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Purpose: Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes. This study about a group of multilingual girls in an ELA class led by a monolingual white teacher aims to show how, when a teacher makes space for translanguaging practices in ELA, multilingual students disrupt norms of English only. Design/methodology/approach: The authors use reconstructive discourse analysis to understand translanguaging across a variety of linguistic productions for a group of four focal students. Data sources include fieldnotes from 29 classroom observations, writing samples and process documents and 8.5 h of recorded classroom discourse. Findings: Students used multilingualism across a variety of discourse modes, frequently in spoken language and rarely in written work. Translanguaging was most present in small-group peer talk structures, where students did relationship building, generated ideas for writing and managed their writing agendas, including feelings about writing. In addition, Spanish served as "elevated vocabulary" in writing. Across discourse modes, translanguaging served to develop academic proficiency in writing. Originality/value: The authors proposed a more expansive approach to data analysis in English-mostly cases--i.e. environments shaped by multilingual students in monolingual school contexts--to argue for anti-deficit approaches to literacy development for multilingual students. Analyzing classroom talk alongside literacy allows for a more nuanced understanding of translanguaging practices in academic writing. They also show how even monolingual teachers can disrupt monolingual hegemony in ELA classrooms with high populations of multilingual students.

Background & aims: Exploring Being Autistic is an autistic-led group-based programme providing psychoeducation and peer support to newly identified/diagnosed autistic adults. In 2020, due to social distancing measures implemented following the coronavirus pandemic, Exploring Being Autistic was adapted for online delivery. Here, we aimed to replicate previous research into the in-person delivery of Exploring Being Autistic, to determine whether similar results were obtained when the programme was delivered online. Further, we aimed to identify the unique opportunities and challenges that online delivery afforded. Methods: We used a community-based participatory research (CBPR) approach, whereby the autistic developer and facilitator of Exploring Being Autistic worked collaboratively with a team of academic researchers throughout the research process. Together, we evaluated two iterations of the online Exploring Being Autistic programme, involving 16 attendees. Attendees completed questionnaires before, during and after the programme. Attendees were also invited to participate in two post-programme (group or individual) interviews: one following the completion of the programme (time one) and another 6--8 months later (time two). Attendees were included in the research if they completed at least one questionnaire or interview. Data were analysed qualitatively, using reflexive thematic analysis. Results: Experiences of participating in the programme tended to be positive. Participants appreciated the autistic-led nature of the programme, found unity in the diversity of the group, and developed a positive and practical outlook as a result of the programme. Further analyses of our data revealed mixed views regarding the online delivery of the programme. Opportunities of online delivery were noted, such as this mode of participation reducing cognitive load, enabling the programme to be accessible to more participants, and fostering meaningful social connections among participants. However, technology and practical issues were felt to cause barriers, and some human aspects of participation were felt to be "lost in translation" (e.g., in breakout groups). Conclusions: The online delivery of the Exploring Being Autistic programme yielded similar results to previous, in-person evaluations of the programme. While we identified positive aspects of online delivery, this mode did not entirely suit everyone's needs. Implications: From the current findings, we can make several recommendations to develop online support for autistic people. First, flexibility is key. To make support accessible and inclusive to a broad range of autistic people, the option for attendees to engage in-person, online or in hybrid formats should be considered. Second, if delivering support online, the use of breakout rooms should be carefully considered. While participants appreciated the opportunity to meet different people, some participants found the unpredictability and lack of scaffolding associated with breakout rooms challenging. To mitigate these challenges, groups could be pre-determined and shared with the attendees in advance (although consideration should be given to how the groups "fit" together, and whether groupings should be changed at set intervals). Gentle warnings should also be given to those in breakout rooms, to alert them of the need to re-join the main group. Finally, support with technological aspects relating to engagement should be prioritised.

While several studies have investigated gender inequities in the social learning environment of biology lecture courses, that same phenomenon remains largely unexplored in biology laboratory contexts. We conducted a mixed methods study to understand the influence of gender on student perceptions of their peers' research aptitude in introductory biology CUREs and traditional laboratory courses. Specifically, students (N = 125) were asked to complete a name generator survey at three time points across the semester. This survey asked students to list the names of peers whom they viewed as "most proficient" in the course investigations and to justify their choice via an open-ended response prompt. Using social network analysis, exponential random graph modeling (ERGM), and thematic analysis, we demonstrate that student gender identity did not influence nomination behaviors in CURE or traditional laboratory courses. However, the ERGMs reveal the presence of a popularity effect in CUREs and demonstrate that mutual nominations were more prevalent in traditional laboratory courses. Our qualitative data further provide insights into the reasons students nominated peers as proficient in CURE and traditional courses.

Background: Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods: A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results: Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion: Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums.

Although Black students made up 15.7% of all enrollments in higher education in the fall of 2021 (U.S. Census Bureau, 2022), they constituted only 4.1% of all Americans studying abroad in the 2020-2021 academic year (International Institute of Education, 2022). Recent research has begun to turn toward a more qualitative investigation of the study abroad experiences of Black students in particular and how these experiences compare to those of their peers (Brunsting, Chiles, et al., 2023). Once an institution has sent Black students abroad, what do the learning outcomes of their experiences look like regarding academic achievement, language learning, intercultural competence, identity development, wellbeing, and career progress? How can educators and study abroad practitioners use these insights to better understand and serve their campus? This brief integrates insights from research and practice to shine light on these questions, which are on the forefront of the minds of many study abroad practitioners across the country. In the case of this brief, the reviewed research shows that Black students' study abroad experiences and learning outcomes seem to be largely positive. Broadly, the Black students whose experiences are documented in reviewed studies made gains in their academic achievement, language learning, intercultural competence, identity development, wellbeing, and career outcomes (Bell et al., 2021; Blake et al., 2020; Bush et al., 2022; Byker & Xu, 2019; Dietz et al., 2011; Edwards, 2020; Lu et al., 2015; Quan, 2018; Smith-Augustine, 2014; White et al., 2011; Willis, 2015).

The current study describes an individual participant data meta-analysis (IPDMA) testing the efficacy of a peer-network counseling (PNC) intervention for preventing substance use escalation in adolescents and young adults. PNC has shown efficacy in reducing substance use among adolescents and young adults across small-scale randomized controlled trials (RCTs). Identifying expected large-scale effects and moderators is an important next step in guiding use of PNC in practice. To this end, we combine three small-scale RCTs to test PNC intervention effects on substance use change in a combined sample of 421 adolescents and young adults (50% intervention, 55% female, 69% Black/African-American, M age [SD] = 17.3 [2.2] years). Our approach combines latent change score modeling in a structural equation modeling (SEM) framework with study-level fixed effects to obtain (a) a more generalizable PNC effect than we could obtain with each constituent sample and (b) greater power and precision for individual-level moderation of treatment effects. We found that although PNCg main effects on substance use outcomes (past 30-day cannabis, alcohol, tobacco, and drug use) were not significant, PNC effects were moderated by individual-level pre-intervention substance use frequency. PNC more strongly reduced drug use at the 1-month follow-up and cannabis use at the 3-month follow-up among participants who showed higher baseline use of these substances. Implications of our approach and findings for prevention researchers are discussed.

Student academic dishonesty is a pervasive problem for higher education institutions all over the world. The purpose of the present study is to take an interpretative, qualitative approach intended to understand student "thinking" and "reflections" when it comes to the perceived seriousness and prevalence of cheating. Peer interviews, i.e., students interviewing students, were chosen as the data collection method. Open and analytical coding based on the principles of grounded theory provided the foundations for the analyses. Overall, the results of this study support previous correlational findings, but they also demonstrate that many students tend to talk about cheating as if it is "part of the game". It furthermore seems that students rate different forms of cheating from less to more serious, and that some forms of cheating are not perceived as cheating at all. "Everybody else does it" is obviously a widespread belief, which easily leads to--as one informant expressed it--"if you don't cheat, you lose". In order to deal with student cheating, the students themselves recommended fewer take-home examinations and more use of continuous assessment. The findings further indicate that schools should make an effort to build a "non-cheating culture". Rather than punishing students, convincing them that normal behavior is not to cheat, and that cheating benefits no one is probably the best way to deal with this behavior.

Cyberbullying perpetration has become an international public health concern among adolescents. Based on the general aggression model, the present study sought to examine whether deviant peer affiliation was significantly related to adolescents' cyberbullying perpetration, and whether moral disengagement mediated this association and self-control moderated this mediation process. A total of 2286 Chinese adolescents (M[subscript age] = 13.46, SD = 0.93) completed a series of anonymous questionnaires regarding deviant peer affiliation, cyberbullying perpetration, moral disengagement, and self-control. Results showed that adolescents who interacted with deviant peers were more likely to cyberbully others, which was mediated by moral disengagement. Self-control moderated the association between deviant peer affiliation and moral disengagement and the relationship between moral disengagement and cyberbullying perpetration, but not the relationship between deviant peer affiliation and cyberbullying perpetration. Specifically, compared to high self-control adolescents, low self-control adolescents with high deviant peer affiliation were more likely to develop high moral disengagement and further engage in cyberbullying perpetration. The present study contributes to our understanding of the key mechanisms underlying the association between deviant peer affiliation and adolescents' cyberbullying perpetration.

Peer mentoring support as an organized peer-run approach can be understood as an intentional support strategy for students with autism within the context of general schools. However, the increasing number of research-based articles on the peer support programme apply the concept with little consistency. The literature was searched using electronic databases. Any quantitative or qualitative studies published in English, which were focused on peer mentoring support in autism, were included. We followed Walker and Avant's method of concept analysis. The attributes, antecedents and consequences of the concept were identified. The attributes of peer mentoring support were peer-based interaction, mentorship approach, customized support and reciprocal relationship. Antecedents included peer acceptance, peer mentor training and role definition. The consequences of peer mentoring support were also identified. A conceptual model of peer mentoring support in autism was developed.

Background: The purpose of this study was to assess the protective influence of individual, family, and community assets from the initiation of sexual intercourse (ISI) for adolescents living in one-parent households compared with adolescents living in two-parent households. Methods: Five waves of data were collected annually over a 4-year period (N = 591, 52.5% female, mean age = 14.0 years) from a racially/ethnically diverse sample of adolescents. Extended Cox models were used to assess the relationship between assets and time of ISI while controlling for demographic variables. Potential interactions between adolescent's household structure and assets were examined. Results: Five of 17 assets were prospectively and significantly associated with a reduced risk of ISI among adolescents living in one-parent households compared with 11 of 17 assets for adolescents living in two-parent households. Adolescents living in one-parent households who possessed any one of five assets (e.g., general aspirations for the future, relationship with mother, positive peer role models) had between a 27% and 57% lower risk of ISI, whereas adolescents living in two-parent households who possessed any of one of 11 assets (e.g., responsible choices, family communication, community involvement) had between a 20% and 42% lower risk of ISI. Conclusion: The results suggest that strengthening specific youth assets across multiple dimensions of behavioral influence may decrease the risk of ISI for adolescents living in both one-parent and two-parent households. Public health efforts focused on developing programs to promote asset building tailored to adolescent's family structure are warranted.

Bilingualism appears to be related to poor language and reading comprehension in the instructional language (L2). However, in the long term, an early age of second language acquisition (AoA) may produce higher levels of second language skills than a later onset of L2 exposure. Most studies on school-aged second language learners (L2 learners) include children with 3-7 years of second language (L2) exposure. We compared 91 early bilingual (Norwegian and a variety of different native languages) 5th graders with 196 monolingual peers on a range of linguistic skills and their relationships with reading comprehension. All bilingual learners in the sample had been exposed to the instructional language by at least the age of 2. The results, using structural equation modelling and latent variables, show that early bilingual learners' vocabulary, listening comprehension, and reading comprehension are significantly lower than those of monolingual learners. Nevertheless, they have similar levels of knowledge of conjunctions and decoding skills and corresponding predictive patterns from linguistic skills to reading comprehension. We discuss the implications of the findings.

The chairman of the drafting committee of the modern Indian Constitution, Dr Bhim Rao Ambedkar, emphasized that education cultivates democracy in society, strengthens the roots of democracy, and brings about social transformation. The social transformation includes a way of life that will promote liberty, equality, and fraternity, which are Dr Ambedkar's "key elements of an ideal society". This paper discusses the implications for higher education campuses for achieving an ideal society in light of the emerging evidence on peer group formation around identities and issues of discrimination associated with caste in the context of increasing student diversity. The paper also emphasizes the important role of a civic-learning approach to higher education; meaning an active engagement with values of liberty, equality, and fraternity. There is a shared belief that higher education has a great potential to be a social laboratory for civic learning and to inculcate democratic values and foster peaceful interactions among members of diverse groups.

This research explored dream science classrooms of primary school third and fourth-grade students. Research is designed as a case study. The students were first asked to illustrate their dream science classroom and produce a short description of their drawings. Second, they were asked to write their expectations of their teachers, their classmates, and themselves in their science classes. Three hundred and twelve participants were identified using the convenience sampling method. The research evaluated the students' drawings and descriptions in the first step, and their expectations in the second step. Students, in their drawings, conveyed the following messages: Experiments (lab works) could be used in science education, and different classroom activities and science courses could be done outside the classroom. In addition, they expected their teachers to have them perform more experiments in the classes, to offer them interesting and intriguing knowledge, to encourage them to conduct research and projects, and ask questions. Their expectations of their classmates to follow the classroom rules, to work in collaboration, to share, and to appreciate them so that they can benefit from science classes more efficiently. They expected themselves to be successful in science classes. [This research was presented as an oral presentation at the 18th International Primary Teacher Education Symposium.]

As the number of international and domestic college students has increased, the importance of developing healthy lifestyles has been getting significant attention from college administrators. The current study was designed to determine if differences occur in exercise motivation between international and domestic college students. A total of 155 college students from a southwestern U.S. university completed the Exercise Motivations Inventory-2 through the university's online active research system. Analyses indicated that international students possessed a higher motivation to exercise for revitalization, while domestic students were more motivated for a challenge, competition, and social recognition. The findings suggest that campus health professionals or wellness administrators may need to utilize different strategies to promote the health of international college students through exercise programs.

While considerable research exists on bullying in P-12 schools, few empirical studies address bullying and gifted students. Moreover, the field of Gifted, Talented, and Creative Education lacks single construct studies on covert aggression and gifted students. Also known as "relational aggression," covert aggression purposefully manipulates relationships and damages reputations through less obvious or hidden forms of bullying. This exploratory study in a Midwest state analyzed quantitative and qualitative data gathered from 27 gifted adolescent girls on covert aggression instances with intellectual and non-exceptional female peers during 6th, 7th , and 8th grades. Participants tallied incidents of covert aggression, provided short written comments, and participated in structured group interviews. Of 1037 incidents, covert aggression occurred most prevalently during 7th grade. Participants indicated fewer incidents with their intellectual peers than with non-exceptional peers. Academic topics of intelligence, grades, and name calling formed a cluster of incidents most frequently experienced with intellectual and non-exceptional peers. Participants attributed covert aggression to their differentness from non-exceptional peers. Covert aggression topics of intelligence and grades with intellectual peers seemed linked with negative aspects of competition. Participants found support from intellectual peers at school who provided empathy for their advanced abilities. Prevalence and subjective experience results from both groups indicated gifted adolescent girls encounters with covert aggression impeded development of their giftedness and full inclusion in secondary school environments. Peer support groups that recognize covert aggression behaviors and practice intervention strategies might ameliorate its harmful effects and improve the social-emotional wellness of gifted adolescent girls.

The Mathematics for Computer Science mandatory course was conducted in a flipped classroom (FC) setting with an optional, voluntary, project-based learning (PBL) component. The objective of this study was to examine the effect of studying in an FC setting, with and without PBL, on students' problem-solving performance, conceptual understanding, and affective perceptions. Participants were 374 undergraduate freshmen and sophomores, of whom 20% elected to participate in an optional probability PBL. The most significant finding was the reinforcement of collaboration, as reflected by teamwork on problem solving during the FC class time. The PBL students demonstrated an advantage in their performance over their peers in probability--the topic they explored, and in their positive responses regarding studying in the FC setting, with an emphasis on the collaborative learning component. The research demonstrates the importance of active engagement in a technology-based environment in which STEM undergraduate students solve problems and implement projects.

Both financial anxiety and first-generation student status have been linked to negative academic outcomes, mental health issues, and poor social adjustment among college students; however, each factor has been studied in isolation. This article examines the predictors of financial anxiety, including generational status, using the Roy Adaptation Model and ordinary least squares (OLS) regression analysis on data from a large, Midwestern public university. First-generation student status was positively associated with financial anxiety in multivariate modeling. Proxies for students' self-concepts, including financial comparisons to peers and perceived mastery, had the largest contribution to the model. Financial counseling programs geared toward first-generation college students may impact their self-concepts and reduce financial anxiety.

The social acceptance of LGBQ individuals changed dramatically over the past several decades, which calls into question extant research suggesting that LGBQ youth are often socially excluded. The current study utilizes quantitative social network analysis techniques to examine the peer group homophily and social centrality of Lesbian, Gay, Bisexual, and Questioning (LGBQ) students in two junior high schools. Results suggest that LGBQ students were more likely to be in peer groups with at least one other LGBQ individual. LGBQ students' centrality was the same as heterosexual students within their peer group as well as their peer group's perceived popularity across the whole school. These results suggest that LGBQ students today may not experience the same social exclusion as past generations.

Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are associated with adaptive function impairments. This study measured adaptive functioning in a sample of 92 children with ASD, including 80 children with co-occurring ADHD. Regression models examined whether ASD and ADHD symptom severity were associated with adaptive functioning level relative to same-age peers (standard scores). ASD severity predicted weaker overall adaptive functioning, relative to peers; ASD and ADHD severity each independently predicted weaker adaptive function in Socialization. Thus, severity of ADHD in children with ASD is associated with greater adaptive deficits than what would be expected on the basis of ASD severity alone. In contrast, ADHD was not significantly related to greater deficits in other adaptive domains, above and beyond that associated with ASD. Clinicians should be aware that ADHD confers additional developmental risk in the area of socialization in children with ASD, and that treatment plans should be designed accordingly.

The current study examined whether youth's perceived bullying norms play a role in friendship dynamics related to bullying and victimization among the fifth and sixth grade (N = 736, 52% girls at Wave 1, N = 677, 52% girls at Wave 2) in elementary schools. Youth completed peer nominations (friendship, bullying, and victimization) and a self-reported measure of perceived bullying norms in the classroom. With longitudinal social network analysis (RSiena), this study investigated selection and influence of friends in bullying and victimization as well as the moderating role of perceived bullying norms in these processes. Results indicated that high bullying youth received many friendship nominations and tended to be more influenced by high bullying friends. In addition, highly victimized youth tended to form friendships with highly victimized peers, and youth whose friends are highly victimized became highly victimized themselves over time. As hypothesized, youth's perceived bullying norms moderated these processes. As youth perceived higher bullying norms, the greater was the tendency for high bullying youth to select high bullying peers as friends and to be influenced by high bullying friends. Likewise, friend influence on victimization was magnified when youth perceived high bullying norms. The current study underscores the importance of youth's perceived bullying norms in friendship dynamics of bullying and victimization.

Introduction: Previous research has shown that peer victimization can be highly responsive to variables at the classroom level. Aggressive and prosocial norms may promote or reduce its status in classrooms. However, yet there is an apparent lack of success to explain which types of norms are more influential. This study examined the role of aggressive and prosocial descriptive and status norms in the peer victimization-status link. It also explores how the network density increases adherence to the prevailing norm in the classroom and its effect on the status of the victims. Method: Data on peer acceptance and rejection, victimization, prosocial behaviour, and aggression were collected with sociometric methods in a sample of 6,600 students (M = 13.1 years, SD = 0.6; 49.2% girls), from 269 classrooms in 81 secondary schools in Spain. Group norms for aggression and for prosocial behaviour were assessed in three ways, the behaviour of all peers (class-norm), the behaviour of most-liked peers (likeability-norm), and the behaviour of most salient peers (visibility-norm). Results: Multilevel regression analyses revealed that the negative impact of victimization on peer likeability was moderated by the classroom's norm for prosocial behaviour, by the status norm of most visible peers' norm for prosocial behaviour and for aggression, and by the group's network density. The behavioural status norms of most likeable peers had no significant effect. Conclusion: These results underscore the overall importance of group context as a moderating factor of the relation between victimization and peer status in adolescents, and add to the growing body of knowledge driven by the socio-ecological approach to the study of peer relations in developmental psychology. As implications for education, these results affect the importance of considering socio-emotional variables in the formation of class groups in order to reduce victimization.

This study aims to promote English pre-service teachers' speaking ability by integrating task-based learning (TBL) and the CEFR (Council of Europe, 2001) in designing an innovative program (the CEFR-TBL). This presentation discusses the results of an investigation of the preservice teachers' speaking ability using peer-interview technique. Also, their perceptions towards the CEFR-TBL Innovative Program were examined. The participants were thirty-six 4th year students in English Education Program at a Rajabhat University in the central part of Thailand. Research method applied in this study was action research and case study approach. Data sources were collected from interview video recordings, and a set of questionnaire. Data analysis employed Grounded theory (Strauss & Corbin, 1999) for qualitative data, and means and S.D for quantitative ones. Findings from the peer interview task revealed five aspects of students' English speaking although they were able to successfully communicate in their interview conversation. Also, the results from the questionnaire showed that the students perceived the benefits of the CEFR-TBL Innovative Program and that the program enhanced them in using English in both verbal and non-verbal communication.

This study surveyed the influence of peer group on academic performance of undergraduate students in selected departments in Babcock University, Ogun State. Peer group plays a large role in the social, emotional and academic development of students; therefore, understanding the prospects and challenges of peer group is crucial for the productivity of educational processes and the organizational design of school systems in order to improve student's academic performance. The study adopted mixed method design incorporating descriptive survey and ex post facto designs. Questionnaire was administered to one hundred and sixteen (116) students drawn from five (5) departments in the School of Education and Humanities. The number was derived from the totality of 300 level students of each department of the School using stratified random sampling method. The data generated from the study were analyzed using Pearson Product Moment Correlation Coefficient and Linear Regression Analysis to test the null hypotheses at 0.05 significant level. The result of this study revealed that, peer group has significant influence on academic performance of undergraduate students. Also, there is significant relationship between peer group and academic performance of students. Sequel to these findings, the researcher therefore recommended that, there is need for teacher to have greater supervision and regulations on students while they are in school, this will enhance the type of group they belong to. The government and ministry of education in all levels should ensure that trained counselors are posted in all schools and colleges so as to provide preventive counseling services and modify the behaviors of students who perchance have been negatively influenced by peers. Also, School counselors should play a prominent and leading role in the matter of peer group influence by organizing lectures, seminars, career talk and symposiums that can create positive awareness on influence of peer group on academic performance of undergraduate students.

Through the development and field testing of an instrument designed to measure youth social capital in the context of postsecondary transitions, this research addresses the need for theory-driven measures of social capital among youth. The results offer preliminary evidence that dimensions of youth social capital, including network structure and network content, can be reliably measured and that these dimensions of social capital are interrelated in a manner consistent with theory. The results also offer initial support for the validity of the social capital construct within the domain of youth postsecondary transitions. Taken together, the findings provide a foundation for continued research that might surmount inadequate measures and theoretical disputes to encompass more careful and rigorous empirical scrutiny when it comes to the measurement of social capital among children and adolescents.

Math anxiety's negative effects on performance are well-documented. The interplay of math anxiety and mathematical competence regarding later performance is underexplored. We investigated whether math anxiety's detrimental effects on learning depend on previous mathematical competence. Hypothesizing a moderation effect, we expected that trait math anxiety should affect pupils of higher competence to a greater extent than pupils with lesser competence. Based on 8th graders in secondary school, we found the expected interaction of math anxiety and math competence (represented by previous math grade) predicting performance three months later. The interaction of math anxiety and math competence on later performance remained despite controlling for math self-concept and gender (and previous topic-specific performance). The moderation showed differential slopes for the effects of math competence on later performance depending on trait math anxiety: At lower competence levels, math anxiety played a lesser role than for higher competence levels. Later performance was lowest for more competent pupils with higher math anxiety relative to their peers with similar competence levels but lower math anxiety. Although the data imply directionality, our design cannot imply causality. Nevertheless, one interpretation of the results is in line with the notion of greater performance losses over time for more competent pupils with higher levels of math anxiety: the learning progress may be aggravated for those, who have the prerequisite in ability to advance their performance. The optimal development of math capabilities may be compromised by math anxiety; good math abilities and low math anxiety may both be prerequisites for long-term learning success.

This meta-analysis aimed to examine the relations between nominations and traditional measures to identify gifted students and between four forms of nominations. The article also identified potential moderators of the effect, including nomination form, school level, and type of traditional measure. A total of 29 studies were included, 26 of which analysed the association between nominations and traditional measures and 8 studies analysed the association between the forms of nomination. The results indicated a positive medium Pearson's correlation between nominations and traditional measures (ESr = 0.32) and between the forms of nominations (ESr = 0.29). Type of traditional measure and school level affected the association between nominations and traditional measures. This relation was stronger when identification happened in primary school compared to secondary school (p < 0.09). The effect size was larger for achievement compared to ability (p < 0.05). Further research is required to determine the strength of associations between four forms of nomination.

This research examines the extent to which a crisis situation, such as the COVID-19 pandemic, affects marketing students' self-regulated learning (SRL) and grade expectations. Data were collected from 841 undergraduate marketing students and analyzed using the Hayes process macro to test the proposed framework. The results show direct and significant effects of SRL and its substrategies (goal setting, environmental structuring, and time management) on students' grade expectations. However, help-seeking and self-evaluation strategies do not have a direct effect on students' grade expectations. Instead, the analysis shows that the comparative appraisal of grades mediates these effects. In addition, crisis impact moderates the relationship of goal setting, time management, and self-evaluation with students' grade expectations. These results advance the understanding of SRL and self-determination theory by showing how a radical disruption can transform students' learning and, in turn, affect their perceptions of performance outcomes. This research contributes to the pandemic pedagogy by suggesting not only that marketing educators should be upskilled in the use of technology but also that they should develop curriculum design and pedagogical strategies that support SRL and work to devise appropriate curricula that help marketing students become independent learners.

Current understanding of how culture relates to the development of children's gender-related peer preferences is limited. To investigate the role of societal acceptance of gender nonconformity, this study compared children from China and Thailand. Unlike China and other cultures where the conceptualization of gender as binary is broadly accepted, individuals who identify as a nonbinary "third" sex/gender have been highly visible and tolerated in Thai society for at least several decades. Chinese and Thai 4- to 9-year-olds (N = 458) viewed vignettes of four hypothetical peers who varied on gender (i.e., boy vs. girl) and gender-typed toy play behavior (i.e., masculine vs. feminine), and were asked to give a friendship preference rating for each peer. Chinese, compared with Thai, children evidenced gender-related peer preferences that emerged earlier, remained more stable across age groups, and were relatively more biased against gender-nonconforming behavior. The only cultural similarity was in children's preference for peers who were of the same gender and/or displayed same-gender-typed behavior. Thus, while preference for peers who are of the same gender and/or display same-gender-typed behavior is common among children across cultures, the developmental onset and course of these preferences vary by culture. Moreover, societal acceptance of gender nonconformity might be key to limiting children's bias against gender-nonconforming peers.

nChildren's moral judgments of resource distributions as having "fair" or "unfair" origins play an important role in early social cognition. What factors shape these judgments? The present study advances research on this question in two primary ways: First, while prior work has typically assigned children to an advantaged or disadvantaged position in an experimental setting, here we also investigated how relative objective and "Subjective" Socioeconomic Status (OSS and SSS) predicted children's judgments. Second, while prior work has asked children to judge distributions with known origins, here we presented children with novel and causally ambiguous distributions, thereby simulating children's initial encounter of resource distributions in the social world. We assessed participants' (n = 113, 6- to 9-year-olds) OSS and SSS and then introduced them to a machine that distributed Skittles on an unknown basis. Participants received half as many, twice as many, or the same number of Skittles as a peer in three between-subjects conditions, and then rated the machine's fairness. Results revealed that children who rated their families as wealthier relative to their neighborhoods (higher SSS) rated the machine as more fair. However, children from families that were actually wealthier relative to their neighborhoods (higher OSS) were more likely to rate the disadvantage-giving machine as unfair. Together, results represent the first evidence that OSS and SSS shape children's moral judgments of resource distributions, consistent with evidence that these two forms of socioeconomic status have unique impacts on adults' judgments of inequality. Implications for moral and social development are discussed.

This article intended to analyze a current piece of international education practice in terms of its underlying values, culture, and philosophy, including the concept of international education (e.g., a curriculum model, an organizational or institutional structure, or a management style), and have particularly selected curriculum model to discuss. Furthermore, the article aims to explore and analyze international students' learning experience in the selected educational curriculums designed for them. Moreover, the article will assess how values, culture, and philosophy influence the learners' experience in the curriculums.

In this study, I examined the relationship between undergraduate music education and nonmusic education majors and their music self-perception, or how they perceived themselves as musicians. A secondary purpose of the research included investigating the relationship between music self-esteem, gender, concentration, year in school, and continued arts participation. Participants (N = 66) were music education and nonmusic education undergraduate volunteers from one band, one chorus, and four music education classes at a large, public university in the Northeastern United States. The participants completed a shortened version of Schmitt's Self-Esteem of Musical Ability Scale, along with questions about gender, ensemble participation, major, and instrument. Results indicated no significant difference between music self-esteem in music education majors and nonmusic education majors who participated in college ensembles. There were significant differences in music education majors' comparison of themselves to their high school peers, self-comparisons over 1 year, and planned future ensemble participation. More years of experience in ensembles predicted higher Schmitt's Self-Esteem of Musical Ability Scale scores.

Nearly all students believe academic cheating is wrong, yet few students say they would report witnessed acts of cheating. To explain this apparent tension, the present research examined college students' reasoning about whether to report plagiarism or other forms of cheating. Study 1 examined students' conflicts when deciding whether to report cheating. Most students gave reasons against reporting a peer (e.g., social and physical consequences, a lack of responsibility to report) as well as reasons in favor of reporting (e.g., concerns about welfare, justice, and fairness). Study 2 provided experimental confirmation that the contextual factors referenced by Study 1 participants in fact influenced decisions about whether to report cheating. Overall, the findings indicate that students often decide against reporting peers' acts of cheating, though not due to a lack of concern about integrity. Rather, students may refrain from reporting because of conflicting concerns, lack of information about school policy, and perceived better alternatives to reporting.

The Early Years Foundation Stage Profile (EYFSP) is a statutory, summative teacher assessment against nationally prescribed criteria. It is completed for all children in state education in England in summer of the reception year, when September-born children are nearly 6 and summer-born children are turning 5. This research uses quantitative descriptive and regression analyses of de-identified National Pupil Database records spanning 2008-2018 (N = 6 million+). It considers how children's own age and the mean age of their school year-group peers interplay in determining attribution of the EYFSP 'Good Level of Development' ('GLD'). Birth month is starkly predictive of 'GLD' attribution: on average, across years, August-borns are 30 percentage points less likely to be deemed 'Good' than September-borns. Moreover, an older year-group predicts lowered chances of 'GLD' attribution for children born across all seasons. In 2018, for example, a summer-born child in a much older year-group had an estimated 58% chance of being attributed a 'GLD'; a comparable summer-born child in a young year-group had an estimated 65% chance; an autumn-born child in an old year-group had an estimated 79% chance; and an autumn-born child in a young year-group had an estimated 83% chance. Results build upon previous research indicating that teachers' judgements are relative, and also complement studies describing 'moderation' requirements forcing teachers to shape EYFSP scores into prescribed patterns within schools. The latest EYFSP revision continues to ignore the dominance of age in determining 'GLD' attribution and the effects of context and relative judgement. Therefore the EYFSP cannot be an entirely 'reliable, valid and accurate' measure of 'child development' as intended by the Department for Education.

Objective: An emerging literature suggests patients with chronic illnesses can benefit from integrated, person-centric approaches to health care, including group-based programs. However, much of the research in this area is disease specific. The objective of this study was to collect preliminary evidence on the efficacy of Taking Charge of My Life and Health (TCMLH), a Whole Health group-based program that emphasizes self-care and empowerment on the overall health and well-being of veterans, a population burdened with high rates of multiple chronic conditions. Method: Self-reported outcomes, including standardized survey measures, were collected at pretest, posttest, and 2-month follow-up from 77 participants across 15 groups at four VA sites. Random intercept mixed-model regressions were used to analyze data. Results: Results from this initial study showed high satisfaction with the program and facilitators, and high attendance. There were significant pre-post gains in self-care attitudes and behaviors, patient motivation, meaning and purpose, mental health, perceived stress, goal progress, and goal-specific hope. Outcomes were maintained at 2-month follow-up for patient motivation, perceived stress, goal-specific hope, and goal progress. Significant gains were observed in health care empowerment and physical health from pretest to follow-up. Conclusions: Preliminary findings support the efficacy of TCMLH, a Whole Health group-based program that emphasizes patient empowerment, self-care practices, and peer support. Future research priorities include a rigorous evaluation with a larger sample size and control group to assess effectiveness.

The findings from this multiple case study research project on the use of cooperative learning (specifically affinity groups) among developmental college students demonstrate that students benefited from from building community and becoming interdependent. Four themes that emerged from this study, (a) accountability, (b) building community/interdependence, (c) perspectives on group work, and d) challenges, demonstrated that though there were difficulties in implementation, overall students and instructor-researchers found grouping students into affinity groups to be an effective tool that helped student performance and success.

The study investigated students' patterns of interaction and their viewpoints toward incorporating peer feedback in L2 writing class, making use of a video stimulated recall (VSR) interview and the compositions. Data were analyzed qualitatively; two groups of six students with mixed English proficiency were analyzed in terms of the language-related episodes (LREs). The participants of the study were 21 undergraduate students, majoring in English in a university in the three southernmost border provinces of Thailand. For data analysis, peer dialogues were recoded, transcribed and coded to identify students' patterns of interactions in terms of collaborative, expert/novice, dominant/dominant and dominant/passive patterns, based on Storch's (2002) scheme. Moreover, the findings revealed that the students' English proficiency level did not influence the LREs and their writing ability. Additionally, students' writing performance was improved in the identified patterns of the collaborative and expert/novice instances. Specifically, students perceived the writing process, developed affective strategies, reinforced their critical thinking ability and enhanced their social interaction skills. Besides, it encouraged them to become more effectively autonomous learners. Hence, peer feedback should be implemented in L2 writing.

Back-interpreting practice refers to interpreting the translated version of a speech back to its source language. The learning opportunities provided by backinterpreting practice can be explained by Swain's (1985) comprehensible output hypothesis, Laufer and Hulstijn's (2001) involvement load hypothesis, and Schmidt's (1990) noticing hypothesis. In the present study, back-interpreting tasks, blended regularly into the undergraduate EFL classroom for 12 weeks, involved 43 high-intermediate to advanced learners working in pairs and interpreting the Chinese translation of English spoken discourse back into English. They then learned useful expressions from the original English discourse before discussing relevant topics in small groups. Two task types--role plays and chain games--were created to avoid monotony. Qualitative data from focus-group interviews were analyzed to understand 12 lower-level speakers' and 11 higher-level speakers' perceptions of the two task types and of the practice in general. Results showed that the format of role plays primed learners to put themselves in the listeners' shoes by focusing on the gist and avoiding literal interpretation. However, the problem of incomprehensibility still existed for some lower-level speakers, and some higher-level speakers might have slacked off by being vague, failing to exhaust their linguistic resources. On the other hand, chain games engaged learners more because higher concentration, faster responses, and language flexibility were required. The format also facilitated more collaboration and peer-learning. Back-interpreting practice exposed learners' blind spots and enhanced their awareness of native-like expressions. The practice may address the challenges of large class size and heterogeneous oral proficiency levels witnessed in EFL contexts.

Students' executive functions (EFs) are linked to school success. Although school-age children spend much of their time interacting with peers, few studies have explored how children's classmates may promote EF development in elementary school. In this study, we test whether mean levels and variability in classmates' EF skills are associated with growth in individual students' accuracy and speed on EF tasks among third, fourth, and fifth graders (N = 806). We find that classmates' speed, but not accuracy, on EF tasks is linked to significant improvements in individual students' EFs over the school year. Classmates' average EFs, as indexed by faster accurate responses on EF tasks, are associated with improvements in individual students' speed on EF tasks. These results were robust to the inclusion of individual students' general processing speed. In contrast, variability in classmates' accuracy and speed on EF tasks was not associated with individual students' EF growth. Our results highlight the role of peers and the school context for EF development in middle childhood.

This study investigated the feasibility of using a web-based Student Response Systems (SRS) to promote interaction in an undergraduate class of 239 students. The study was conducted at a tertiary institution in Guyana, a developing country, faced with technological challenges that made it impractical for every student in the class to respond individually using the SRS. The challenges were addressed by using the Think-Pair-Share model which uses peer discussions, in combination with the shared use of response devices, whereby the large class was subdivided into smaller groups of two to four students, with one student from each group posting the response using the SRS. The Interactivity construct was measured through aspects of learning which included involvement, engagement, participation, feedback and self-assessment. An independent samples t-test was conducted to compare student perceptions of their level of interactivity in class before and after the study. Results indicated that there was a significant difference in their average levels of interactivity before (1.7±0.536) and after the study (4.4±0.483); t = -53.6, p = 0.000 suggesting that the use of shared response devices to post responses in combination with the Think-Pair-Share model can increase individual student interactivity even in a large class.

Purpose: The aim of this study was to investigate the perceptions of undergraduate counseling trainees in regards to the use of the structured peer group supervision format and its effect on their counseling self-efficacy beliefs. Method: This study utilized a mixed method research design incorporating both qualitative and quantitative methodologies. To obtain the opinions of counseling trainees in regards to the use of the structured peer group supervision format, qualitative data was collected via a demographic information form and survey developed specifically for this research. While, the quantitative data for the study was collected via a Counselor Activity Self-Efficacy Scale (CASES) utilized to measure the counseling self-efficacy levels of the participating counseling trainees. The research participant group was comprised of senior-level university students studying in the Counseling and Guidance program at a state university located in Ankara, Turkey. The participant group for the qualitative portion of the study included 16 undergraduate-level counseling trainees, while the participant group for the quantitative portion included 21 undergraduate-level counseling trainees. Findings: The qualitative findings indicated that the trainees' perceptions were clustered into four main themes: (1) contributions of the model, (2) strengths of the model compared to individual supervision, (3) aspects of the model that need improvement, and (4) applicability of the model for undergraduate-level counseling students. The quantitative findings revealed that the structured peer group supervision process positively affected the growth of the trainees' counseling self-efficacy beliefs. Implications for Research and Practice: The results suggested that the structured peer group supervision format could be a useful and practical means of providing appropriate and effective supervision for undergraduate-level counseling trainees in Turkey.

The purpose of this study was to apply a propensity score method that could control for selection bias at both the student-level and school-level in an investigation of the causal effect linking participation in school-based extracurricular activity (SBEA) to adolescents' learning outcomes. The data for this study were drawn from the Education Longitudinal Study of 2002 (ELS: 2002) data set. The final sample comprised 12,247 10th graders; 6,026 (49.20%) were males. A propensity score method incorporating marginal mean weighting through stratification was implemented to analyze the data. Results showed that 10th graders who had proper intensity of participation in SBEA (6-15 hours a week) slightly outperformed peers who did not participate in SBEA on the performance of mathematics achievement in 12th grade. Regarding the link between SBEA participation and adolescents' long-term learning outcomes, results indicated 10th graders in 2002 with low to moderate levels of intensity (i.e., 1-15 hours) were more likely to achieve higher education credentials by the year 2012 when compared to non-participating peers.