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The purpose of this study is to examine the relationship between flow intelligence (Gf), age and cognitive abilities of processing speed (Comp) of attention (Incomp) and reaction inhibition (Flef) in relation to the level of Mathematical proficiency (MP) of preschool students. Sixty-four kindergarten students participated in the research. Based on the results, it was shown that mathematical competence (MP) shows a strong positive correlation with the variables "age" (age) "flow intelligence" (Gf). These variables were found to be able to predict the level of mathematical competence. The variables "information processing speed" (Comp), "attention" (Incomp) and "reaction inhibition" (Flef) do not seem to be significantly related nor can they predict the level of mathematical competence. These findings can be used both by teachers (e.g. implementation of early intervention programs) and by those responsible for planning and formulating educational policy.

This article reviews the existing literature concerning the policy of English for Young Learners (EYL) and its implementation in ASEAN state members. The source of the review comprises peer-reviewed journal articles, conference proceedings, book chapters, research reports, official government documents, official websites, and newspaper articles discussing ELT, EFL, and EYL in South East Asia (Singapore, Malaysia, Brunei Darussalam, The Philippines, Thailand, Indonesia, Vietnam, Myanmar, Lao PDR, and Cambodia) published from 2000 to 2020. The discussion is limited to EYL Policy in which English is either taught as a second language or a foreign language. Of all the 10 ASEAN state members, Singapore is therefore excluded in the findings and discussion since English is a national language there. The review show that there are three major areas of EYL policy in ASEAN related to the lowering of age of starting to learn English, changing the status of English as compulsory subject in the primary curriculum, and using English as language of instruction in other subjects. Generally, implementation of policy is still strongly characterized by teachers' underqualification, teachers' shortage, lack of textbook provisions, and technical problems like big number of students in class. There are also concerns that English for primary school children creates disparities in education and the endangerment of local languages.

The integration of game-based techniques, Internet, and mobile phone technology in teaching has been adapted recently in classes as a Game-based Classroom Response System (GCRS). Game-based technological tools can make the learning environment more appealing for students, increase their learning perception and level of engagement. This cross-sectional study explores student perception of learning using GCRS (Kahoot) in undergraduate Information Systems courses. This study also examines the simplicity of working with GCRS, the extent to which the technology motivates student engagement, and the extent to which different features of GCRS can trigger or facilitate student participation. The effects of students' grade, gender, ethnicity, and age are examined as moderator factors on the relationships between ability, motivation, trigger, and students' perception of learning. Two groups of Business students enrolled in one general business course, Introduction of Management Information Systems (MIS101) and one upper-level course, Business Data Telecommunication (MIS140) were selected as a convenience sample. The findings suggest that the ability, motivation, and trigger capabilities of the GCRS were the most important predictors for the students' perception of learning in MIS101. Also, ethnicity, grade, and age were found to have moderator effects on the relationship between ability and motivation, and the perception of learning in the MIS140 sample.

Research on early intervention (EI) teachers' perceptions toward the educational placement of children with Autism Spectrum Disorder (ASD) has been limited. This study examined the influence of daily living skills (DLS) profiles on EI teachers' perception of educational placement in preschool students with ASD using vignettes featuring students with varying DLS profiles but with average academic abilities and motor skills. It also examined the influence of a child's age on teachers' perceptions and the teacher-related factors influencing these perceptions. Sample consisted of 118 participants (mean age = 31.9 years, SD = 8.48) randomly assigned to one of three conditions, where they were told that the students in the vignettes needed (1) full assistance, or (2) partial assistance, or (3) no assistance in DLS. They then rated whether the students would be suitable for entry into a mainstream primary school. Results indicated that teachers perceived children needing full or partial assistance in DLS to be less suitable for mainstream education. The child's age also influenced the teachers' perceptions. No association between teacher-related factors and teachers' perception was found. Importance of DLS in EI was implied.

Background: Aphasia therapy is an effective approach to improve language function in chronic aphasia. However, it remains unclear what prognostic factors facilitate therapy response at the individual level. Here, we utilized data from the POLAR (Predicting Outcomes of Language Rehabilitation in Aphasia) trial to (a) determine therapy-induced change in confrontation naming and long-term maintenance of naming gains and (b) examine the extent to which aphasia severity, age, education, time postonset, and cognitive reserve predict naming gains at 1 week, 1 month, and 6 months posttherapy. Method: A total of 107 participants with chronic ([greater than or equal to] 12 months poststroke) aphasia underwent extensive case history, cognitive-linguistic testing, and a neuroimaging workup prior to receiving 6 weeks of impairment-based language therapy. Therapy-induced change in naming performance (measured as raw change on the 175-item Philadelphia Naming Test [PNT]) was assessed 1 week after therapy and at follow-up time points 1 month and 6 months after therapy completion. Change in naming performance over time was evaluated using paired t tests, and linear mixed-effects models were constructed to examine the association between prognostic factors and therapy outcomes. Results: Naming performance was improved by 5.9 PNT items (Cohen's d = 0.56, p < 0.001) 1 week after therapy and by 6.4 (d = 0.66, p < 0.001) and 7.5 (d = 0.65, p < 0.001) PNT items at 1 month and 6 months after therapy completion, respectively. Aphasia severity emerged as the strongest predictor of naming improvement recovery across time points; "mild" ([beta] = 5.85-9.02) and "moderate" ([beta] = 9.65-11.54) impairment predicted better recovery than "severe" ([beta] = 1.31-3.37) and "very severe" ([beta] = 0.20-0.32) aphasia. Age was an emergent prognostic factor for recovery 1 month ([beta] = -0.14) and 6 months ([beta] = -0.20) after therapy, and time postonset ([beta] = -0.05) was associated with retention of naming gains at 6 months posttherapy. Conclusions: These results suggest that therapy-induced naming improvement is predictable based on several easily measurable prognostic factors. Broadly speaking, these results suggest that prognostication procedures in aphasia therapy can be improved and indicate that personalization of therapy is a realistic goal in the near future.

Purpose: Prosody perception is an essential component of speech communication and social interaction through which both linguistic and emotional information are conveyed. Considering the importance of the auditory system in processing prosody-related acoustic features, the aim of this review article is to review the effects of hearing impairment on prosody perception in children and adults. It also assesses the performance of hearing assistive devices in restoring prosodic perception. Method: Following a comprehensive online database search, two lines of inquiry were targeted. The first summarizes recent attempts toward determining the effects of hearing loss and interacting factors such as age and cognitive resources on prosody perception. The second analyzes studies reporting beneficial or detrimental impacts of hearing aids, cochlear implants, and bimodal stimulation on prosodic abilities in people with hearing loss. Results: The reviewed studies indicate that hearing-impaired individuals vary widely in perceiving affective and linguistic prosody, depending on factors such as hearing loss severity, chronological age, and cognitive status. In addition, most of the emerging information points to limitations of hearing assistive devices in processing and transmitting the acoustic features of prosody. Conclusions: The existing literature is incomplete in several respects, including the lack of a consensus on how and to what extent hearing prostheses affect prosody perception, especially the linguistic function of prosody, and a gap in assessing prosody under challenging listening situations such as noise. This review article proposes directions that future research could follow to provide a better understanding of prosody processing in those with hearing impairment, which may help health care professionals and designers of assistive technology to develop innovative diagnostic and rehabilitation tools.

Recruiting participants for studies of early-life longitudinal development is challenging, often resulting in practical upper bounds in sample size and missing data due to attrition. These factors pose risks for the statistical power of such studies depending on the intended analytic model. One mitigation strategy is to increase measurement precision by conducting assessments of children as close to a fixed chronological age as possible. We present analyses that illustrate how such practices are only sometimes useful, focusing on cases where temporal trajectories are analyzed using multilevel modeling approaches. Simulations were conducted using results from two studies of longitudinal development. Data were generated according to both continuous and discrete developmental processes and factorially analyzed treating time on either interval, ordinal, or categorical scales. The power to detect continuously generated developmental processes was robust to, and even benefited from, increased variability around target ages. For discrete processes, power was unaffected when modeled ordinally/categorically, but declined steadily if modeled using exact chronological age on an interval scale. Our results suggest that in many circumstances, researchers may be unnecessarily devoting resources toward minimizing age sampling variability when studying functional patterns across time. In fact, when the theoretical developmental process is continuous, increasing the age sampling variability of assessments and utilizing multilevel models in favor of latent growth curve alternatives can be associated with substantial gains rather than reductions in power. Such considerations also extend to limited equivalent formulations of other common developmental models, such as panel analysis.

The present study explores the role of teachers' personal dispositional factors in determining their willingness to adopt virtual reality (VR) applications in teaching. Premised in the Indian context, the study focuses on the perceptions of B-school teachers regarding the adoption of VR technology in the 'management' discipline of higher education. The proposed model was empirically tested using cross sectional design. The primary data was gathered through a survey of 508 teachers at 50 B-schools in the NCR of Delhi, India. Exploratory factor analysis and multiple regression analysis were used to statistically analyse the data. The findings of the study suggest that the technology-related personal characteristics of teachers such as, computer expertise, computer self-efficacy, and personal innovativeness; personality traits such as, extraversion, conscientiousness and openness to experience; and demographic characteristic such as age, significantly predict the intention of teachers regarding adoption of VR technology in management education.

This article presents a conceptual replication of Hashimoto and Egbert (https://doi.org/10.1111/lang.12353), a study that featured multivariate models where lexical sophistication variables accounted for word difficulty (yes-no recognition) better than frequency alone among learners of English as a second or foreign language from North America. This current study (n[subscript words] = 88; n[subscript people] = 128) conceptually replicated Hashimoto and Egbert with data from three Asian university English-for-academic-purposes sites. Methodological differences included a more conservative lexical sophistication operationalization process and avoidance of stepwise regression. Like the original study, the replication's findings favored multivariate models over frequency, which predicted 36% of word difficulty's variance alone. In a multiple regression model accounting for word difficulty, R[superscript 2] = 0.52, frequency accounted for 17% of the predicted variance with age of acquisition (AoA: 18%) and word naming reaction time (WN_RT: 16%) also being significant predictors. This replication also extended the testing approach by using a mixed-effect model, involving person and site intercepts as random effects. The model's ability to predict word difficulty fell, marginal R[superscript 2] = 0.22, conditional R[superscript 2] = 0.40, but frequency, AoA, and WN_RT remained the strongest predictors. Taken together, this replication successfully supports the original study's more-than-frequency conclusion while highlighting the need for further research into the area.

Phishing research presents conflicting findings regarding the psychological predictors of phishing susceptibility. The present work aimed to resolve these discrepancies by utilizing a diverse online sample and email set. Participants completed a survey that included an email classification task and measured several individual differences, including phishing awareness, age, impulsivity, curiosity, and personality (the Big-5). Phishing susceptibility was measured by participants' ability to distinguish between phishing and legitimate emails. Three regression analyses were performed to predict email discrimination ability; (1) an age model, (2) a deficient self-regulation model (i.e., impulsivity, response times, and curiosity), and (3) a personality (i.e., the Big-5) model. Overall, phishing susceptibility was predicted by younger age, higher levels of impulsivity and extraversion, lower levels of openness to experience and agreeableness, and quick responses. The present work identifies several populations that are particularly vulnerable to phishing attacks and may require targeted training interventions.

In the European Union (EU) context, learning abroad mobility (LAM) also includes non-formal learning activities. Young people can participate in LAM whether they are in tertiary education or not. Nevertheless, studies focusing on the participation of out-of-higher-education (Out-HE) youth in LAM are often scarce. The current study aims to explore the role of several sociodemographic factors in participation in LAM among Out-HE youth, based on the analysis of a large-scale survey conducted across EU member countries. Findings show that Out-HE youth is less likely to participate in LAM than the youth in higher education as expected. However, some socioeconomic factors, such as gender and age, play different roles among Out-HE youth and the youth in higher education in old (EU15) and new member countries (NMS) of the EU.

This paper reports on a research project designed to understand the work experiences and career opportunities of people working in higher education institutions (HEIs) across the UK, which received formal recognition for supporting gender equity between 2015 and 2020. The findings reveal multiple intersecting barriers to women's full engagement, inclusion, support and career success in higher education, despite the implementation of organization-based gender equity plans, and institutional inter/national recognition for advancing equity. Most axes of de/privilege that are based along lines of gender, race, ethnicity and religion are enacted as everyday sexism that resist gender equality policy. Moreover, our findings suggest that 'place' is a constitutive element of intersectional dis/advantage, not merely a context within which compounded barriers to inclusion and advancement may exist. In addition, the findings demonstrate that whilst inter-categorical intersectionality is based on the notion that all social categories (such as age, race and gender) are equally salient, the degree of importance of any category will likely depend on location or context of the phenomena being examined. Our findings therefore invite further, iterative and translocational research into the impacts of the intersections of gender, ethnicity, race and religion in spaces of higher education, particularly those with colonial legacies and presence.

The intention of this article is to contribute to the debate about whether the voting age should be lowered to the age of 16, by examining quantitative and qualitative data collected in a local participation project with young people in Portugal: questionnaires (N = 961), interviews (N = 3), and focus group discussions (N = 15). Considering the coexistence of both willingness and reluctance to get engaged in formal politics--as youngsters often feel ill-equipped politically--it is argued that adequate political education needs to be provided by schools to enable young people to be confident and knowledgeable voters. We propose that governments recognise the importance of this area in the school curriculum, in order to enable the young people's acquisition of knowledge and skills that can sustain their growth as competent voters. This is crucial in legitimising democratic representative systems.

Relative age effects (RAEs) are independent of specific cutoff dates that can vary from country to country. However, the consequences of changing the selection cutoff dates within a national sport organization are unknown. Further, the transition from international youth to senior representation is yet to be explored in rugby union. Thus, the aims of this article were twofold: "Study 1" compared the birth quarter (BQ) distributions of the England Rugby Football Union (RFU) under-18 representatives based on September to August and January to December selection cutoff dates. "Study 2" explored the BQ distributions within the RFU international development pathway through analyzing the under-18, under-20, and senior representatives, as well as the BQ distributions of youth players who were subsequently capped at senior level. Chi-square analysis was used to compare BQ distributions in each sample against expected distributions. Results revealed a corresponding shift of a skewed birthdate distribution favoring chronologically older players that was mediated by specific cutoff dates (p < 0.05). Moreover, whilst RAEs were present within both youth cohorts (p < 0.05), it was not apparent at the senior level (p > 0.05). Furthermore, during the transition from international youth to senior representation, more chronologically older players were successfully capped.

Autism spectrum disorder (ASD) is an etiologically heterogeneous neurodevelopmental condition that eludes a single explanation or cure. Epidemiological studies reveal risk factors, relevant comorbidities, and behavioral correlates to reach a better understanding of ASD. To contribute such data from an understudied ASD population, this paper presents epidemiological data from a Turkish sample of individuals with ASD (n = 911, 748 boys (82.1%) and 163 girls (17.9%) between 1 and 18 years of age). Average age at diagnosis was 31.06 ± 11.88 months, and the male-to-female ratio was 4.6:1. Three in 4 individuals with ASD had obsessive behaviors, and 1 in 4 had allergic conditions, inappropriate sexual behaviors, self-harming behaviors, and harmful behaviors towards others. One in 3 received a dietary treatment for at least 3 months; almost half received vitamin supplements; the majority (70%) did not experience constipation; and 2 in 3 were picky eaters. This paper presents data on the age of diagnosis, gender ratios, accompanying behaviors, and dietary interventions in Turkish individuals with ASD, which are topics of current research interest about ASD. Such data from non-Western populations may supplement epidemiological knowledge gained from Western populations to help reach a more comprehensive understanding of this condition with many unknowns.

Studies show that processes like teacher-child interactions are a key dimension of childcare quality and that global and domain-specific interactions seem to have different effects on child development. A variety of instruments have been used to assess quality in the field of early childhood research. The aim of this study was to identify and discuss instruments that assess global and/or math-specific interaction quality in childcare settings (birth to school-entry). In the systematic literature review, we found 4211 publications using instruments that assess global and/or math-specific interaction quality, of which 148 remained after a screening of titles, abstracts, and full-texts. In all, 55 instruments assessing interaction quality were identified and analyzed regarding their (sub)scales, items, method, procedure, children's age, reliability, and validity. We identified more instruments measuring global aspects of teacher-child interactions than measuring math-specific aspects. In general, some instruments might be over- or underrepresented, due to linguistic and publication bias.

Although faces of in-group members are generally thought to be processed holistically, there are mixed findings on whether holistic processing remains robust for faces of out-group members and what factors contribute to holistic processing of out-group faces. This study examined how implicit social bias, experience with out-group members, and ability to process in-group faces holistically might predict the magnitude of holistic processing for faces of two out-groups: other-race and other-age groups. In Experiment 1, Caucasian participants viewed Caucasian (own-race) and East Asian (other-race) faces. In Experiment 2, young adult participants viewed young adult (own-age) and baby (other-age) faces. Each participant completed a composite task with in-group and out-group faces, an implicit association test, and questionnaires about their experience with in-group and out-group members. We found that while the participants had relatively extensive experience with the other-race group, they had limited experience with the other-age group. Nonetheless, implicit social bias was found to positively predict the magnitude of holistic processing for both other-race and other-age faces. Exploratory analyses on the interactions among the predictors suggest that the effect of implicit social bias was primarily observed in participants with strong holistic processing ability of in-group faces but with low level of experience with members of the out-groups. These findings suggest that observers utilize different kinds of information when processing out-group faces, and that social features, such as race or age, are incorporated to influence how out-group faces are processed efficiently.

Modern educational systems require school principals to be not only simple administrators, but also leaders who can use, manipulate and help in integrating and spreading the use of technology in schools. To explore this new role, the present study investigates the link between Moroccan school principals' leadership styles and level of technology integration. Within a quantitative method design, the Multi-factor Leadership Questionnaire (MLQ) and the Level of Technology Integration questionnaire (LoTi) for building administrators were used to identify the predominant leadership styles and measure school principals' level of technology integration in schools. Findings related to this later revealed that Moroccan school principals' level of technology integration is low to moderate according to the LoTi scale. For leadership styles, the descriptive analysis suggests that the most frequently used leadership style was transformational leadership style (M = 39.74), followed by transactional leadership style (M = 20.30), and finally the laissez-faire leadership style (M = 03.41). These differences in descriptive statistics reached significance in the inferential analysis as well.

The study's objective was to explore media consumption among children and its association with play as well as motor, social, and emotion recognition skills. The participants were 200 children between the ages of four and eight (M = 5.53), their mothers, and their teachers. Media consumption and play tendencies (frequency and playmates) were assessed using a comprehensive questionnaire administered to mothers. The teachers evaluated motor (fine and gross) and social skills. An emotion comprehension task assessed emotion recognition skills. SEM was employed to examine the interrelationship between media consumption and motor, social, and emotional skills and play tendencies. The results indicate that high media consumption is related to a decrease in motor, social, and emotional skills and play rates. The study concludes by emphasizing the restriction of media consumption in early childhood in favor of motor activity, social engagement, and sufficient active play time to acquire key developmental skills.

Understanding emotions based on false beliefs is a necessary component of theory of mind. Previous research has indicated a lag in children's understanding of belief-based emotions as compared to false beliefs. Experiment 1 involved 83 Chinese 3- to 5-year-old children who were tested for the developmental change of the belief-emotion lag. Experiment 1 identified a lag effect in 3- and 4-year-olds who had better performance at the false belief task than the belief-based emotion understanding task. To further examine the potential influence of material familiarity on the lag, 27 3-year-old children participated in Experiment 2. The results of Experiment 2 showed that 3-year-olds performed slightly better in the belief-based emotion understanding task when familiar materials were replaced by unfamiliar materials. A possible reason for the diminished level of the lag effect was discussed in light of children's emotional arousal. The findings have practical implications for implementing social and emotional learning programmes that foster young children's theory of mind understanding.

The present study sought to examine the psychometric properties of the French and German versions of the Physical Self-Concept Questionnaire for Elementary School Children-Revised (PSCQ-C-R). A sample of 519 children participated in this study. Of those, 197 were French-Canadian and 322 were German. Results support the factor validity and reliability of PSCQ-C-R across the overall sample and the French-Canadian and German samples. Subsequent analyses not only supported the weak, partial strong, and strict invariance of the PSCQ-C-R across samples, but also showed significant latent mean differences across samples. Moreover, analyses revealed a lack of differential item functioning as a function of age, body mass index, and sex between samples, as well as latent mean differences (that were invariant between samples) as a function of children's age, body mass index, and sex. Finally, analyses confirmed the measurement invariance of the PSCQ-C-R over a nine-month period in the German sample.

This study examined the within- and between-day variability of time-segmented sedentary behavior (SB), light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA) in adolescents. The sample comprised 154 adolescents (11-16 years old) from two public schools in Florianópolis, Brazil. The proportion of time spent in SB, LPA, and MVPA was measured using Actigraph GT3X+ accelerometers for the following weekday time segments: before school (07:00-07:59), school time (08:00-11:59), after school (12:00-12:59), afternoons (13:00-17:59), and evenings (18:00-23:00). Participants were more active during commuting-related time segments. Females showed lower MVPA than males during school time, afternoons, and evenings, but not before school and after school. Higher age was associated with higher SB and lower LPA during school time, afternoons, and evenings, and slightly lower MVPA during afternoons. The variability of SB, LPA, and MVPA for all time segments was mainly explained by within-participant day-to-day variations rather than between-participant differences of daily-averaged estimates.

The COVID-19 crisis caused extensive mental health strains. Sense of coherence (SOC) is considered a protective factor for mental health in crisis that might also be decisive during the COVID-19 pandemic, but the mechanisms are not yet well understood. Using longitudinal survey data of 117 Austrian university students collected in 2020, we tested both moderating and mediating effects of SOC for the association of different stressors with later wellbeing. SOC did not buffer but mediated the effects of stressors on wellbeing. Students especially suffered from reduced feelings of manageability when confronted with financial strains, dissatisfying study situations, or disrupted plans. Supporting them in managing the difficulties of the crisis should therefore be considered a crucial part of psychosocial support.

Grounded in Social Cognitive Career Theory (SCCT), this study contributes to empirical efforts to understand factors affecting the career-development process of American youth by focusing on change in occupational expectations between age 16 and 26. The study is based on the secondary analysis of longitudinal data from the Education Longitudinal Study of 2002. The main result is that occupational expectations decrease over time, and the change is strongly affected by student educational expectations and actual attainment by age 26. The study findings indicate that higher educational attainment leads to stability in occupational expectations and higher prestige scores of the intended occupations. Females are more likely than males to have higher occupational expectations. Academic self-efficacy and self-regulatory behaviours during secondary education lead to higher occupational expectations, as does an understanding of employment barriers. Non-college-bound youth and postsecondary non-completers experience a higher drop in occupational expectations over time which could reveal unrealistic career plans.

Purpose: This study examined the effect of phonological overlap on English and Spanish expressive vocabulary accuracy as measured by the bilingual Expressive One-Word Picture Vocabulary Test--Fourth Edition (EOWPVT-IV). We hypothesized that if languages interact during an expressive vocabulary task, then higher phonological overlap will predict higher expressive vocabulary accuracy, especially in the nondominant language. Method: Twenty English-dominant bilingual children (English-Spanish) completed the bilingual EOWPVT-IV. We calculated phonological overlap between 117 English and Spanish words included in the bilingual EOWPVT using the Crosslinguistic Overlap Scale for Phonology. Results: Generalized logistic mixed-effect models revealed that phonological overlap and word frequency predicted vocabulary accuracy in Spanish, in addition to item difficulty. Age and item difficulty were the only predictors of English accuracy. Conclusions: Phonological overlap was a significant predictor of Spanish vocabulary accuracy (the least dominant language of the children in our sample), suggesting a transfer between vocabulary in the dominant language into vocabulary in the least dominant language. Future studies should investigate how languages interact in bilingual children to provide us with information about how to create and administer vocabulary tests that represent vocabulary in each language and use vocabulary teaching strategies that promote dual language development.

Children develop their language capacities and executive functions (EF) throughout their school-aged years. Research has shown that bilingual children show different patterns of EF performance when compared to their monolingual counterparts. However, it is less clear how variations in children's multilingual experiences associate with variation in EF performance. The current study examined the variability of multilingual experience across the contexts of home and school and how it relates to EF. Sixty-seven children and adolescents from a multilingual community completed EF tasks that assessed their attention and monitoring. Given the sociolinguistic landscape of a multilingual community, all participants reported having exposure to at least a second language, and their multilingual experience was examined on a continuum across different contexts. Age was positively associated with both attention and monitoring. In addition, the degree of dynamic multilingual experience contributed to performance on monitoring. Our study shows that in children and adolescents, multilingual experience across the contexts of home and school accounted for additional variation in EF beyond chronological age.

The Cognitive Emotion Regulation Questionnaire (CERQ) is a multidimensional measure widely used to access nine cognitive emotion regulation strategies. In this study, we examined the psychometric properties of the CERQ-Short Portuguese version. A sample of 1052 adolescents (aged 10-25 years old, 60.53% females) completed the CERQ-Short form, the Positive and Negative Affect Schedule, the Generalized Anxiety Disorder Scale, and the Patient Health Questionnaire. Confirmatory factor analyses showed that the nine latent dimensions of CERQ-Short provided an acceptable fit to the data. Measurement invariance (for gender and three age-groups), reliability and construct validity were adequate. The adaptative strategies were positively associated with higher positive affect, and maladaptive strategies with higher negative affect, symptoms of generalized anxiety and depression. These results suggest that CERQ-Short is a valid and reliable measure for Portuguese-speaking samples. Moreover, CERQ-Short's length makes it a cost-effective tool for both clinicians and researchers.

Considering professional calls for culturally sustaining, comprehensive school counseling practices, this study examined school counselor factors (e.g., age and years of experience) and school factors (e.g., school size and percentage of students of color enrolled) that predicted school counselors' implementation of evidence-based, culturally sustaining classroom management. We also examined correlations between school counselors' classroom management and their multicultural practices. The results indicated (a) that age, previous teaching experience, years of school counseling experience, caseload, and percentage of students of color enrolled at school were the strongest predictors of school counselors' culturally sustaining classroom management implementation and (b) that evidence-based, culturally sustaining classroom instruction is moderately correlated with school counselors' multicultural behaviors. We offer implications for school counselor practice and preparation, and discuss limitations and future directions.

This qualitative study focuses on the professional development aspects of adult educators who teach languages to older learners by using one-to-one counselling. Open-ended questionnaires were used to explore participating adult educators' reflective practice during and after the professional development programme. We used a grounded theory approach and network analysis in this research. The scaffolded reflective practice that adult educators experienced in the programme contributed to their development of learner self-awareness. Junior- and mid-career educators underscored the significance of peer- and instructor-supported feedback. In the case of older adult educators, instructional clarity and organisation were identified as particularly crucial in aiming to directly link theory to practical applicability of learner autonomy development. Deepening adult educators' understanding about instructional approaches that enhance effective learning may also contribute to developing their own learning skills and competences. These findings may have implications for constructing professional development programmes targeted at adult learning professionals who deal with older adults' learner autonomy development.

Numerous primary studies and a recent meta-analytic confirmatory factor analysis (Meta-CFA; Said-Metwaly, Fernández-Castilla, Kyndt, & Van den Noortgate, 2018) have shown that Torrance Tests of Creative Thinking -- Figural (TTCT-F) consists of two factors. However, recent research has raised questions regarding factor analysis of the TTCT-F due to poor discriminant validity and artificial clustering of indices. Additionally, the original meta-analysis did not include databases of dissertations and theses. In this study, we replicated and extended the meta-CFA study of the TTCT-F using 56 correlation matrices from 45 studies and a total of 11,142 participants. We investigated whether the problem of discriminant validity, participants' age, the use of Form A or B, and the use of standardized or raw scores influence the factor structure. Our results show that a two-factor structure remains stronger than a one-factor structure in both replication and extension studies, and this conclusion is robust to score type, participant age, and issues related to discriminant validity. However, further research is needed to determine if this structure applies to less commonly used Form B, which had different factor loadings from Form A. We discuss the implications of our results for creativity research, the psychometrics of TTCT-F, and gifted identification.

Parents act as significant agents in determining whether or not their children are able to take risks. However, there has been little literature which explores the role of parental variables that predict parents' decisions as well as which types of risky play they are willing to tolerate relative to their parenting styles. Therefore, the aim of this study was twofold. First, to examine the association of children's risky play with the parental variables of gender, employment status, education level, place of residence (i.e., urban/rural), and age of children. Second, to examine the types of risky play parents tolerate relative to their individual parenting styles. Through convenience sampling, 302 parents were selected to complete two questionnaires, including the Risky Play Attitude Scale and the Scale of Parenting Styles. This study found that the employment status and educational level of parents as well as ages of their children positively influenced parents' attitudes towards risky play. Parents who worked outside the home, and those with a university degree expressed a more positive attitude towards children engaging in risky play. Additionally, overprotective parenting was a critical predictor of risky play, particularly for both low-risk and high-risk play. Furthermore, there remains a need for further understanding of what triggers parental fears along with better equipping parents with the necessary knowledge and skills regarding risky play.

Purpose: The purpose of this study was to examine quality of life (QOL) and its relation to language skills in children with developmental language disorder (DLD). This was examined by comparing QOL to a control group of children with typical development (TD), as well as children with cochlear implants (CIs), who potentially struggle with language for language, although for a different reason than children with DLD. Method: Two groups of children, a group with TD (n = 29) and a group of children with CIs (n = 29), were matched to the DLD group (n = 29) on chronological age, gender, nonverbal IQ, and parental educational level through a propensity matching procedure. A third group consisting of children with CIs was also matched to the DLD group but additionally matched on language abilities. QOL scores were compared across groups, and the association between language skills and QOL was examined in the DLD group. Result: The DLD group was reported by parents to have statistically significantly poorer QOL scores than peers with TD or CIs. When controlling for language skills, either statistically or through an additional CI group matched on language abilities, there were no statistically significant differences in QOL scores across groups. In the DLD group, language skills explained 16% of the variation in QOL. Conclusion: DLD is associated with the children's overall QOL, and the degree of reduced QOL relates to the severity of the language impairment.

Contribution: Adaptation and application of a methodology to introduce Informatics from an early age to students living in disadvantaged areas in Peru and analysis of its effects. Background: On the on hand, during the COVID-19 pandemic, students living in disadvantaged areas in Peru were confined to their home under the supervision of their family and without access to computers. On the other hand, the multistage sequencing knowledge transmission methodology (L2T2L), first proposed in JolasMATIKA (Basque Country), to introduce Informatics topics using CS Unplugged from university to school had shown to be effective. Research Question: Does the introduction from an early age into Informatics affect the appreciation of students living in disadvantaged areas about what Informatics is and their attitude toward it? Is the methodology used appropriate for times of pandemic? Methodology: A pilot project based on the L2T2L methodology was introduced at the Public School of the Religious Association Br. Thomas Helm S.M. (Peru) for primary and secondary education during the 2020/2021 pandemic academic year. University engineering students from the UTEC University were in charge of initiating the transmission of Informatics concepts to teachers of secondary and primary education who transmitted the knowledge to their respective students, using mobile phones. Surveys were used to gather data at the beginning and the end of the experience. Findings: A methodology adequate for introducing Informatics from an early age and for reducing the digital divide between technologically advanced communities and more disadvantaged communities. Students and family unit members changed their opinion about Informatics.

State policymakers in the United States have in recent years experimented with new initiatives to change the procedures used by public institutions to assess and assign academically underprepared students to non-credit developmental education (or remedial) courses. This study explores whether the most recent developmental education reform in Floridas--Senate Bill 1720 has affected student enrollment in the Florida College System (FCS) institutions and whether the enrollment effects vary by race/ethnicity and age. Through a difference-in-differences analysis, we did not find statistically significant effects of the reform on the college enrollment in Florida, neither on the racial or age compositions of the student population, compared to non-Florida institutions in the surrounding region. These null results provide valuable implications for policy and research consideration in Florida and beyond.