progress. Despite much prior work into the instructional practices, technologies, and tools that support cultivating documentation practices, no prior work explores the student valuing and perception of documentation. To address this, we deploy a design probe to elicit and externalize conceptions of documentation with the same cohort of students in two semesters. Eleven participants engaged in higher education undergraduate programs completed the study. We focus our analysis on one activity — listing and ranking documentation's perceived values. Through our analysis, we developed and validated a robust codebook for students' values. We demonstrate the values of documentation to be coherent across background, time, and experience of the student participants. We also share insights on nine main roles documentation plays for students and discuss how documentation plays not only an important role in communicating creative work to diverse stakeholders but in building self-confidence, motivation, and affect for project-based and hands-on exploration. [ABSTRACT FROM AUTHOR]

The purpose of this study is to derive a correlation between the technological thinking disposition and the computational thinking ability of gifted students in Korea. The correlation between each element was analyzed by looking at the sub-elements of computational thinking according to the components of technological thinking disposition. The experiment was conducted from September 2019 to February 2021 with 217 students of I Gifted School in Incheon, South Korea. The collected data were analyzed with Pearson's correlation coefficient using the statistical program R using Google COLAB. A summary of the study results is as follows. First, regarding the correlation between technological thinking ability, among the 6 components of technological thinking disposition, technological creativity and expression disposition and technological manipulation disposition show the highest correlation at 0.851. This shows that students who have an excellent ability to implement algorithms with new ideas or express them in various other attempts when implementing programs for gifted students also tend to enjoy program coding or have a tendency to like coding. Second, concerning the correlation between the technological thinking disposition and the sub-factors of computational thinking, some elements showed negative correlations and some had almost no correlation index. Students with high technological curiosity, however, tended to show a 0.287 in the parallelism factor compared to other factors. This showed a generally high trend. It can be said that students who want to know the functions, uses, forms, and characteristics of functions while implementing programs tend to have a better ability to divide large tasks into smaller tasks and process them simultaneously compared with other sub-elements of computational thinking. Third, regarding the correlation between computational thinking skills, the correlation between data analysis and pattern recognition was the highest at 0.637. This indicates that students who have an excellent ability to analyze a given coding problem also can find rules in data, showing that students at gifted schools in Korea tend to enjoy problem-solving. [ABSTRACT FROM AUTHOR]

This research paper investigates the intersection of the maker movement and educational innovation, using the China-U.S. Young Maker Competition as a foundational example. It examines how maker education, fueled by hands-on learning and a curiosity-driven approach, can evolve and influence. The study explores the roles and impacts of Human-Computer Interaction (HCI), Design-Driven Innovation (DDI), and Cross-Cultural Perspectives (CCP) within maker education. It highlights HCI's connection of technology with learning, DDI's focus on user-centered solutions, and the significance of CCP in enhancing cultural collaboration, vital for fostering an innovative and creative future. This paper offers a detailed perspective on the current state and future potential of maker education. It proposes a roadmap for the coming decade, emphasizing collaborative learning and creative endeavors, all set within the engaging environment of the competition. [ABSTRACT FROM AUTHOR]

STEAM contests play a pivotal role in maintaining students' interest and motivation in STEAM education. Finding factors that are related to students' continuance intention (CI) to participate in STEAM contests is important for promoting STEAM education. Previous studies mostly focused on exploring the relationships between students' behavioural attitude, positive affect and their CI for a STEAM contest. However, few studies have explored students' CI from the perspective of help-seeking attitude with the belief-attitude-behaviour model. Thus, this study investigated the relationships among students' hands-on making self-efficacy (HMSE), incremental belief of intelligence (IBI), help-seeking attitudes including instrumental help-seeking (IHS) and executive help-seeking (EHS), and their CI for STEAM contests based on the belief-attitude-behaviour model. A total of 405 elementary and junior high school students who took part in the 2022 STEAM PowerTech contest participated in this study. Structural equation modelling was used for confirmatory analysis to validate the hypotheses. Results indicated that EHS exhibited a negative association with CI, whereas IHS exhibited a positive association with CI. HMSE and IBI were negatively associated with EHS, and positively associated with IHS. This study implies that students with a high level of HMSE and IBI are inclined to exhibit IHS and thus have a strong CI for STEAM contests. The findings provide suggestions on enhancing students' CI for STEAM contests. [ABSTRACT FROM AUTHOR]

This study explores the influence that an educational intervention has on students generating requirements for a design task. An experiment was performed in a fourth-year mechanical engineering design course by giving the participants a design problem from which they had to generate a list of requirements. A lecture on requirements was given and then the students were given a second problem. The two problems were tested for similarity. The data was evaluated using ideation metrics of variety, novelty, and quantity adapted to this study. Variety was assessed using eighteen categories to classify each requirement. Novelty was evaluated on the level of uniqueness of the requirement against the complete set generated, based on both syntax and semantic filtering. Findings suggest that the lecture had a positive impact on the students in increasing the variety of the requirement. All novel requirements belonged to the activity performed after lecture. Finally, the quantity of the requirements generated after the lecture were found to be statistically significantly higher. It is shown through a second study that the students before the lecture performed similarly to practicing engineers with three or more years of experience. This suggests that using undergraduate students in the final year of their program may be adequate as surrogates for engineering practitioners for requirement identification studies. This is an important methodological contribution for the engineering design research community to justify the use of students as participants in experimental studies. [ABSTRACT FROM AUTHOR]

Design teams often rely on precedents, but the impact of using the direct experience of a precedent on design behavior requires further investigation. To explore this impact, fifteen teams of master students of architecture participated in two design sessions: one without and the other with a previous experience of visiting an example. The think-aloud protocol was applied, and a multi-layer coding based on FBS and precedent types was proposed to measure episodic (a specific design experience) and semantic (general design principles) precedents. Furthermore, a measurement was proposed to examine how and when the teams analyzed the precedents or applied them to solve the problem. Dynamic analyses were used to study the differences between the two conditions based on the distribution of precedents and the Problem-Solution index. Statistical analysis unfolded significant differences between the two conditions. In the second design session, the number of precedents, solution generations, and analyzing precedents were significantly increased. The first design session's episodic precedent had categorical similarity with both semantic and episodic precedents of the second design session. The results also indicated that design teams preferred to analyze the visiting experience of the precedent at the outset of the design session and apply other precedents for solving the design problem until the end of the session. While in the second design session, solution generation significantly increased, more episodic precedents related to the direct experience were used for problem framing. From another perspective, these precedents were also applied more to generate design concepts rather than refining design ideations. [ABSTRACT FROM AUTHOR]

While it has been recognized that science, technology, engineering, and mathematics (STEM) education requires an interdisciplinary approach, integrating multiple subjects in a meaningful way remains challenging for teachers. This study aimed to design a STEM curriculum, emphasizing explicit and continuous scaffolding of students' reflection on scientific and engineering knowledge. The primary goal was to foster knowledge integration in their engineering designs and enhance their attitudes toward STEM. The study involved fifty tenth-grade students who were guided to discuss and reflect on relevant scientific and engineering knowledge and to apply mathematics for data collection and analysis during the design of their technology products. The research instruments included an assessment of the progression of knowledge integration in students' engineering designs through student journals and pre- and post-test surveys on attitudes toward science, technology, engineering, and the learning environment. The results reveal that the introduction and explicit scaffolding students' reflection on scientific and engineering knowledge led to a gradual improvement in knowledge integration within their engineering designs. Students also significantly enhanced their attitudes toward STEM and the learning environment compared to the general school curriculum. This study contributes to interdisciplinary learning that promotes the integration of scientific and engineering knowledge in students' engineering design processes, and to interdisciplinary assessment that evaluates students' knowledge integration across learning progressions and outcomes. [ABSTRACT FROM AUTHOR]

There has been much previous research into online group learning, but they have not been aware of or focused on the challenges that design disciplines encounter in terms of interaction when moving to online delivery. This qualitative study comprised 3 participatory design workshops and 22 one-to-one interviews that included a total of 34 teachers and students from the School of Design at the University of Leeds. Participants reported the challenges and feelings they encountered in online group learning during the COVID-19 pandemic. The study found that the interactive experience of group learning is mainly influenced by the size of the group, the layout of the platform interface, the teacher's management style and the conflict within the group, with more far-reaching discussions providing specific questions and subtle suggestions. The article's findings can inform future strategies for online group learning for students and teachers of design disciplines in design higher education institutions. [ABSTRACT FROM AUTHOR]

Design thinking dispositions are essential for students to understand why design thinking knowledge should be applied to perform specific tasks. However, few studies are focused on teaching design thinking dispositions. This study proposes a conceptual model that supports teaching design thinking dispositions to address this gap. The model was instantiated in an undergraduate course. Students' reflections about the course were collected to evaluate the model. The use of the model is also demonstrated by considering different teaching scenarios. This study contributes to better teaching and learning design thinking dispositions based on a unique model that helps educators organize their design thinking courses. The study also derives some implications for educators. While teaching design thinking knowledge and skills is essential, developing students' design thinking dispositions is equally essential. [ABSTRACT FROM AUTHOR]

Design students must develop competence in a wide range of areas in order to be successful in their future practice. Increasingly, knowledge of design methods is used to frame both a designer's repertoire and their overall facility as a designer. However, there is little research on how students build cognitive schema in relation to design methods or how these schema relate to specific patterns of engagement as developing designers. In this paper, we report a multiple case study, capturing the experiences of four advanced undergraduate students enrolled in a User Experience (UX) design program at a large research-intensive institution. Through reflexive thematic analysis on our interview study outcomes, we describe the wide variety of metaphors that these students used to organize and frame their understanding of design methods, including both principles they used to consider methods as knowledge, and the ways in which they felt these organizing principles impacted their practice of design. We conclude with recommendations for further research on the uptake of methods-focused competence in design education and practice. [ABSTRACT FROM AUTHOR]

Based on Folk theory, Media Equation, and AI literacy research, the study constructed an interview outline and selected 72 students in 4th and 5th grade in three primary schools located in the Minhang and Putuo districts of Shanghai (two in the Minhang district and one in the Putuo district) as the study participants for focus group interviews. The study found that the availability of voice interaction is an essential basis for children to judge the level of intelligence of a machine; additionally, chatting is also the starting point for young children to build a close relationship with AI. Although AI cannot replace their friends, it can become a friend to them. While children expect the future of AI to be beyond the current level of intelligence and emotion and to enable the full use of machines in multiple scenarios and various fields, they are also concerned about issues such as privacy breaches that devices may cause in the future and believe that technology should not develop outside of human control. [ABSTRACT FROM AUTHOR]

Spatial thinking is ubiquitous in design. Design education across all age groups encompasses a range of spatially challenging activities, such as forming and modifying mental representations of ideas, and visualizing the scenarios of design prototypes being used. While extensive research has examined the cognitive processes of spatial thinking and their relationships to science, technology, engineering, and mathematics learning, there remains a knowledge gap regarding the specific spatial thinking processes needed for open-ended problems, which may differ from those assessed in close-ended, analytical spatial tasks. To address this gap, we used educational design-based research to develop a nature-inspired, design-by-analogy project and investigate the spatial thinking processes of young, novice designers. 16 children from an international school in the Netherlands participated in this five-week design project. Multimodal evidence from classroom recordings and children's design works were triangulated to offer insight into the key spatial thinking processes involved in their creation of nature-inspired, analogy-based design prototypes. Our results revealed spatial thinking processes that might not align with those assessed in conventional spatial tests and may be unique to design or open-ended problem-solving. These processes include abstracting spatial features to infer form-function relationships, retrieving a range of relevant visual information from memory, developing multiple possible analogical matches based on spatial features and relationships, elaborating and iterating on the design concepts and representations to make creative and suitable solutions for the design challenge, as well as visualizing design prototypes in practical usage scenarios. By highlighting the nuanced differences between spatial thinking in open-ended, divergent thinking tasks and conventional spatial tasks that demand single correct solutions, our research contributes to a deeper understanding of how children utilize spatial thinking in design and open-ended problem-solving contexts. Furthermore, this case study offers practical implications for scaffolding children's analogical reasoning and nurturing their spatial thinking in design education. [ABSTRACT FROM AUTHOR]

Educators and researchers have increasingly recognized the importance of AI literacy. Despite the growing body of AI literacy literature, the challenges and enablers for introducing AI literacy for kindergarten children is still underexplored and undertheorized in early childhood education. It is critical to understand the challenges and enablers associated with promoting AI literacy and perceptions in kindergartens needs to be further researched and evaluated. This study aims to identify teachers' views on the importance of AI literacy in kindergartens and the challenges and enablers of promoting AI literacy in kindergartens. Data was collected from 15 teachers through individual interviews. It was found that the four main challenges of promoting AI literacy in kindergarten classrooms, including lack of school support, lack of children's comprehensive ability, insufficient teacher knowledge of AI, and lack of curriculum guidelines. The three main enablers of promoting AI literacy in kindergarten classrooms are government support, school support, and social needs. We also found that more than half of teachers in this study considered AI literacy education is crucial for kindergarten children. This study develops an AI literacy policy framework for young children that includes three dimensions—governance, pedagogical, and operational and management. Based on the findings, suggestions for educators, curriculum developers, policymakers, and researchers are discussed. [ABSTRACT FROM AUTHOR]

This paper explores the possible relationships between students' positive attitudes and interest toward technology and teachers' approaches. The study was conducted with a sample of students (N = 2312) from 5 to 8th grade of primary school in Croatia. Reduced descriptions of teachers' approaches were used as predictors of students' positive attitudes and interest. Multiple regression was used to determine correlations between teachers' approaches and students' attitudes. The results show a weak but positive correlation between students' attitudes and interests and teachers' approaches typical of the flexible teacher profile. This refers to approaches in which teachers ensure that they understand the purpose of learning, implement activities that are useful from the students' perspective, and allow students to do what they are successful at. Although the characteristics of Croatian technology teachers fit the flexible teacher profile, the correlated approaches identified here do not dominate. Despite the results, due to the complexity of the influence on students' interests and attitudes, further research is needed that considers other possible predictors and their interactions. [ABSTRACT FROM AUTHOR]

This study provides evidence connecting two aspects of visual-orthographic skills (orthographic awareness and delayed copying) to the common variance shared by Chinese word reading and arithmetic calculation, as well as in identifying positional knowledge of numbers as a potential mediator of these connections in Chinese primary school students (N = 155, 81 boys). Nonverbal Intelligent Quotient (IQ), socioeconomic status (SES), working memory, and attentional control were included as covariates. Path analyses demonstrated that both orthographic awareness and delayed copying significantly explained the covariance of word reading and arithmetic calculation. Furthermore, there is an indirect effect via positional knowledge of numbers as indicated by number line estimation and strategic counting on the relations between orthographic awareness and the common variance shared by word reading and arithmetic calculation. In contrast, delayed copying had a direct effect on the common variance. Results suggest that early visual-orthographic skills may be helpful in the development of both word reading and arithmetic ability among Chinese students. [ABSTRACT FROM AUTHOR]

Reading comprehension and arithmetic skills are essential abilities for children, particularly at the early career. Examine the link between language proficiency and numeral information process amongst primary school children. This study examines numeral comprehension in 600 Chinese primary second graders with different levels of decoding and linguistic comprehension skills. Four groups of children were compared, including typical readers (TR), poor decoders (PD), poor comprehenders (PC) and general poor readers (GPR). Results showed that the four groups had similar performances in numeral comprehension when the answer options to a question on the quantity of numerals were presented in Arabic numbers. However, when the answer options to a question on the quantity of numeral information were presented in analogue nonsymbolic magnitude representations, the PC group outperformed the PD and GPR group. The findings of this study has demonstrated the link between language proficiency and numerical information process in reading comprehension. [ABSTRACT FROM AUTHOR]

The Home Literacy model predicts different outcomes depending on formal and informal literacy practices carried out at home. However, this model does not explicitly consider the potential differences that the media (paper vs. tablets) in which these practices are carried out can have on performance. The present study explored this issue. Participants were 136 children aged 6–7 years old and their parents. The different activities performed at home were analysed through reports of the parents, and children were assessed at school for their reading performance (decoding and comprehension). Results showed how formal practices using traditional materials predicted reading comprehension, but informal practices did not predict any performance measure. The digital home literacy environment showed no impact on reading performance, suggesting that two different environments (paper and digital) might exist, each one of them having differential impacts on performance. Implications for research and education are discussed. [ABSTRACT FROM AUTHOR]

Solid fuel combustion exposure is a leading global health risk factor, yet evidence on its effects, especially on vulnerable children, is sparse. This large-scale, multi-center prospective study aimed to address this gap by involving 9997 schoolchildren across China between 2013 and 2015. Here we show that lung function levels exhibited a marginally significant decline among children exposed to solid fuel usage. Specifically, FVC and FEV1 decreased by 21.2 mL (95% CI: −15.7, 58.1) and 24.1 mL (−8.4, 56.6), respectively. Additionally, PEF, FEF25 and FEF75 decreased by 25.7 mL/s (−46.5, 98.0), 32.7 mL/s (−42.7, 108.2), and 35.4 mL/s (−5.9, 76.7), respectively. Persistent exposure to solid fuel usage in children led to greater lung damage. Children with allergy history were more susceptible to solid fuel exposure. Our study highlights the adverse impact of solid fuel usage on children and the need to promote clean fuel usage for this vulnerable population. This study of 9,997 Chinese children (2013–2015) found that solid fuel exposure led to marginally significant declines in lung function, with higher risk for children with persistent exposure or allergies, highlighting the need for clean fuel use. [ABSTRACT FROM AUTHOR]

In societies where education holds high significance and parental ambitions for their children's academic achievements are profound, understanding the rationale behind parental school choice becomes crucial. This study aims to explore the question: Are Saudi parents rational in selecting their children's schools? Through an in-depth analysis of preferences and decision-making factors, this research endeavors to shed light on the intricate dynamics influencing parental school choice within the Saudi Arabian context. To achieve this objective, semi-structured interviews were conducted with Saudi parents whose children were enrolled in private schools (K-12). The findings indicate that cultural or religious identity emerged as a predominant factor, encompassing elements such as gender segregation in schools, parental preference for English over Arabic language learning, and the emphasis on Islamic religious education. Additionally, accessibility factors such as the physical location of the school and school fees emerged as significant determinants of parental preferences for their children's schools. Wellbeing emerged as a crucial factor in parental decision-making. Furthermore, certain academic considerations emerged as a primary influencing factor in Saudi parents' school selection. These considerations included skills development, school pedagogy, school staff quality, and learning outcomes. [ABSTRACT FROM AUTHOR]

Although parental psychological control has been well-documented as a significant predictor of social anxiety among adolescents, few studies examine how changes in parental psychological control and adolescent social anxiety are reciprocally related at the within-person level, especially in Chinese culture. This longitudinal study examined reciprocal relations between parental psychological control and social anxiety, and the potential mediating role of self-concept clarity, by disentangling between- and within-person effects. A total of 4731 students (44.9% girls; Mage = 10.91 years, SD = 0.72) participated in a four-wave longitudinal study with 6-month intervals. Results from random intercept cross-lagged panel modeling indicated that parental psychological control directly predicted social anxiety, and vice versa. Parental psychological control indirectly predicted social anxiety via self-concept clarity, and social anxiety also indirectly predicted parental psychological control via self-concept clarity. These findings reveal a vicious cycle of mutual influence between parental psychological control and adolescent social anxiety in Chinese youth, and highlight the crucial role of self-concept clarity in the interplay between parenting and adolescent social functioning. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the occurrence and age-related changes of the first night effect (FNE) in school-age children using both macro (sleep architecture) and micro (frequency analysis) structures to polysomnography (PSG) data. PSG data from two consecutive nights were obtained from 38 healthy children aged 6–15 years. Sleep variables and power spectral analysis were compared between the two nights. The relationship between age and the difference in sleep variables and power values between the two nights was examined using correlation analysis. The first night showed significant reductions in total sleep time, sleep efficiency, N1, N2, and REM sleep, as well as significant increases in sleep onset latency and wake after sleep onset. The decrease in N3 and the increase in N2 due to FNE were positively and negatively correlated with age, respectively. Spectral analysis showed no effect of FNE for most variables, but there was a trend toward an increase in the convergence value of the δ band with age. FNE occurs in school-age children, and its manifestation changes with age. The decrease in N3 and increase in N2 become more pronounced with age, while the enhancement of low-frequency power is consistent across ages. These findings highlight the importance of considering age and specific sleep indicators when interpreting pediatric PSG results and underscore the need for a multi-level approach to understanding sleep changes across development. [ABSTRACT FROM AUTHOR]

As augmented reality (AR) gains prevalence, various AR exhibits are being installed in science museums. However, few research has thus far examined the extent to which these exhibits can improve visitors' learning. This study qualitatively evaluates the effectiveness of an AR dinosaur exhibit at the Gwacheon National Science Museum in Korea and examines the implications for its improvement. Eight elementary school students experienced the AR dinosaur exhibit, and their reactions were captured by audio and video recordings. Science museum experts were also interviewed to understand the intended affordances of the exhibit. The students' responses to the intended affordances were examined by analyzing their tour of the AR dinosaur exhibit. We found that the exhibit attracted the visitors by catching their attention. However, they did not pay attention to the exhibition's primary purpose of improving scientific understanding or reasoning. Some unintended interactions, unrelated to the intended affordances, also emerged. The limitations of the examined AR dinosaur exhibit suggest implications for improving AR exhibits in the future. [ABSTRACT FROM AUTHOR]

To increase early identification and intervention of dyslexia, a prescreening instrument is critical to identifying children at risk. The present work sought to shorten and validate the 30-item Mandarin Dyslexia Screening Behavior Checklist for Primary School Students (the full checklist; Fan et al., 心理与行为研究, 19, 521–527, 2021). Our participants were 15,522 Mandarin-Chinese-speaking students and their parents, sampled from classrooms in grades 2–6 across regions in mainland China. A machine learning approach (lasso regression) was applied to shorten the full checklist (Fan et al., 心理与行为研究, 19, 521–527, 2021), constructing grade-specific brief checklists first, followed by a compilation of the common brief checklist based on the similarity across grade-specific checklists. All checklists (the full, grade-specific brief, and common brief versions) were validated and compared with data in our sample and an external sample (N = 114; Fan et al., 心理与行为研究, 19, 521–527, 2021). The results indicated that the six-item common brief checklist showed consistently high reliability (αs >.82) and reasonable classification performance (about 60% prediction accuracy and 70% sensitivity), comparable to that of the full checklist and all grade-specific brief checklists across our current sample and the external sample from Fan et al., 心理与行为研究, 19, 521–527, (2021). Our analysis showed that 2.42 (out of 5) was the cutoff score that helped classify children's reading status (children who scored higher than 2.42 might be considered at risk for dyslexia). Our final product is a valid, accessible, common brief checklist for prescreening primary school children at risk for Chinese dyslexia, which can be used across grades and regions in mainland China. [ABSTRACT FROM AUTHOR]

Aim: To investigate the association between presence of caries in anterior teeth and bullying victimization in schoolchildren. Methods: A cross-sectional study was conducted in Brazil with a sample of 387 schoolchildren aged 6 to 10 years. The presence of moderate/extensive dental caries was assessed using the International System for the Evaluation and Detection of Dental Caries (ICDAS-II). The children answered the "Olweus Bullying" (QBO). Descriptive analyses were performed, and the associations between bullying victimization and independent variables collected were determined by univariate and multivariate Poisson regression. Results: The prevalence of bullying victimization was 66.4%. Bullying victimization was higher among children who had moderate/extensive caries in some anterior teeth (p = 0.010). 8-year-old (p = 0.048), 9-year-old (p = 0.001), and 10-year-old (p = 0.002) children reported greater bullying victimization when compared to 6-year-olds. Conclusion: The presence of moderate/extensive dental caries in anterior teeth is associated with bullying victimization in schoolchildren. [ABSTRACT FROM AUTHOR]

During the high school period covering adolescence, factors such as exam stress, adaptation to adolescence, and social media may cause adolescents to engage in bad eating behaviors and have a negative attitude towards their own bodies. This experimental study aimed to evaluate the effect of (short) mindfulness interventions on high school students eating habits and body image. The sample consisted of a total of 60 tenth grade students (intervention group n = 30, control group n = 30) studying at a high school in Istanbul. The Information Form, the Dutch Eating Behavior Questionnaire, the Body Appreciation Scale and the Body Image Coping Strategies Inventory were used to collect the data. The in-group comparisons of pretest, posttest, and follow-up scores of the intervention group indicated an increase in the restrained eating behavior, body appreciation, and positive rational acceptance scores and a decrease in the emotional-external eating, appearance fixing, and avoidance scores (p < 0.001). The inter-group comparisons indicated that the posttest and follow-up restrained eating, body appreciation, positive rational acceptance scores of the intervention group were high (p < 0.05) but that their emotional-external eating, appearance fixing, and avoidance scores were low compared to the control group (p < 0.05). It was determined that the mindfulness intervention could be effective on high school students' eating habits, body appreciation, and body image coping strategies. It is recommended that technique is used to prepare teenagers to the changes occurred in their bodies, to reduce stress and negative attitudes towards themselves and their bodies, and ensure that they become aware of themselves. Highlights: Improving health and mental health in adolescents, regulating eating habits, self-acceptance and coping mechanisms will benefit adolescents not only during adolescence but throughout their entire lives. Although the school is a suitable environment to improve the mental health of students, developmental interventions can be added to the curriculum, and families and teachers can be informed on these issues. Improving mental health in adolescents, regulating eating habits, self-acceptance and coping mechanisms will benefit adolescents not only during adolescence but throughout their entire lives. For this reason, this study was carried out within the scope of intervention for the healthy development of adolescents. [ABSTRACT FROM AUTHOR]

Previous research revealed that students who are overestimated in their ability by their teachers experience school more positively than underestimated students. In the present study, we compared the socio-emotional experiences of N = 1516 students whose cognitive abilities were overestimated, accurately judged, or underestimated by their teachers. We applied propensity score matching using students' cognitive ability, gender, language, parental education, and teacher's acquaintance with them as covariates for building the three student groups. Matching students on these variables, reduced the original sample size to subsamples with n1 = 348, and n2 = 312 with exact matching including classroom. We compared overestimated, accurately judged, or underestimated students in both matching samples in their socio-emotional profiles (comprised of academic self-concept, joy of learning, attitude towards school, willingness to make an effort, social integration, perceived class climate, and feeling of being accepted by the teacher) by linear discriminant analyses. Groups significantly differed in their profiles. Overestimated students had the most positive socio-emotional experiences of school, followed by accurately judged students. Underestimated students experienced school most negatively. Differences in experiences were most pronounced for the learning environment (medium to large effects for academic self-concept, joy of learning, and willingness to make an effort; negligible effect for attitude towards school) and less for the social environment (medium effects for feeling of being accepted by the teacher; negligible effects for social integration and perceived class climate). [ABSTRACT FROM AUTHOR]

Students' homework emotions greatly influence the quality of homework, learning activities, and even academic achievement and burden. Therefore, encouraging students' positive homework emotions is essential for their development. This study aimed to investigate the relationship between three types of teachers' homework feedback (checking homework on the board, grading homework, and constructive comments), students' positive and negative homework emotions in Chinese subjects while taking into account the mediating effect of academic self-esteem and gender differences in these underlying relationships. 928 elementary school students of 4–6th grade participated in this survey and completed scales. Results showed that (1) checking homework on the board and constructive comments positively impacted students' positive emotions, while checking homework on the board negatively influenced students' negative emotions. In contrast, constructive comments did not impact students' negative emotions. Furthermore, grading homework had no significant effect on students' emotions; (2) academic self-esteem mediated the relationship between teachers' homework feedback and students' homework emotions, and (3) gender moderated some underlying relationships between teachers' homework feedback, students' homework emotions, and academic self-esteem. This study has implications for teachers in designing and choosing high-quality homework feedback, encouraging students' positive homework emotions, and reducing students' negative homework emotions. [ABSTRACT FROM AUTHOR]

Morphological awareness has been shown to contribute to the acquisition of literacy in various languages. The current study focuses on an explicit derivational morphology training program in French-speaking fourth graders with the aim of measuring direct effects on morphological awareness and transfer effects on spelling and reading. The intensive training given in class consisted of (1) learning how to segment words into smaller units and (2) understanding the meaning of affixes in relation to words. Thirty-six children received the morphology training and 34 age-matched participants followed an alternative visuo-semantic training matched for intensity. The results of this pre-post group comparison study show a significant Group by Time interaction: Substantial progress in morphological awareness is observed for the group trained in morphology, on both trained as well as on untrained items. A similar gain was observed for the spelling of morphologically derived words, for trained and untrained words. Both roots and affixes were spelled more accurately. For reading however, we found a learning effect in speed and accuracy on trained words, but no generalization to untrained words. All effects were maintained four months after training. These results highlight the role that morphology plays in children's literacy development. [ABSTRACT FROM AUTHOR]

Background: Pharmacy professionals, given their health expertise, can play a role in enhancing health education within their communities and among patients. The potential of the pharmacy workforce to enhance health education among primary school children is underexplored. Aim: This study aimed to investigate the perspectives of pharmacy staff on the provision of education regarding self-care and treatment of minor ailments to primary school-aged children and to identify roles that pharmacists could play in this regard. Method: Qualitative semi-structured interviews were conducted online with frontline pharmacy staff in the UK who had patient facing roles with primary school-aged children and parents. Interviews were audio-recorded and transcribed verbatim. Thematic data analysis was applied to the transcripts. Results: A total of 17 participants were recruited. Participants included 12 pharmacists, two pharmacy technicians and three pharmacy dispensers. All participants worked within community, hospital or primary care facilities. Five themes emerged from the data analysis: sources of health knowledge accessed by children and parents; a perceived lack of knowledge regarding self-care and treatments for minor ailments among children and parents; a perceived positive impact of education on self-care; barriers to health education; and the potential role of pharmacy staff in self-care education in schools. Conclusion: Pharmacy staff recognise the value of integrating health education into primary school curricula. A collaborative approach with educational institutions could bridge the gap in knowledge regarding self-care and treatment of minor ailments, and could empower children and reduce unnecessary use of healthcare resources. [ABSTRACT FROM AUTHOR]

Mathematical problem solving remains a struggle for many students today (Celebioglu et al., 2010; Englard, 2010; Gavaz et al., 2021; N. H. Lee et al., 2014; Yeo, 2011). Though intervention studies have reported measured impact on improving students' problem-solving abilities (Gavaz et al., 2021; Gidalevich & Kramarski, 2019; N. H. Lee et al., 2014), few studies examine how learners would approach a non-routine problem without learning problem-solving strategies in school (Celebioglu et al., 2010; Saygılı, 2017; Yazgan, 2015; Yeo, 2011). The latter would complement instruction related to strategies by making known the entry point of young problem solvers. In this study, 10 Grade Two students in a neighborhood primary school in Singapore were individually engaged in solving a non-routine problem with access to manipulatives. Based on their mathematics instructional history in school, the students have not been introduced to the relevant problem-solving strategies related to the task. The study examines how the students approach and solve the problem. Findings revealed that all the ten students were able to solve the problem with eight of them using manipulatives to help them. The study recommends that prior to classroom teaching, teachers can invite students to share their problem-solving methods and demonstrate how formal notations can capture these mathematically. Appropriate manipulatives should also be made accessible during problem-solving lessons. [ABSTRACT FROM AUTHOR]

This study explored the potential chain mediating effects of a growth mindset and math self-concept on the relationship between fathers' educational involvement and math anxiety in Chinese elementary school children. A total of 520 Chinese elementary school children completed the Father Educational Involvement Scale, Growth Mindset Scale, Math Self-Concept Scale, and Math Anxiety Scale. The data were subjected to descriptive statistics, correlation analyses, and tests for chain-mediating effects using SPSS 27.0 and the Process Macro program. The results revealed the following: (1) there was a significant correlation between fathers' educational involvement, growth mindset, math self-concept, and math anxiety. (2) Paternal educational involvement can directly affect math anxiety, and it can also affect math anxiety through the mediation of growth mindsets and math self-concept. The chain-mediating effects included three pathways: the mediating role of growth mindset, the mediating role of math self-concept, and the chain-mediating role of growth mindset and math self-concept. These findings enhance our understanding of the relationship between fathers' educational involvement and math anxiety among Chinese elementary school children. They also provided essential practical guidance to alleviate math anxiety. Furthermore, it is important to recognize the significant influence of family education on the growth and development of elementary school children, with a particular emphasis on the positive contributions of fathers in the family. [ABSTRACT FROM AUTHOR]

School-aged children have consistently shown a surprising developmental lag when attempting to innovate solutions to tool use tasks, despite being capable of learning to solve these problems from a demonstrator. We suggest that this "innovation gap" arises from tool tasks with more complex spatial relations. Following Fragaszy and Mangalam's new tooling theory, we predicted that innovating a new "sticker slide" task should be more challenging when two tools need to be used at the same time (concurrently) rather than one at a time (sequentially), despite the similarity of the other task elements. In line with previous work, both versions of the task were challenging for all ages of children (4–9 years) that we tested. However, the youngest group showed particularly extreme difficulties, which was marked by not a single child innovating the concurrent version. Although success significantly increased with age, even the oldest group failed to reach 50% success on the concurrent version of the task, whereas the majority of the two older groups could solve the sequential version. Thus, in this first study of concurrent tool use in children, we found support for the prediction that increasing the complexity of spatial relations in tooling exacerbates the innovation gap. [ABSTRACT FROM AUTHOR]

Introduction and background: The musculoskeletal pain (MSK) develops at an early age and pains in adolescence dispose to subsequent pain episodes in adulthood. High physical fitness levels in childhood and adolescence are linked to favorable health outcomes. This study has evaluated the prevalence of musculoskeletal pain among school students. Additionally, it examines the existing physical fitness of those children and explores potential associations between musculoskeletal pain and physical fitness. Methods: A cross sectional study was conducted in the Guwahati urban area, a capital city of North East India, in different schools. The mean and standard deviation of age was 9.49 ± 2.53. Prevalence of MSK pain was determined by the Faces Pain Scale–Revised and pediatric Gait Arm Leg Spine (pGALS) assessment, whereas physical fitness was assessed by Fitnessgram test battery. Statistical analysis: Paired "t" test and logistic regression analysis were used. The level of significance was set at 0.05 for all tests performed, and 95% confidence intervals (CIs) were used in all cases. Results: The percentage of musculoskeletal pain is 38.28% where female school students have 40.33% and the male students have 36.52%. The odd ratio of 0.934 (CI = 0.916–0.972) was found between pain occurrence and aerobic capacity. The odd ratio of 0.72 (CI = 0.704–0.761) was found between the chances of pain onset and abdominal strength and endurance. The odd ratio of 0.859 (CI = 0.831–0.899) was found between pain occurrence and trunk extensor muscle strength and endurance. Conclusion: The prevalence of the musculoskeletal pain in school students is found to be 38.28%. The incidence of musculoskeletal pain and the physical fitness of a child has a significant relationship, with children who have poor physical fitness being more likely to develop musculoskeletal pain. [ABSTRACT FROM AUTHOR]

This study used a single-case design to investigate the effectiveness of Daily Behavior Report Cards (DBRC) in addressing elementary school children's disruptive behavior. The study, conducted in a German elementary school, involved ten second-grade students identified by their teachers as exhibiting disruptive behaviors. The procedures included training teachers in the implementation of DBRC, setting specific behavioral goals for each student, and using the Direct Behavior Rating (DBR) to assess General Disruptive Behavior (GDB) and Specific Goal Behavior (SGB). The DBRC was implemented over 120 days, with daily monitoring and feedback provided to students. The results demonstrated a significant reduction in both variables. The data analysis was conducted using regression-based analyses and the Non-Overlap of All Pairs (NAP). This study confirms the effectiveness of DBRC in mitigating disruptive behaviors and achieving specific behavioral goals, thereby contributing valuable insights into the application of this evidence-based intervention within the German elementary school system. It also highlights the utility of the single-case design in educational research. [ABSTRACT FROM AUTHOR]

Currently, the global prevalence of myopia is high and on the rise, seriously affecting the health of students. Studies have suggested that dietary factors may be associated with the occurrence and development of myopia, but the results are inconsistent. This survey aims to analyze the correlation between dietary factors and myopia while controlling for more confounding factors. A multi-stage stratified cluster sampling method was performed to select 10,619 primary and secondary school students in Shenyang for visual examination, and questionnaires were administered to 6974 of them. Logistic regression was performed with myopia as the dependent variable and the variables with p < 0.1 in the univariate analysis as independent variables. Sensitivity analysis was conducted using propensity score matching. The results showed that the overall prevalence of myopia among primary and secondary school students in Shenyang was 59.1%, with mild myopia predominating. Students who ate fresh fruits two or more times a day had a 0.69 times lower risk of myopia compared to those who did not eat fruits (95% CI 0.50–0.97). However, subgroup analysis demonstrated that this protective effect was only significant for male students, with an OR of 0.59 (95% CI 0.38–0.91). Moreover, female students who consumed sugary beverages once or more a day had a 1.8 times higher risk of myopia compared to those who did not consume sugary beverages (95% CI 1.03–3.15). Vegetable consumption, intake of fried foods, and breakfast habits were not significantly associated with myopia. In summary, excessive consumption of sugary beverages could increase the risk of myopia, especially in female students, whereas fruit intake contributed to reducing the risk of myopia, particularly in male students. [ABSTRACT FROM AUTHOR]

Background: Individuals on the autism spectrum commonly have differences from non-autistic people in expressing their emotions using communicative behaviors, such as facial expressions. However, it is not yet clear if this reduced expressivity stems from reduced physiological reactivity in emotional contexts or if individuals react internally, but do not show these reactions externally to others. We hypothesized that autism is characterized by a discordance between in-the-moment internal psychophysiological arousal and external communicative expressions of emotion. Methods: Forty-one children on the autism spectrum and 39 non-autistic, typically developing (TD) children of two age groups (2–4 and 8–12 years) participated in a low-level stress task whilst wearing a wireless electrocardiogram. Children's negative emotional expressions (facial, vocal, bodily) were coded following standardized protocols. Alexithymia traits were assessed using the Children's Alexithymia Measure with school-aged children only. Data analyses involved ANOVAs, correlations, and sensitivity analyses. Results: There were no group differences in physiological arousal (heart rate) or in communicative expressions of stress to the stress task. For TD preschoolers, physiological arousal during the stress task was associated with vocal expressions and for TD school-aged children, they were associated with facial and bodily expressions. By contrast, for children on the autism spectrum, physiological arousal during the stress tasks was not associated with communicative expressions across age groups. Conclusions: Our findings suggest that children on the autism spectrum might experience emotional disconcordance, in that their physiological arousal does not align with their communicative expressions. Therefore, the internally experienced stress of children on the autism spectrum may be inadvertently missed by teachers and caregivers and, consequently, learning opportunities for teaching emotional communication and regulation may be also missed. Our results support the use of wearable biosensors to facilitate such interventions in children on the autism spectrum. [ABSTRACT FROM AUTHOR]

This is the first investigation of psychological, medical, and neurodevelopmental problems in children with versus without cognitive disengagement syndrome (CDS) (formerly sluggish cognitive tempo) in autism, ADHD-Combined, ADHD-Inattentive, and general population samples. Mothers rated 987 children with autism, 700 with ADHD-Combined, and 303 with ADHD-Inattentive (5–17 years) and 665 elementary school children (6–12 years) on the Pediatric Behavior Scale. Comorbid problems that were significantly more prevalent in children with versus without CDS in all or most of the four diagnostic groups in order of significance were cognitive problems (comprehension problems, illogical thinking, forgetful, and thinks and works slowly), gross motor incoordination, depression, somatic complaints (stomachaches, headaches, other body aches, and feels sick), excessive sleep, anxiety, inattention, insomnia, academic impairment, bully victimization, autism, dysgraphia, and overweight. Comorbidities not differing between children with and without CDS in all or most diagnostic groups were hyperactivity, impulsivity, oppositional behavior, irritability/temper outbursts, aggression, bullying, suicide ideation and attempts, incontinence, underweight, seizures, speech problems, and low IQ. Given CDS's association with multiple problems and functional impairment, its general population prevalence similar to that of other childhood disorders, and its high frequency in clinical children, it is important to evaluate CDS symptoms and comorbidity in referred children and intervene when symptoms are present. [ABSTRACT FROM AUTHOR]

As both socioeconomic deprivation and the prevalence of childhood mental health difficulties continue to increase, exploring the relationship between them is important to guide policy. We aimed to replicate the finding of a mental health gap that widened with age between those living in the most and least deprived areas among primary school pupils. We used data from 2075 children aged 4–9 years in the South West of England recruited to the STARS (Supporting Teachers and childRen in Schools) trial, which collected teacher- and parent-reported Strength and Difficulties Questionnaire (SDQ) at baseline, 18-month and 30-month follow-up. We fitted multilevel regression models to explore the relationship between Index of Multiple Deprivation (IMD) quintile and SDQ total difficulties score and an algorithm-generated "probable disorder" variable that combined SDQ data from teachers and parents. Teacher- and parent-reported SDQ total difficulties scores indicated worse mental health in children living in more deprived neighbourhoods, which was attenuated by controlling for special educational needs and disabilities but remained significant by parent report, and there was no interaction year group status (age) at baseline. We did not detect an association between probable disorder and IMD although an interaction with time was evident (p = 0.003). Analysis by study wave revealed associations at baseline (odds ratio 1.94, 95% confidence interval 0.97–3.89) and 18 months (1.96, 1.07–3.59) but not 30 months (0.94, 0.54–1.57). These findings augment the existing, highly compelling evidence demonstrating worse mental health in children exposed to socioeconomic deprivation. [ABSTRACT FROM AUTHOR]

This study examined the efficacy of a 2-year anxiety management intervention integrated with a reading intervention for struggling readers in upper-elementary grades on anxiety outcomes. The study randomly assigned 128 struggling readers to one of three conditions: (a) reading intervention with anxiety management intervention (RANX), (b) reading intervention with math fact practice, an attention control, (RMATH), and (c) business-as-usual comparison (BaU). Findings demonstrated promising results for students in the RANX condition, particularly compared with the BaU condition. However, findings were not always statistically significant suggesting the need for additional adequately powered trials. Secondary analyses among students beginning with average anxiety showed significant reductions in physical symptoms of anxiety at year 1 posttest favoring RANX over RMATH and BAU, as well as between RANX and BAU on reading anxiety at year 2 posttest. Among students beginning with elevated anxiety, significant reductions in social anxiety were found at year 2 posttest favoring RANX over RMATH and BaU. The findings underscore the promise of integrating anxiety management and reading interventions. [ABSTRACT FROM AUTHOR]

This article discusses the concept of participation in child talk and interactional synchronicity. It emphasizes the importance of participation in social education and socialization, as children learn to manage and organize participation to become competent members of their communities. The article explores the relationship between context, forms of synchronicity, and their functions, as well as the concepts of similarity, synchronization, mimesis, and mirroring. It also examines how similarities through synchronization can be studied and analyzed to establish interactive participation. The article includes several papers that analyze the negotiation and achievement of participation through the construction of similarity and synchronicity in child discourse. [Extracted from the article]

We report on a study bearing implications for ethical learning in schoolchildren during social interaction. The study was conducted as part of a project aimed at promoting ethical learning of socially-oriented values within the context of dialogic education. 172 fourth graders from 7 classes participated in an 8-session series designed to foster empathy, inclusion, and tolerance. Two of these sessions (3 and 8) were pre-selected for analysis. We investigated (1) whether students' discussion of ethical issues and the ethical aspects of their actual in-class interaction with each other can be reliably measured, and (2) what relation holds between students' ethical thinking during classroom discussions and the ethical aspects of their behavior. We thus developed an analytical framework comprising two tools for appraising ethical thinking and behavior in in-class interaction: dialogue on ethics (DoE) and ethics of dialogue (EoD). This framework was applied to the dialogues taken from the two sessions. The DoE and EoD tools proved reliable, as inter-rater agreement was substantial. Moreover, the relation between children's DoE and their EoD was positive where the topic posed for discussion presented a dilemma and students' interaction proceeded under moderate teacher guidance. In contrast, it was negative when the discussion was conceptual, and the teacher was dominant. We conclude that (1) DoE/EoD is a suitable framework for studying children's ethical learning and development in social interaction, and (2) ethical learning, in its epistemological and behavioral dimensions, can be boosted or inhibited in a context of dialogic education, depending on design principles. [ABSTRACT FROM AUTHOR]

Student academic procrastination has been established as a strong predictor of several unfavorable consequences such as poor academic performance, low academic self-efficacy, and negative emotional experience. Increasing knowledge on what variables affect academic procrastination can assist nurturers and educators in minimizing student academic procrastination in the primary school setting. Based on the temporal decision model, this study examined the link between self-control and academic procrastination via the mediational role of task aversiveness and outcome value. The model was tested using structural equation modeling and cross-sectional data from 3028 primary school students (50.8% boys) in grades 3–6. The results showed a positive association between the impulse system and academic procrastination, and a negative association between the control system and academic procrastination among primary school students. Moreover, both task aversiveness and outcome value were found to mediate the link between self-control and academic procrastination among primary school students. These findings suggest that encouraging and guiding students to think more about the positive outcome and less about the negative engagement of tasks may be an effective strategy to reduce their academic procrastination. [ABSTRACT FROM AUTHOR]

Self-regulation has a positive impact on learning and academic achievement, but due to its nature, it is difficult to assess it in a valid and reliable manner. This study aims to explore the validity of three self-regulation assessment methods in text comprehension tasks (questionnaire, think-aloud and traces) as well as to identify the variables associated with reading performance. For this purpose, individual sessions were conducted with 96 sixth-grade primary education students, who were asked to read a text and complete two reading comprehension tasks working in a virtual environment. Task traces were recorded, think-aloud was recorded and coded, and participants answered a self-report questionnaire about the strategies used. A limited relationship was found between self-regulation measured by means of the questionnaire, think-aloud and traces, and the relationship between think-aloud and traces was moderate. Regarding the factors related to text comprehension task performance, think-aloud and task time measurements were found to be better predictors of performance than the questionnaire. [ABSTRACT FROM AUTHOR]

Classroom intervention focusing on peer interaction persuades children to develop positive behaviour. Peer interaction plays a significant role in managing problem behaviour among adolescent children. It facilitates identifying weaknesses in children's justification for their problem behaviour. Thus, the study aimed to propose a classroom intervention based on meta-cognitive strategies to subdue problem behaviours among secondary school children. The activities were prepared to inoculate the three components of metacognitive skills—awareness, control and regulation. The study conducted on 36 secondary school children shows a positive change in the behaviour among students who have done the intervention. A quasi-experimental design is used for the study. Both quantitative and qualitative analyses of the data were done. A repeated measures ANOVA (RMA) indicated a significant effect on the outcome, p <.05. Post-intervention interview results showed students' interest in regulating their problem behaviours. The implication is that the proposed learner-centred class intervention can be part of the secondary school curriculum. [ABSTRACT FROM AUTHOR]

Recent studies have shown that mathematical vocabulary is an important predictor for mathematical performance in kindergartners, primary school students, and secondary school students (e.g., King & Purpura, 2021; Peng & Lin, 2019; Ünal et al., 2021). However, a recent meta-analysis showed that mathematical vocabulary might be more important in some mathematical domains than in others (Peng et al., 2020). The current manuscript focusses on proportional reasoning, a mathematical subdomain containing a high amount of proportional vocabulary (a subtype of mathematical vocabulary), and consists of two studies. The first study describes the development of an instrument specially created to measure proportional vocabulary, as there was no good instrument available. The results provide indications that the scores on our new proportional vocabulary task are valid and reliable. This instrument was used in a second study to investigate whether second graders' proportional vocabulary is associated with (1) proportional reasoning abilities, and (2) performance on proportional and additive word problems. The results showed that after controlling for gender, age and class, proportional vocabulary uniquely contributed to proportional reasoning abilities and performance on both proportional and additive word problems. [ABSTRACT FROM AUTHOR]

Previous studies on peer relationships in school transitions neglected individual differences, or did not examine the relation with academic performance in secondary school. This study followed 649 students from their last year of primary school to their first year in secondary school (Mage at T1 = 11.6 (SD = 0.6); 53.6% girls). Results revealed that students became more attached to peers, less lonely, and were stable in victimization across the transition. Particularly students with more negative peer experiences in primary school enjoyed a "fresh start" in terms of peer experiences in secondary school. Students who had more co-transitioning peers experienced greater reductions in loneliness. Changes in peer experiences over the transition did not relate to academic performance in secondary school. [ABSTRACT FROM AUTHOR]

The Alice Springs (Mparntwe) Education Declaration Goal two argues for young Australians 'to understand their responsibilities as global citizens'. In these precarious times, children and youth require (and are demanding) education on how to address the myriad of convergent global challenges that is the focus of global citizenship education (GCE); however, perceived ambiguity is recognised as a barrier to greater GCE uptake. To support teacher uptake of global citizenship education, we searched for and mapped open-access GCE materials to create a systematic, research-based resource catalogue for teachers and students. We employed a scoping study to examine each resource's alignments with Australian Curricula and global GCE frameworks and identified the areas where there is insufficient resourcing. Results showed that most resources were targeted to primary and secondary school students. More materials are needed for early childhood education as well as materials that engage learners of all ages to en/act on their understanding of what global citizenship entails. [ABSTRACT FROM AUTHOR]

Preliminary evidence from the Childhood Joint Attention Rating Scale (C-JARS; Mundy et al., 2017) suggests symptoms related to diminished joint attention and the spontaneous sharing of experience with others can be assessed with a parent-report measure in children and adolescents with autism. This study was designed to expand on the previous study by examining the validity of both a Social Symptom (SS) and a Prosocial (PS) scale of the C-JARS in a study of school-aged autistic children (n = 89) with and without co-occurring intellectual disability (ID), as well as an age matched neurotypical sample (n = 62). Results indicated that both C-JARS scales were sensitive and specific with respect to identifying the diagnostic status of the children. In addition, the PS scale was sensitive to differences in cognitive abilities (IQ) and sex differences in the autism group. These results are consistent with the hypothesis that joint attention and spontaneous sharing of experience symptoms are not only characteristic of preschool children with autism but may also constitute a developmentally continuous dimension of the social phenotype of autism that can be measured in school-aged children. [ABSTRACT FROM AUTHOR]