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Generally, most children became vulnerable to potential learning loss during the COVID-19 pandemic. However, empirical evidence on households as vulnerability factor to children's potential learning loss in Ghana does not exist to guide policy decisions and scholarly discourse. Through a national household survey underpinned by a disaster risk reduction framework, this paper examines the vulnerability of Ghanaian school children to perceived learning loss during the COVID-9 pandemic school closures. The findings of this study indicate that household efforts to mitigate the COVID-19 pandemic's impact on the risk of potential learning loss among school children varied disproportionately across wealth quintiles and geographic locations. It is, however, revealing that about 29% of households in the richest wealth quintiles did not take deliberate actions to mitigate the risk of potential learning loss among their children. Against these revealing findings, we conclude that households' decisions to support their children's learning during the pandemic-induced school closures may not be based on economic reasons alone. Consistent with this finding, we recommend the exploration of additional factors and dynamics of understanding potential and perceived learning outcomes. [ABSTRACT FROM AUTHOR]

Schools strive to respond compassionately to disadvantaged families. However, barriers to authentic home-school relationships persist because the concept of parental engagement at home is not well enough understood. Socio-cultural stereotyping still contributes to schools' fixed impressions of what parental engagement should consist of, and the abilities of disadvantaged parents to support their children's learning. This qualitative case study provides new and unique insights into learning at home. A child-centred study was undertaken in a small Primary school, in a deprived area of Scotland, exploring the importance of home learning with young children. The findings indicate the young participants had an acute understanding of the significance of home learning for their ongoing and future development. [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]

This paper presents a facility location problem with capacitated multiservice facilities in which the allocation of the users is based on their preferences. The problem arises from an educational program, where a government agency or a nongovernmental organization (NGO) offers extracurricular workshops to elementary school students. These workshops promote the development of academic, social, or cultural skills of the students. This problem is formulated as a bi‐level program. The government/NGO is associated with the upper level, which aims to minimize the costs for opening workshops in different schools and the costs of allocating students to each workshop. The lower level is related to the students and seeks to optimize their global preferences for the offered workshops. To solve this problem, we propose a single‐level reformulation and two metaheuristics (a path‐relinking metaheuristic (PRM) and an iterated local search (ILS) procedure). The best performing method is the PRM that generates saturated initial random solutions following a drop heuristic approach. After different phases of improvement (with drop and exchange heuristics), the solutions undergo a path‐relinking procedure. The trajectory between the initial solution and the best solution found so far is explored using a randomized backward path‐relinking strategy that thoroughly explores the neighborhood of the best solution. Computational experimentation indicates that the proposed PRM metaheuristic is effective and efficient. The results obtained provide better upper bounds in shorter running times than the ones obtained by the single‐level reformulation or the ILS procedure. Finally, the application to a realistic case study of Apodaca municipality in Nuevo Leon, Mexico, shows that large‐scale instances can be solved efficiently using the proposed metaheuristic. [ABSTRACT FROM AUTHOR]

The rapid advancement of technology in recent years has brought about profound changes in every aspect of our lives. Such technological advancement has impacted children in a digital age where technology permeates every facet of their existence, from education to entertainment and communication to socialization. The younger generations today appear deficient in motor, emotional, and social abilities. They appear to exhibit higher levels of aggression, anxiety, dependency, and reduced creativity. Integrating non-formal education into children's learning aims to maximize enjoyment and engagement by capturing children's interest and inspiring them to continue learning. Thus, non-formal education encompasses a spectrum of curricular activities in the natural environment outside of the school area. This scoping review aims to identify the focus skills development among primary school learners and how non-formal educational activities could boost learners' learning ability. Four databases, including Scopus, web of science (WoS), Education Resources Information Center (ERIC), and ScienceDirect, were used in this research, which found 36 articles for eligibility. Only 15 articles are eligible for analysis and reference after the exclusion and inclusion process for data collection. The findings show that non-formal education offers learners the opportunity to explore a multitude of interests beyond the structured confines of the classroom. [ABSTRACT FROM AUTHOR]

This study aims to develop a science, environment, technology, and society (SETS)-based learning module to enhance critical thinking skills among elementary school students. Employing a research and development (R&D) approach adapting the Borg and Gall model, this module is designed to enrich the learning process of natural and social sciences (IPAS). The research sample involved elementary school students from selected schools, utilizing quantitative methods to measure the module's effectiveness. Validation results showed high scores in content, media, language, and pedagogy, indicating a highly valid module. Practicality tests revealed high practicality from both learners' and educators' perspectives, with average scores above 90. The findings indicate a significant increase in students' critical thinking abilities post-module learning, as measured by pre-test and post-test instruments. Implications of these findings suggest that integrating SETS concepts into IPAS learning can be an effective strategy in enhancing elementary students' critical thinking skills. These findings also offer insights for educational practitioners in designing more interactive and environmentally relevant learning materials. [ABSTRACT FROM AUTHOR]

Agriculture is one of the supports for national food needs, so it must continue to be preserved. Unfortunately, nowadays, the sustainability of agriculture is increasingly worrying. Many young people are no longer interested in becoming farmers or working in the agricultural sector. A solution like this must be immediately sought so that regeneration is maintained. This research aimed to develop teaching materials with agricultural insight to introduce of agriculture in primary school students in Indonesia. The research used the research and development (R&D) method. Development was carried out using the Borg and Gall model, including: research and informing collecting, planning, preliminary development, and preliminary field testing and main product revision. The research results indicated that: i) the teaching material that was successfully developed was in the form of a textbook entitled "I love agriculture". This book contains ten materials on agricultural, and ii) the test results showed that the agriculturaloriented teaching materials are of good quality. From the product eligibility test involving material experts and media experts, the average assessment score was 86.25%, while the average assessment score from students reached 85.25%. This research implied that students could get to know and love agriculture through learning activities at school. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractAimMethodResultsInterpretation\nIMPLICATIONS FOR REHABILITATIONTo achieve expert consensus on optimal child-led goal setting and evaluation practices for school-aged children (5 ≤ 17 years) who have a disability or delay.A three-round, eDelphi consensus design was used. In Round 1, expert allied health professionals identified factors important during child-led goal setting for: (i) planning, (ii) process steps and tools, and (iii) support strategies. Factors were collated into items for Rounds 2 and 3. Participants rated item agreement on a 7-point Likert scale. Consensus was determined as ≥75% of participants in agreement or disagreement.Sixty professionals from nine countries and six disciplines participated. Of 323 unique items generated, 159 (50%) reached consensus. Strong agreement was reached for goal setting and evaluation “process steps” and “support strategies” to engage children. It was strongly recommended that allied health professionals should tailor their processes to each child’s individual needs, provide ability-specific strategies and resources, and empower children to share their perspectives. Fewer items reached consensus for “planning” and “tools” to guide child-led goal setting.Professional experts agree that children can be actively involved in goal setting and evaluation. Future research should focus on tools and technologies to support child-led goal setting for children with diverse abilities.Professionals agree that children should be involved in goal setting to the greatest extent possible.Children’s readiness to participate relates to their cognition, communication, social-emotional skills, and motivation.The goal setting process should be personalised and accessible for children.Child-specific tools are needed to support children to share their perspectives.Professionals agree that children should be involved in goal setting to the greatest extent possible.Children’s readiness to participate relates to their cognition, communication, social-emotional skills, and motivation.The goal setting process should be personalised and accessible for children.Child-specific tools are needed to support children to share their perspectives. [ABSTRACT FROM AUTHOR]

Mathematics, along with reading and writing, is a core academic subject in the school curriculum. The development of mathematical skills is influenced by various cognitive factors, with executive functions (EF) playing a central role. EF, which encompasses working memory, inhibitory control, and cognitive flexibility, is critical for supporting complex cognitive processes required for problem-solving and mathematical reasoning. Research consistently shows that children with stronger EF tend to achieve better academic outcomes, including in mathematics. The goal of the present study was to examine the relationships between the global EF and its three core components – working memory, inhibitory control, and cognitive flexibility – and their impact on mathematics achievement. The sample for this study consisted of 180 children, aged 8–11 years (mean age: 9.6, SD: 1.0 year; 83 girls, 97 boys). EF was assessed using the Yellow-Red test, while mathematics achievement was evaluated based on teachers’ evaluations of the child’s mathematics performance. The results indicated a statistically significant effect of global EF and its three components on mathematics achievement. Given the potential malleability of EFs, we conclude with recommendations for strategies to enhance EF development at an early school age. [ABSTRACT FROM AUTHOR]

Head lice infestations are the most prominent ectoparasitic infection in the world, including Iran, particularly among school children. Recently, numerous cases of infestation have been reported in various provinces of the country. This study aimed to investigate the prevalence of head louse infestations and analyze kdr gene sequences in terms of resistance mutations in the Torbat-e Heydarieh, Mahvelat, and Zaveh cities of Khorasan Razavi Province, Northeast Iran. The data related to the epidemiological and demographic history of head lice populations were extracted from their medical records and analyzed in Excel software. After extracting the genomic DNA, the kdr fragment was amplified using specific primers. The sequences were also analyzed using bioinformatics software. The prevalence of head louse infestations was 1.59% and 1.7% during 2016 and 2017, respectively. Sequence analysis revealed the frequency distribution of two kdr haplotypes, I and V, in the study areas. The increase in head louse infestations in recent years and the simultaneous presence of kdr mutations indicate the need for new treatments and monitoring/controlling resistance to head louse insecticides. [ABSTRACT FROM AUTHOR]

In Canadian schools, food and drink offerings have yet to be explicitly incorporated in most inclusive food policies and practices. With the growing number of vegetarian and vegan (veg*n) families and literature documenting their marginalisation, this study sought to explore parents’ experiences within Ontario schools for their children who eat plant-based diets, yet also unearthed how limited choices negatively affected the good health and well-being of lactose and gluten intolerant students, as well as other dietary needs. Taking a narrative inquiry-inspired approach, interviews were conducted with 11 parents. In most schools, veg*n options were not available, and as a result, students felt socially excluded and, at times, were physically left out, which adversely affected their well-being and interrupted their learning. Most parents also felt unsupported when advocating for their children. All parents recommended partnerships for the goals of inclusion and quality education, by forming inclusive school food policies, teaching about a range of diet diversity, including why people adopt these, such as for health, animal welfare, sustainability, religion, culture, and more. By informing school food policies with parent voices, students can benefit from reduced inequalities and good health and well-being. Doing so would foster peace, justice and strong institutions. [ABSTRACT FROM AUTHOR]

Aim Method Results Interpretation To determine school attendance and its predictors among children with cerebral palsy (CP) in Bangladesh using population‐based data.This study utilized data from the Bangladesh Cerebral Palsy Register (BCPR), a population‐based register of children with CP aged less than 18 years in Bangladesh. Sociodemographic, clinical, and educational data were documented, and descriptive statistics and multivariate regression analyses were used to identify potential predictors of school attendance.Between January 2015 and January 2019, 2725 children with CP were registered into BCPR of which 1582 were school‐aged children (i.e. aged 6–18 years). The majority of those children had not attended school (73.9%); 50% (n = 239) children in Gross Motor Function Classification System (GMFCS) levels I to II did not attend schools. Adjusted odds ratios (OR) showed significantly higher odds of school attendance among children whose mothers had completed secondary education or higher (adjusted OR: 2.2; 95% confidence interval [CI]: 1.2–4.0) and received rehabilitation (adjusted OR: 2.1; 95% CI: 1.4–3.1). Conversely, lower odds of school attendance were observed among children aged 15 to 18 years (adjusted OR: 0.4; 95% CI: 0.2–0.8), those with bilateral CP (adjusted OR: 0.5; 95% CI: 0.3–0.8), GMFCS levels III to V (adjusted OR: 0.3; 95% CI: 0.2–0.5), Manual Ability Classification System levels III to V (adjusted OR: 0.5; 95% CI: 0.4–0.8), and speech impairment (adjusted OR: 0.3; 95% CI: 0.2–0.6).A large number of children with CP in Bangladesh, including half of those with milder forms, do not attend schools. These findings underscore a deficiency in awareness and support, encompassing the provision of resources and trained teachers, highlighting the necessity for policy‐level changes. Sociodemographic and clinical predictors should be taken into account when devising educational programmes to enhance school attendance for children with CP in Bangladesh. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to determine the 50% effective dose (ED50) of ciprofol when combined with different doses of remifentanil for upper gastrointestinal endoscopy of school-age children and to evaluate its safety. Methods: This study involved school-aged children who were scheduled to undergo upper gastrointestinal endoscopy under deep sedation. The children were randomly assigned to two groups: remifentanil 0.3 µg/kg (R0.3) and remifentanil 0.5 µg/kg (R0.5). Anesthesia was induced with remifentanil, followed by ciprofol. The dose of ciprofol for each patient was determined using the Dixon up-down sequential method. If the MOAA/S score was =1 and the child did not exhibit significant movement or coughing during the endoscopy process, sedation was considered successful. The first patient in each group received 0.5 mg/kg ciprofol. The dose of ciprofol was adjusted by 0.05 mg/kg based on the response of the previous patient. The primary outcome was the ED50 of the ciprofol-induction dose. The total ciprofol doses, onset times, awakening times, and adverse reactions were recorded. Results: 1) The Dixon method was used to collect crossovers data from each group, and the ED50 values of the R0.3 and R0.5 groups were calculated to be 0.390 mg/kg (95% CI 0.356-0.424 mg/kg) and 0.332 mg/kg (95% CI 0.291-0.374 mg/kg), respectively. The ED50 of ciprofol in the R0.3 group was significantly higher than that in the R0.5 group (p < 0.05). 2) The onset time and recovery time of the R0.5 group were shorter than those of the R0.3 group (p < 0.05). When the two groups were compared, the total dose of ciprofol in the R0.5 group decreased (p < 0.05). 3) Compared with the R0.3 group, the incidence of respiratory depression during induction in the R0.5 group increased (p < 0.05). Conclusion: This study explored the ED50 of ciprofol combined with different doses of remifentanil for successful sedation in upper gastrointestinal examinations in school-aged children. Compared to the use of remifentanil 0.3 µg/kg, the combination of ciprofol with remifentanil 0.5 µg/kg significantly reduced the ED50 required to prevent body movement or cough during endoscope insertion but increased the incidence of respiratory depression. [ABSTRACT FROM AUTHOR]

Background: Continuous performance tests (CPTs) are a popular tool for evaluating the symptoms of attention-deficit/hyperactivity disorder (ADHD). Performance measurements are typically linked to the biological features and cognitive functions of individuals. To determine the validity of specific CPT indices in differentiating between school-aged children with ADHD from with non-ADHD, each student's sex, chronological age, and cognitive abilities should be considered. Methods: In this prospective case–control study, a total of 30 non-ADHD students and 26 with ADHD who were aged 6 to 12 years were from general education classrooms. All students completed the Continuous Performance Tests (CPTs) and the Peabody Picture Vocabulary Test-revised (Mandarin-Chinese version). Demographic data were collected from the students' parents. Results: Detectability, Omissions, Commissions, and Hit Reaction Time Standard Deviation (HRT SD) yielded higher T-scores in children with ADHD than those without. Compared with non-ADHD students, those with ADHD had higher classification scores for Detectability, Omissions, Perseverations, and HRT SD. For each CPT index, after individual factors were controlled for, logistic regression revealed that only students with positive scores for Detectability, Omission, and HRT SD (adjusted odds ratios = 4.627, 9.977, and 3.908, Ps < 0.05) were likely to receive a diagnosis of ADHD. Furthermore, after individual characteristics were controlled for, Logistic regression also revealed that the cumulative positive scores of the Detectability, Omission, or and HRT SD remained associated with an increased risk of ADHD (adjusted odds ratio = 3.116, P < 0.01). Conclusions: Compared with school-aged children with non-ADHD in general education classrooms, those with ADHD exhibited significantly lower performance in inattention-related CPT indices. To reach an accurate diagnosis through CPTs, clinicians should pay attention to Detectability, Omission, and HRT SD. Compared with other CPT indices, Detectability, Omission, and HRT SD may function as more suitable indicators for distinguishing between school-aged children with and non-ADHD in general education classrooms. These indicators are robust and unobscured by individual characteristics. [ABSTRACT FROM AUTHOR]

This paper examines the collaboration between BBC radio producer Rhoda Power and professional archaeologists Dina Dobson and Jacquetta Hawkes, in the production of the Schools radio series How Things Began. During the Second World War, radio became an important way of conveying educational information to the citizens of Britain. At the same time, archaeology was consolidating its role in British public life. The discussion considers the techniques used by Rhoda Power and expert contributors in the creation of archaeological radio content designed to appeal to school children, and therefore contributes to an enhanced understanding of Rhoda Power's role within the BBC Schools service, and provides new insights into the contribution to British life and education of two eminent female archaeologists. [ABSTRACT FROM AUTHOR]

Students spend a considerable amount of time in school. This study aimed to determine the prevalence of musculoskeletal pain and the association between the pain and suitability of school furniture and daily activities among primary school and university students. A total of 238 primary and university students participated in the study. The adapted Nordic questionnaire was used to assess pain prevalence, the BackPEI questionnaire was used to assess school-related factors, and student furniture mismatch calculations were performed to determine the anthropometric suitability of school furniture. Most students did not have a proper body posture while sitting, did not lift objects properly, and used TV and computer frequently. A high student-furniture mismatch was found for seat and desk height. The neck, lower back, shoulders, and upper back were the most affected body parts. Our study confirmed that musculoskeletal pain occurs in primary school students and increases with age, especially lower back pain. Proper backpack wearing was found to be an important factor in alleviating neck pain. Students who sat or lifted objects properly were more likely to report upper back pain, and students whose backrest height was appropriate were more likely to report lower back pain. Further efforts should be made to establish a comparable study protocol using objective methods to obtain more valid and reliable data to study school-related risk factors for musculoskeletal pain in students using prospective study protocols. [ABSTRACT FROM AUTHOR]

Purpose: To determine the agreement between phoropter Risley prism and prism bar fusional vergence amplitudes in a normative group of school-aged children, aged 8 to 17 years. Method: This prospective cross-sectional study utilized multistage sampling to recruit participants with normal binocular vision. Horizontal fusional vergence amplitudes were measured at distance and near using the phoropter with Risley prisms and the prism bar. Result: The study included 422 normal participants (48.1% male, 51.9% female) with a mean age of 12.39 ± 1.94 years. There were significant differences in the base-in break, base-in recovery, base-out blur, base-out break, and base-out recovery at distance and near between phoropter Risley prism and prism bar fusional vergences (p < 0.05); amplitudes for phoropter Risley prism were higher than that for prism bar. Their mean differences were clinically meaningful except for base-in recovery at distance; however, there was no level of agreement on Bland Altman analysis. Conclusion: Fusional vergence amplitudes measured with the phoropter Risley prism and prism bar should not be considered interchangeable in African schoolchildren. [ABSTRACT FROM AUTHOR]

Early mathematical skills contribute to later school performance and socio-economic status. Working memory is related to mathematical skills, but spatial and language skills have independent effects on separate areas of mathematical skills such as solving word problems or arithmetic skills. In this study, 9- to 10-year-old children's (N = 57) cognitive and mathematical skills were assessed three times over 2 years. Spatial reasoning was associated with performance in solving word problems and working memory with performance in the arithmetic test. Regarding word problems, girls outperformed boys. Also, the second-language learners performed similarly to the native speakers in the beginning and in the end of the third grade, but worse in the end of the fourth grade. The results suggest that the students’ inadequate mastery of the school language may lead to underachievement in mathematics, implying that further efforts should be invested in supporting their language learning. [ABSTRACT FROM AUTHOR]

The usage of high‐quality learning applications (apps) at home may increase children's mathematical and literacy competencies. This approach was tested in a family intervention study. Intervention families (n = 302) in two German cohorts (N = 500; M (SD)age = 61.0 (4.6) months; n♀ = 302) received tablets with newly developed learning apps focusing either on mathematical or literacy learning for every‐day usage at home across half a kindergarten year. Compared with two control groups with and without tablets, children in the intervention groups significantly enhanced their specific competencies (η2 = .03–.10). Higher app usage was associated with greater gains (ΔR2 = .01–.02). Consequently, an easy‐to‐apply app‐based intervention supports children's development of cognitive competencies and helps prepare them for school. [ABSTRACT FROM AUTHOR]

Most cognitive training programs are adaptive, despite limited direct evidence that this maximizes children's outcomes. This randomized controlled trial evaluated working memory training with difficulty of activities presented using adaptive, self‐select, or stepwise compared with an active control. At baseline, immediately, and 6‐months post‐intervention, 201 Australian primary school children (101 males, 7–11 years) completed working memory tests (near and intermediate transfer) and the Raven's Standard Progressive Matrices, and caregivers completed the attention‐deficit/hyperactivity disorder‐Rating Scale‐5 (far transfer). The intervention comprised ten 20‐min sessions delivered in class. For each training condition, compared with the active control, there was no evidence of transfer immediately or 6‐months post‐intervention (negligible to small effects). This trial provides no evidence that adaptive working memory training maximizes children's outcomes. [ABSTRACT FROM AUTHOR]

Promoting access to mainstream schools for children with disabilities has been highlighted in national and international legislative and policy initiatives. However, children with disabilities’ access to mainstream school remains an important challenge, particularly in low and middle-income countries, such as Bangladesh. We explored barriers and facilitators in accessing education for children with disabilities through a secondary analysis of qualitative data. Results indicate that children with disabilities experience challenges in their endeavour to access education, including stigma, discrimination, inaccessible built environment, and teachers’ negative attitudes towards children with disabilities. However, support from different sources, specifically parents’ strong motivation towards their child’s education and peer support, are great facilitators for children with disabilities in accessing education. We conclude with recommendations for support for parents to advocate for the rights of their children with disabilities in mainstream schools. We also recommend that government should invest resources to make mainstream schools disability friendly. In particular, accessible classrooms and washrooms are essential to enable in-class participation of children with disabilities. Further, investment is needed for teachers’ training on teaching disabled children in mainstream schools. A collaborative approach between policymakers, teachers, professionals, and parents is imperative to achieve inclusive education. [ABSTRACT FROM AUTHOR]

In recent years, there has been an increased focus on the development of children's social, emotional and behavioural skills in schools, via a swathe of classroom‐based schemes and more general, relational and emotional approaches to pedagogy. With a now established but growing evidence base focusing upon the outcomes of such social, emotional and behavioural work for schools and children, calls have been made for research that makes a gender critical analysis of such work. This article is grounded in a conceptual framework that positions gender as socially constructed and performative and draws on qualitative data gathered in a series of focus group and individual interviews with primary school practitioners. The findings demonstrate how gender binary beliefs influence perceptions of the behaviours displayed by boys and girls in play‐based situations as well as the social, emotional and behavioural work carried out by staff in response. The implications of these findings, in terms of the positioning of, and responses to the social, emotional and behavioural difficulties presented by boys and girls on the schoolyard are discussed and suggestions for future practice are made. [ABSTRACT FROM AUTHOR]

Introduction: Interest is growing in investigating the ability of children with autism spectrum disorder (ASD) to process social information under conflicting and complex environments. However, few studies have employed objective behavioral measures to directly explore the underlying profile of social-emotional interference control. Methods: In the current study, 53 children with ASD and 53 typically developing (TD) control, aged 6-12 years, completed a set of modified flanker tasks involving arrows, schematic faces, same real faces (with facial interference by the same person), and different real faces (with facial interference by different people), respectively. Response time in incongruent (RTInc) and congruent conditions (RTCon), percentage of errors in incongruent (%ErrorInc) and congruent conditions (%ErrorCon), and flanker effect calculated by ΔRT = (RTInc - RTCon)/RTCon and Δ%Error = %ErrorInc - %ErrorCon were used as outcome metrics. Results: We obtained three major results: (1) the ASD group had longer RTInc and RTCon compared to the TD group in the arrow, schematic face, and same realface tasks; (2) compared with the performance in the arrow flanker task, both groups exhibited longer RTs and reduced ΔRTs in the same real-face task; however, in the schematic-face task, longer RT and reduced DRT were exhibited in the TD group, but not in the ASD group; and (3) in the different real-face task, ASD group had higher %Error than the TD group, and %Error was negatively correlated with RT only in the ASD group. Conclusion: The current study delineates the inefficient processing of social-emotional interference in school-aged children with ASD and further suggests that these children might adopt a relatively optimized strategy like symbolization when dealing with emotional conflict. However, such compensatory cognitive strategies may be exhausted along with the increase in information load. These findings provide new perspectives of considering the difference more than difficulty in the cognitive profile of ASD, which will benefit the development of targeted behavioral interventions. [ABSTRACT FROM AUTHOR]

Assessing self-regulated learning (SRL)--the interplay between monitoring and control behavior--remains challenging, particularly in young learners. The unobtrusive assessment with log data to investigate SRL offers a promising method to deepen the understanding of the SRL process of young students. Despite the significant potential of log data to enhance the measurement of SRL, recent research encounters new challenges of operationalization, transparency, generalizability, validity, and reproducibility. This study introduces an innovative instrument, the digital train track task (TTT), for assessing SRL with log data in young learners, focusing on monitoring and controlling behavior. Log data of 85 primary school students (second to fifth grades, aged 7-13 years) performing one simple and one complex TTT were analyzed. As a novel method, finite state machines (FSM) were applied to extract SRL-related actions and states from the log data. To evaluate and explore the potential of the digital TTT, monitoring, and control behavior during simple and complex tasks were compared, employing frequency-based statistical analysis and transition graphs. Additionally, the log data were multimethodically linked with think-aloud data. The results revealed differences in monitoring and control behavior during the simple and the complex tasks regarding frequency, duration, and transitions between the SRL-related states. Extracted SRL-related states from log data and corresponding think-aloud data showed significant correlations. Adding to the growing body of log data research, this study offers an innovative task to validly assess the metacognitive self-regulation processes of young learners during problem-solving. The transparent, theory-based operationalization of SRL in this study, taking into account recent demands for SRL log data research, allows better reproducibility and transfer and adds to the generalizability of findings from SRL log data research. [ABSTRACT FROM AUTHOR]

Knowledge and its acquisition are central to the field of curriculum studies, but the ways in which empirical studies of pedagogical approaches relate to theories of knowledge acquisition are under researched. This paper reports the outcomes of a rapid evidence assessment about the impacts of experiential learning (EL), regarded by some as progressive pedagogy, on the school attainment of children aged 4–14. Database searches of the Education Resources Information Center, the British Education Index, the Teacher Reference Center, the Education Database and APA PsycINFO were carried out to review peer‐reviewed research studies published between 2013 and 2023. In total, 465 studies were screened for their relevance, and the Mixed methods appraisal tool was used to assess the methodological quality of relevant studies; 44 studies were included in the final analysis. The findings of the research showed the overall positive impact of EL pedagogies on children's academic achievement. Key examples of positive impact included evidence for the beneficial effects of EL on the achievement of children with lower academic achievement; strong links between EL and science achievement; and the positive impact that EL has on domain‐general academic skills including memory and vocabulary development. Some links between EL and children's motivation, engagement, agency, and wellbeing, factors which underpin academic achievement, are also noted. The findings indicate that EL can be a highly valuable approach to enhancing children's acquisition of knowledge, skills and understanding. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective Methods Results Conclusion 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.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.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.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]

Background: The present study investigated the effect of time of day (08h00 vs. 11h00 vs. 14h00 vs. 17h00) and sex (girls vs. boys) on physical (i.e., five jump test (5JT), push-ball test and 5 m shuttle run test (5mSRT)), cognitive (i.e., attention) and mental (i.e., mental flexibility) performances. Methods: Thirty schoolchildren, equally divided in girls (n = 15; age: 9.60 ± 0.51 years) and boys (n = 15; age: 9.40 ± 0.51 years) performed the digit cancellation test, the trail making test, the 5JT, the 2 kg push-ball test and the 5mSRT in a counterbalanced and cross over study design at 08h00, 11h00, 14h00 and 17h00 with 48 h of rest in between. Additionally, rating of perceived exertion (RPE) was determined after each repetition of the 5mSRT and the average of the score (i.e., sum of RPE scores divided by 6) was determined. Results: Results showed that RPE at the end of the test was significantly higher at 11h00 compared to 08h00 (p = 0.02) and 14h00 (p = 0.001) and average RPE was higher at 11h00 compared to 08h00 (p = 0.001). Likewise, attention was significantly higher at 08h00 compared to 17h00 (p = 0.001) before and after the 5mSRT test only in girls. However, 5JT performance was significantly lower at 17h00, both in girls and boys, compared to at 08h00 (p = 0.02 and p = 0.001 respectively), 11h00 (p = 0.004 and p = 0.001 respectively) and 14h00 (p = 0.001 and p = 0.001 respectively). However, push-ball (p = 0.086) and 5mSRT performances [best distance (p = 0.173), total distance (p = 0.306), mean distance (p = 0.29), fatigue index (p = 0.06)] were time of day independent. Mental flexibility was significantly higher at 08h00, 11h00 and 14h00 compared to 17h00 (p = 0.001). Conclusion: Mental flexibility, attention and jump performances were time of day dependent and push-ball test and 5mSRT performances did not change according to the time of day. Also, no clear sex effect was found on the diurnal variation of mental, cognitive and physical performances. [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]

ObjectivesMethodsResultsConclusionTo investigate the effects of automatic scene classification (SCAN) on speech perception in noise and real-world functional performance in children using cochlear implants (CIs).We used a within-subjects repeated measures design in two studies. The first study assessed speech perception in noise with or without SCAN enabled in 25 school-aged children. The second study evaluated functional auditory performance in real life. Parents of 18 children provided ratings using the Parents’ Evaluation of Aural/oral Performance of Children (PEACH) questionnaire; and children provided ratings using the Self Evaluation of Listening Function (SELF) questionnaire. Analyses of variance with repeated measures were used to examine the effect of SCAN.On average, speech perception in noise was significantly better with SCAN enabled (mean SRT: −4.1 dB; SD: 4.0), compared to SCAN disabled (mean SRT: 0.5 dB; SD: 3.5). Children’s functional performance in real life was similar between the two device settings.Automatic auditory scene classification provides significant benefits for speech perception in noise (4.6 dB improvement). On average, there were no perceived detrimental or beneficial effects in real life. These findings support the use of SCAN in CIs for young children. [ABSTRACT FROM AUTHOR]

Background: Soil-transmitted helminths (STHs) and mutualistic gut microbes coexist in the gastrointestinal tract. However, limited data exist regarding how STH infections are associated with gut microbiome profiles. Method: We conducted a cross-sectional analysis of baseline data collected in a longitudinal study to identify and explain differences in microbial communities between STH-infected and non-infected Ethiopian school children. We collected 138 stool samples and analyzed them for STH infection using standard direct wet mount and Kato Katz methods. The gut microbiome profiles were characterized using targeted amplicon sequencing of the 16S rRNA gene from the total DNA extracted from the stools. Results: Children infected with Trichuris trichiura showed significantly lower microbial diversity than those who were non-infected (p<0.05). We also observed significant difference in microbiome composition based on Trichuris trichiura infection status (PERMANOVA p< 0.01). A comparison of microbial taxa at the genus level among participants infected with different helminth species showed a significant increase in Agathobacter relative abundance among children infected with Trichuris trichiura compared to non-infected subjects (adjusted p = 0.001). Conclusions: Our results indicate that changes in the gut microbiome composition may vary depending on the species of helminth present. Further studies should investigate how Trichuris trichiura selectively alters microbiome composition compared to other STH species. Author summary: The coexistence of soil-transmitted helminths (STHs) and mutualistic gut microbes in the gastrointestinal tract is poorly understood. We studied the gut microbiome in Ethiopian school children infected and non-infected with soil-transmitted helminths (STHs). We found that children infected with Trichuris trichiura showed significantly lower microbial diversity. Comparing microbial taxa at the genus level, we observed a significant increase in Agathobacter relative abundance among children infected with Trichuris trichiura compared to non-infected subjects. These findings indicate that the gut microbiome composition may vary depending on the species of helminth present. Further research is needed to understand how Trichuris trichiura selectively alters the gut microbiome compared to other STH species. Data on soil-transmitted helminths (STHs) and their relationship to the microbiome would be valuable for planning future public health interventions. This is particularly important for controlling helminth infections while considering the microbial community. [ABSTRACT FROM AUTHOR]

This study examined the effects of peers' civic‐mindedness on elementary school students' civic‐mindedness. Raising civic‐minded and socially responsible adolescents has become a focus of attention in many countries in recent years. This study used fourth‐grade elementary school panel data from the Seoul Education Longitudinal Survey 2010, identifying causality based on fixed effects and instrumental variable estimation from students' random classroom assignment. Results showed that the high civic‐mindedness among classmates increased students' own civic‐mindedness. Based on these findings, implications for adolescent education are discussed. [ABSTRACT FROM AUTHOR]

Introduction: Mathematical word problems refer to word problems where the information that is presented needs to be integrated, typically into a mathematical formula, to arrive at a solution to the problem. When solving mathematics word problems, elementary school students often have difficulties improving their performance due to a lack of self-regulated learning (SRL). However, SRL can be developed by adopting an appropriate teaching approach which offers quantitative feedback or learning prompts. With the sophistication of interactive and data-driven feedback technology, it is possible to provide timely and personalized strategies for promoting students' SRL. Methods: In this study, an interactive e-book editing platform was used to design self-regulation-level-based feedback(SRLF) and task-level-based feedback(TLF) teaching models, which were respectively conducted in two similar fifth-grade classes for the mathematics word problem solving lessons. Results: Using ANCOVA and repeated ANOVA, this study found that (1) the SRLF had a remarkably greater impact on elementary school students' mathematics word problem-solving performance than the TLF, with a partial η²-value of .107; (2) In the short period of time, there was no significant difference between the two kinds of feedback on the learners' SRL. The TLF was slightly superior to the SRLF, especially in terms of total self-regulated learning scores and cognitive strategies; (3) The TLF had a significant interaction effect on self-regulated learning and cognitive strategies, respectively with a partial η²-value of .059 and .056. [ABSTRACT FROM AUTHOR]

Background: Uncorrected refractive errors and amblyopia are reported as the two main causes of childhood visual impairment and blindness worldwide. Our purpose was to evaluate refractive status, ocular alignment and effective refractive error coverage (eREC) of school-aged children from low-income areas of Sao Paulo city, Brazil. Methods: Data from the "Ver na Escola" Project were used for the current study. Children enrolled in the selected schools had an ophthalmic exam including eye alignment assessed by cover test, automatized and subjective dynamic and static refraction. The associations of demographic variables with occurrence and magnitude of refractive errors and eREC were investigated by multiple logistic regressions and multilevel mixed effect models. Results: A total of 17,973 children (51.12% females) with mean ± sd age 8.24 ± 3.54 years old examined from July 2018 to July 2019, were included in the study. Most of the participants (73%) showed orthoposition of the visual axis for both distance and near. Heterophoria was found in about 25% of participants (N = 4,498), with 71.7% of them (N= 3,222) classified as exophoria. Less than 2% (N = 232) showed strabismus, most of them (N = 160) esotropia. Overall, 1,370 (7.70%) of participants had myopia and 577 (3.24%) had hyperopia. Age was found to be significantly associated with increasing static subjective refraction spherical equivalent (Coefficient: -0.18; 95% Confidence Interval (CI): -0.21 to -0.16; p < 0.001). Female sex (Odds Ratio (OR) = 1.13; 95%CI: 1.01–1.27; p = 0.027) and older age (OR = 1.17; 95%CI: 1.16–1.19; p < 0,001) were significantly associated with myopia diagnosis. Older age decreased the odds of hyperopia (OR = 0.95; 95%CI: 0.93–0.98; p < 0.001). The overall effective refractive coverage was 51.76% and was significantly associated with age group, ranging from 32.25% in children aged 3 to 7 years to 61.35% in children aged 8 to 12 years. Conclusions: Most children have shown eye alignment for both distance and near assessments and no refractive error. Myopia was observed in 7.70% of the population and it was associated with older age and female sex. Hyperopia was observed in 3.24% and was associated with younger age. The overall eREC was 51.76%, significantly associated with age. [ABSTRACT FROM AUTHOR]

Background: Health literacy is a core public health issue in relation to children and adolescents associated with multiple health behaviours and health outcomes. The aim of the study is to test the direct associations between health literacy, physical activity behaviour, health outcomes of body composition and cardiorespiratory fitness among Slovak adolescents and possible indirect effect of health literacy on health outcomes of body composition and cardiorespiratory fitness mediated by adolescents' physical activity behaviour. Methods: Data from the Slovak Health Behaviour in School-aged Children (HBSC) study conducted in 2022 were used. For the purposes of this study, a subsample of the adolescents (n = 508; mean age = 14.50; SD = 0.82; 54.3% boys) which provided HBSC questionnaire data on health literacy, moderate-to-vigorous physical activity and vigorous physical activity and participated in body composition (InBody 230) and cardiorespiratory fitness (20-m shuttle run test) measurements. Data were analysed using linear regression analysis. Results: The findings showed that higher health literacy of the adolescents was directly associated with higher frequency of physical activity represented by moderate-to-vigorous physical activity and vigorous physical activity and only with the visceral fat area in the crude model. Furthermore, there was an indirect effect of health literacy on cardiorespiratory fitness and most of the body composition variables (except the Body Mass Index) which was mediated by physical activity of the respondents. Conclusions: Health literacy is indirectly associated to body composition and cardiorespiratory fitness through higher frequency of physical activity. It seems that health literacy as cognitive and social competencies need behavioural components to be involved in the proposed causal pathway between health literacy and health outcomes. Our findings may contribute to the process of creating a framework for future health literacy interventions in adolescents. [ABSTRACT FROM AUTHOR]

Parent’s involvement in their children’s education has been shown to have a positive impact on student outcomes, including academic achievement, attitude toward school, and skill development. However, there is limited research exploring how to help Hispanic parents become more involved in their children’s schooling. There are more than 13.8 million Hispanic students in public elementary and secondary schools. Due to the increase in Hispanic students within the U.S. there is a need to better understand and support their parents’ involvement in schools. This study evaluated the effectiveness of the Parents + Schools = Successful Children (PSSC) program on the involvement of 19 hispanic parents at an urban elementary school. This study used a mixed-methods design with concurrent triangulation to evaluate the effectiveness and social validity of the program. Results indicated that PSSC improved the overall level of involvement by helping parents improve reading in the home, increase their understanding of the school system, and be more involved in their child’s school. Additionally, the program was viewed as socially valid and helpful according to parents and program teachers. The significance of these results is discussed, as well as study limitations and suggestions for school practices that may encourage Hispanic parent involvement. [ABSTRACT FROM AUTHOR]

This study aimed to determine and compare the common child violation encountered by pupils in school. This study covered the two hundred thirty-two (232) Grade IV to VI pupils of Asia Elementary. This study was descriptive and comparative in nature. It utilized frequency distribution, percentage, weighted mean, and one-way ANOVA in its treatment of statistical data. The study utilized a researcher-made instrument that determine the extent of child violations encountered by the pupils. The following are the salient findings of the study: majority of the research respondents were 10-11 years old, female and in Grade IV. Emotional, verbal, and physical violations were at "moderate extent" with 2.04, 1.98 and 1.96 respectively. Violations encountered from schoolmates (2.58) and classmates (2.54) were at "moderate extent" while "very low extent" from teachers (1.59) and school head (1.21). When grouped by profile, significant differences were found in sex and grade level. On the extent of violations encountered from schoolmates, classmates, teachers, and school head when were grouped according to their profile, significant differences were found in sex and grade level. The results gave insights to the formulation of school-based policy focusing on gender sensitivity. [ABSTRACT FROM AUTHOR]

Students embark on museum field trips with the goal of having enjoyable and educational experiences outside of the traditional classroom setting. This study investigated how museum tour guides helped primary school children in Zimbabwe learn school curriculum content while on field excursions. The study employed qualitative research approaches where a sample of conveniently chosen 320 school children, 12 teachers, and 40 museum tour guides was used. It is revealed that there are three different categories of tour guides that are found in Zimbabwean museums and these are: evangelists, dictators, and benevolent demonstrators. It was discovered that students go on field trips in order to engage with and learn about the curriculum. According to the investigation, nine (9) tour guides were classified as benevolent demonstrators, ten (10) as dictators, and twenty-one (21) as evangelists. It was shown that evangelist and dictator tour guides hindered effective learning because they treated students like epistemic slaves. During field visits, benevolent demonstrators used active techniques of content delivery to encourage effective learning. According to the study’s findings, most tour guides fall short when it comes to promoting effective learning, and they should receive pedagogy and customer service training. [ABSTRACT FROM AUTHOR]

Background and Aims Materials and Methods Results Discussion and Conclusion This study examined how parenting styles influence children's language skills and reading comprehension.Six hundred and eighty‐five Chinese‐speaking third graders (Mage = 9.23 years, SD = .66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular books in the home and family cohesion at Wave 1 (i.e. grade 3). We also assessed students' reading motivation, language skills (i.e. vocabulary knowledge and syntactic awareness) and reading comprehension at Wave 2 (i.e. grade 4).The structural equation model analysis revealed that parenting styles indirectly affect language and reading comprehension development, with authoritative and authoritarian parenting exerting different influences on the two outcomes. Specifically, authoritative parenting was positively related to the number of children's books, which in turn was directly, or indirectly through reading motivation, associated with children's language skills and reading comprehension. In contrast, authoritarian parenting was negatively related to family cohesion, which was associated with children's reading motivation, and consequently, their language skills and reading comprehension. The multigroup analysis showed that the indirect pathways varied slightly across parental migration statuses.These findings enhance the global understanding of the pathways linking parenting styles to children's language skills and reading comprehension, suggesting that educators and researchers should not overly emphasize the direct role of parenting styles in children's academic performance. [ABSTRACT FROM AUTHOR]

AbstractAlthough previous research has suggested that parenting style affects children’s peer relationships, the influential mechanism remains a subject of debate. We propose that parental mentalizing plays a crucial role in parenting style and peer relationships. Therefore, this study aimed to explore the relationships between family parenting styles, parental mentalizing, and peer relationships during early adolescence. In this study, 379 primary school students (Mean age = 12.17 years, SD = 0.92) and their parents were assessed using the Family Parenting Style Scale, Peer Relationship Satisfaction Scale, and a distorted mentalizing task. The results showed a mediating effect of parental mentalizing between parenting style and peer relationships. For fathers, a favorable parenting style affects children’s peer relationships through mentalizing. Among mothers, interference, protection, and punishment affect their children’s peer relationships through mentalizing. In conclusion, parenting style affects peer relationships through parental mentalizing. Fathers’/mothers’ parenting style and parental mentalizing affect their children’s peer relationships differently. [ABSTRACT FROM AUTHOR]