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Persistence is a critical factor that significantly predicts life outcomes. Although individual differences in persistence emerge early in life, the knowledge of effective strategies for cultivating persistence in young children remains limited. Based on these two studies, we suggest that emotional validation, defined as the acceptance of emotions without judgment, is a beneficial technique for promoting persistence in the wake of frustration. Study 1 examined 150 parents of children aged 4–6 years and found that parents' tendency to validate their children's emotions was positively associated with children's trait persistence. We conducted a randomized experiment (N = 93, aged 4–6 years) in Study 2 to establish a causal relationship between emotional validation and persistence in preschoolers. Children who received emotional validation feedback (n = 31) exhibited higher levels of persistence than those who received emotional invalidation (n = 31) and no feedback (baseline, n = 31) on a frustrating task. The persistence between the emotional invalidation and no‐feedback conditions was not statistically different. This finding highlights the vital role of emotional validation in promoting persistence in children at trait and state levels. In summary, this study offers a compelling strategy for empowering young children with resilience and determination when they encounter challenges. Research Highlights: Parental emotional validation predicts the trait‐level persistence of children aged 4−6 years.Children who received emotion‐validation feedback persisted longer on a task than those who received emotion‐invalidation feedback or no feedback.Children in the emotion invalidation condition did not differ from those in the no‐feedback condition in terms of persistence.Future studies are required to investigate the mechanisms underlying emotional validation in promoting task persistence in children. [ABSTRACT FROM AUTHOR]

Increasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current study, 209 in‐service preschool teachers were recruited to explore the relationship between math anxiety and their involvement in math activities within the classroom. Our findings showed that preschool teachers with high levels of math anxiety reported feeling less comfortable teaching math, leading to reduced engagement in math‐related activities and decreased interactions with their students. Building upon these insights, potential strategies are proposed to mitigate adverse effects of math anxiety among preschool teachers and cultivate a more positive learning environment for children. Practitioner Points: Children's math experience begins before formal schooling, but less is known about how preschool teachers' affective and cognitive apprehension about math plays a role in students' math learning environment.Preschool teachers with high math anxiety showed reduced competence in teaching math and interactions with students during math activities.Intervention programs focusing on mitigating teachers' math anxiety as well as improving math teaching efficacy may enhance a positive learning environment for early childhood education. [ABSTRACT FROM AUTHOR]

Introduction: Self-control predicts academic achievement and social outcomes in adolescents. Despite the increased role of peers in the lives of adolescents, little is known about whether peers' views of an individual's self-control have predictive validity for academic and social outcomes.Method: In a longitudinal study involving over 1500 adolescents (Mage  = 13.74), we examined whether peer nomination of self-control provides incremental predictive validity over and above self-reports for rank-order changes in academic achievement and friendship (i.e., the total number of nominations received as a best friend). To do so, we followed 8th graders through the 9th grade, measuring self-reported self-control (academic vs. social), peer-nominated self-control (academic vs. social), grade point average, and friendship.Results: Peer-nominated academic self-control predicted rank-order changes in grade point average and peer-nominated interpersonal self-control predicted rank-order changes in friendship over and above self-reported academic and interpersonal self-control.Conclusion: Our findings demonstrate the predictive utility of peer nominations in research on self-control. [ABSTRACT FROM AUTHOR]

Display for large TVs is approaching 100 inches in size, and in 2020, microLEDs have been introduced to the market with high luminance and a wide color gamut. The 88‐inch microLED TV display color quality was compared to OLED and LCD TV displays through color appearance experiments. The perceptual values were compared to the measured values to improve the contrast, vividness, and depth. The mLED—having a larger luminance range—exhibited 30% more clarity. [ABSTRACT FROM AUTHOR]

Displays with large curvature far up to 1000R have been studied to increase visual performance and to reduce visual fatigue. This can be attributed to structural factors resulting from variations in the shape of monitors of the same size which causes differences in the observer's field of view. In this study, the visual performance of the curved display in an aspect of working tasks was examined in relation with the tilted and viewing field angle. An experiment using 27" flat‐panel LCD and 1800R and 1000R curved LCD was performed. The analysis of the experimental results was done by comparing the average of the time spent on five tasks in each display: Reading, Searching, Typing, Shape Adjusting, and Line Drawing. Thus, if curvature increases to 1000R at 27" size, it can be confirmed that the viewing field and tilted angle effects can improve visual navigation and reduce distortion of shape perception, thereby improving work efficiency. [ABSTRACT FROM AUTHOR]

8K displays have four times more resolution than 4K, which means that they will have twice the spatial frequency per screen length. With higher intensive Mach band effect, 8K displays show stronger luminance intensity for the objects and edges within the image. Higher resolution results in higher brightness and contrast and improves color and clarity expressions. In this study, 4K (60cpd) and 8K (120cpd) are quantified in realistic conditions of display 65 inches, viewing distance, and psychophysical images and videos selected through general luminance. As a result, an increase in resolution from 4K to 8K is perceived as increasing the perception contrast and color representation in all images, which have an integrated effect on cognitive resolution according to the image. [ABSTRACT FROM AUTHOR]

Prior research has shown that adverse events in the lives of adolescents precipitate psychological distress, which in turn impairs self-control. This study (N = 1,343) examined the protective effects of stress mindsets-beliefs about the extent to which stress might be beneficial or strictly detrimental. The results confirmed that increasing the number of adverse life events across the school year predicted rank order increases in perceived distress, which in turn predicted rank order decreases in self-control. Adolescents who believed in the potential benefits of stress were less prone to feeling stressed in the wake of adverse life events. These findings suggest that changing the way adolescents think about stress may help protect them from acting impulsively when confronted with adversity. [ABSTRACT FROM AUTHOR]

Generic statements about the abilities of children's social groups (e.g. 'Girls/Boys are good at this game') negatively impact children's performance - even if the statements are favorable towards children's own social groups. We explored the mechanism by which generic language impairs children's performance. Across three studies, our findings suggest that generic statements influence children's performance by creating an entity belief (i.e. a belief that a fixed ability determines performance). Children who were exposed to a generic statement about their social group's ability performed worse than children in control conditions. This effect hurt children's performance even when the person who made the generic statement was no longer present and a new person not privy to the statement replaced them. However, when children heard a generic statement paired with an effort explanation (i.e. 'Girls/Boys are good at this game because they try really hard when they draw') they performed better than children who heard the generic statement with no explanation (i.e. just 'Girls/Boys are good at this game') and children who heard the generic statement paired with a trait explanation (i.e. 'Girls/Boys are good at this game because they are smart and really good at drawing'). This work uncovers when and how generic statements that refer to the ability of one's social group hinder performance, informing the development of practices to improve student motivation and learning. [ABSTRACT FROM AUTHOR]