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The PAX Good Behavior Game (PAX-GBG) is a school-based intervention shown to enhance student self-regulation, encourage prosocial behavior, and curb challenging behaviors. However, little is understood about students' perspectives on the intervention. In this study, we conducted a survey and semi-structured interviews with 3rd-grade students in Sweden to examine their feelings and attitudes towards PAX-GBG. Thematic analysis revealed five themes: 'enjoying our PAX-classroom', 'I can do this', 'it's tough (sometimes)', 'making sense', and 'grease for the wheels'. Survey results showed mostly positive feelings towards PAXGBG activities. Overall, the participants displayed positive attitudes towards PAX-GBG, indicating its appreciation and suitability for students. Moreover, many found the intervention effective in fostering appropriate behaviors and deterring inappropriate ones, consistent with previous quantitative studies.

Motivational beliefs, especially self-efficacy, are very important in understanding students' academic engagement and achievement. Students' self-efficacy influences their academic decisions, choices, and learning behaviours. Building on a case of an African international student identified as Frank, this case study illustrates the influence of socio-cultural contexts on students' development of motivational beliefs, such as self-efficacy, across the school years. Specifically, it considers how Frank's social expectations, goals, cultural norms, school structure, and experience of teacher support shaped his motivational beliefs and influenced his academic engagement. The article emphasizes the need to understand how students' motivational beliefs and academic engagement are situated in context. Implications for theory, practice, and research are discussed.

Paying reparations to Black Americans has long been contentiously debated. This article addresses an unexamined pillar of this debate: the United States has a long-standing social norm that if an individual or community has suffered a harm, it is considered right for the federal government to provide some measure of what we term "reparatory compensation." In discussing this norm and its implications for Black American reparations, we first describe the scale, categories, and interlocking and compounding effects of discriminatory harms by introducing a taxonomy of illustrative racial harms from slavery to the present. We then reveal how the social norm, precedent, and federal programs operate to provide victims with reparatory compensation, reviewing federal programs that offer compensation, such as environmental disasters, market failures, and vaccine injuries. We conclude that the government already has the norm, precedent, expertise, and resources to provide reparations to Black Americans.

Graduate teaching assistants (GTAs) are faced with managing how to respond to student disclosures of grief in the classroom but often lack grief training from their universities when these instances occur. Good and Mad grief, and Critical Grief Pedagogy (CGP) are the frameworks for which this study is positioned. Through interviews with GTAs in the United States, we explore their experiences when engaging with student grief disclosures and revealed three main themes: "regulations and boundaries, transactional exchanges in institutions," and "the classroom being a human space." We also discuss how GTAs use CGP to manage these interactions. We further suggest that GTA training should include CGP to help prepare future instructors for student grief and welcome grief into the classroom.

While males have predominantly held leadership positions in national-level parliaments, the rising visibility of females as heads of government, despite their underrepresentation, is a significant trend. This study investigated the political resignation speeches of four female leaders in national parliaments: Australia, England, New Zealand, and Scotland. Examining their speeches revealed a strategic utilization of self-praise to construct their identity as effective leaders. A comparative analysis of these speeches highlighted distinct self-praise strategies employed. These speakers interacted with varied levels of familiarity with their audience influencing their self-praise strategies. Addressing familiar individuals prompted the use of diverse strategies, notably emphasizing direct self-praise with modifications. In contrast, when addressing less familiar recipients, leaders tended to lean more towards straightforward strategies. Across these speeches, a multimodal discourse analysis uncovered the diverse communication modes utilized by leaders including variations in bodily movements, hand gestures, and eye contact. These modes of communication reflected the perceived social distance between the speakers and their audience.

The use of language in digital discourse for marketing has rapidly developed through mass media. This paper elucidates how advertisers employ various pragmatic strategies to persuade the recipient to act (behavior) by purchasing specific products. This study utilized different theoretical and conceptual frameworks (Theory of Reasoned Action and Aristotle's Models of Persuasion) to address the shortcomings of the social cognitive approach in studying persuasion, to investigate how language of advertisements can influence the recipient's thinking of a product from a psychological perspective. Guided by the principles of TRA, the present study argues that persuasion in advertisements is structured by three dimensions: attraction (through language features and appeals), evaluation (through beliefs, attitudes, and intention), and behavior (social acceptance or reluctance). This study revealed eight persuasion techniques employed by advertisers including demonstrating distinction, honoring commitment, expressing authority, hyperbolizing, glorification, providing proofs, expressing solidarity, and proving success. Showing distinction and Honoring commitment were the most frequently used strategies. Additionally, the study found that strategies of persuasion involved ethical, logical, and emotional appeals for their large effect on the recipient as they contribute to the recipient's positive evaluations. Appealing to reasoning (logic) is the most common one in slogans.

This study explores problem solving practices in a gifted and talented mathematics classroom in response to the calls for investigating problem solving as a sociocultural cultural activity rather than a cognitive activity of individuals. Therefore, we used a socio-mathematical norm perspective for our investigation. Data consists of forty-three mathematics lessons in a gifted and talented classroom. We used the two dimensions of a socio-mathematical norm (student and teacher) to analyze the observational data. The findings revealed a social norm regarding different solutions that reflect the classroom's micro-culture in terms of problem solving and students offered mathematically different (especially easy, simple, or effective ones) and sophisticated solutions which pointed out a socio-mathematical norm about mathematically different solutions. We observed an explicit talk on different solutions. However, the classroom community lacked a socio-mathematical norm regarding evaluations of mathematically different solutions based on criteria such as easy, simple, effective, or sophisticated. A lack of such a norm resulted in low-level problem-solving practice which was not expected from gifted and talented students. We offer practical implications for the dynamics of a classroom where gifted and talented students engage in problem solving activities and theoretical implications regarding the two dimensions of a norm.

This article explores international students' experiences in their graduate STEM programs at predominantly white US institutions through in-depth qualitative interviews and thematic analysis. International students reported encountering social and cultural barriers with American peers and sometimes even with other international students. These barriers include language, popular cultural, and social norms. Some students, who were less culturally represented in their cohorts, felt isolated but later found other people outside of their departments, often people from their same cultural background. The experiences of our participants varied by the representation of their culture in their departments, where students from less represented countries experienced more isolation. Connections to current acculturation theory will be discussed, as well as further implications and possible solutions for increasing intercultural exchanges.

This narrative qualitative study explored how sorority members negotiated their identities within systems of hegemony with their student communities. Sorority members used women's empowerment discourse to rationalize how they consumed alcohol, engaged in frequent consensual sexual relationships, and navigated relationships with fraternity men and across their campus sorority/fraternity communities. Implications for practice included harm reduction, sex education, and supportive policies.

This study aims to investigate university students' readiness and presence towards online teaching in the context of various variables. The study is designed as survey research, one of the quantitative models. The sample of the study consists of 318 preparatory and firstyear university students studying at a university in the Eastern Anatolian Region of Turkey. The data were obtained using the "Readiness for Online Learning Scale" and "The Community of Inquiry Model " scale. Descriptive statistics and inferential were used in the analysis of the data. As a result of the study, it was revealed that university students' readiness levels for online learning and their social, cognitive and teaching presence were high. In addition, it was determined that university students' readiness levels and perceptions of presence differ statistically according to age, gender, education level, monthly income of the family and connection device. The implications were discussed in terms of theoretical insights and administration for online learning.

Ethnic and racial minority (ERM) people are projected to comprise the US majority by 2050. In tandem, there is an anticipated rise of ERM students in higher education. Research examining academic socialization to dominant culture expectations and culturally-informed mentoring is limited. Existing work is theoretical, qualitative, or does not empirically compare the experience of ERM and White students. In this study we compared the experiences of ERM and White graduate students (N=349) via data collected from 2020 to 2023. We found no significant difference between ERM and White students' reported pressure to conform to dominant culture. However, ERM students reported higher pressure to leave their cultural background behind and higher academic consequences for refusing to alter/change aspects of their cultural identity. Furthermore, ERM students reported higher difficulty in securing culturally-informed mentoring than their White peers. Institutions of higher education may support their ERM students by increasing access to culturally-informed mentoring.

We report on three episodes from a case study where upper secondary students numerically explore the definite integral in a Python environment. Our research questions concern how code can mediate and support students' mathematical thinking and what kind of sociomathematical norms emerge as students work together to reach a mutual understanding of a correct solution. The main findings of our investigation are as follows. 1) Students can actively use code as a mediator of their mathematical thinking, and code can even serve as a bridge that helps students to develop their mathematical thinking collaboratively. Further, code can help students to perceive mathematical notions as objects with various properties and to communicate about these properties, even in other semiotic systems than the mathematical language. 2) For the participating students, a common norm was that an acceptable solution is a sufficient condition for the correctness of the solution method although students were aware of a problem in their code, yet also other norms emerged. This demonstrates that learning mathematics with programming can have an effect on what kind of sociomathematical norms emerge in classroom.

Objective: The study aims to examine family functionality, emotion regulation difficulties, preference for loneliness, social exclusion, internalizing and externalizing disorders, and executive functions in children with Attention Deficit Hyperactivity Disorder (ADHD) and Cognitive Disengagement Syndrome (CDS) and compare with ADHD, and ADHD+ Oppositional Defiant Disorder (ODD). Method: This study included 842 children aged 8-12 years. The subjects were categorized according to DSM-V as ADHD (n = 246), ADHD + ODD (n = 212), ADHD + CDS (n = 176), and Control group (n = 207). The solitude and social exclusion, difficulties in emotion dysregulation and Barkley SCT scales, Child Behavior Checklist, family assessment device, and Central Vital Signs (CNSVS) test were used. Results: According to the study, children with ADHD + CDS had higher rates of internalizing disorders. They also preferred being alone and experienced more difficulty communicating with their parents and solving problems within the family. Additionally, these children had difficulty recognizing and understanding the emotional reactions of others. The ADHD + ODD group presented a poorer performance on CNSVS domain tests except for the psychomotor speed test than other groups. Also, ADHD + CDS children had the lowest psychomotor speed scores and lower scores on reaction time and cognitive flexibility than pure ADHD children. Conclusion: This study will contribute to the etiology, treatment, and clinical discrimination of ADHD + CDS. (J. of Att. Dis. 2024; 28(12) 1555-1576)

Objective: To provide an in-depth examination of whether pragmatic, expressive, receptive, and narrative language are associated with the social and academic functioning of children with ADHD. Method: Children with ADHD (n = 46) and neurotypical comparison (NC) children (n = 40) aged 7 to 11 years completed tasks measuring expressive, receptive, and narrative language, while parents rated pragmatic language and social- and academic functioning. Results: Children with ADHD differed significantly from NC children on pragmatic language, expressive language, receptive language, and narrative coherence. An examination of indirect effects revealed that a significant proportion of the association between ADHD and social functioning was shared with pragmatic language, while a significant proportion of the association between ADHD and academic difficulties was shared with pragmatic language as well as with expressive language. Conclusion: This preliminary study supports the clinical relevance of language in relation to the academic- and social functioning of children with ADHD. (J. of Att. Dis. 2024; 28(12) 1542-1554)

Purpose: Dyadic synchrony is positively associated with social competence. Although children diagnosed with Autism Spectrum Disorder (ASD) and children diagnosed with Down Syndrome (DS) both have trouble with dyadic synchrony, the origin of their difficulties is fundamentally different. In this mixed method study, we investigated differences in dyadic synchrony and social behavior between children diagnosed with ASD and DS. Methods: Twenty-seven children diagnosed with ASD (10 cisgender females; Mage = 10.98 years; SD = 2.21) and twenty-five children diagnosed with DS (11 cisgender females; Mage = 11.91 years; SD = 2.27) performed a collaborative drawing task with a parent in which they had to synchronize their drawing movements. We continuously tracked their dominant hand movements using wearable accelerometers, and performed Cross-Recurrence Quantification Analysis to extract synchrony measures. Additionally, we compared the social behaviors (interpersonal synchrony, emotion regulation, and social cognition, motivation, and confidence) of these children using quantitative parental questionnaires. Results: Parent-child synchrony measures were significantly higher for children diagnosed with ASD. Yet, parents were significantly more positive about the social behaviors of children diagnosed with DS. No significant correlation between the synchrony and questionnaire measures was found. Conclusion: While children diagnosed with ASD synchronize better during a collaborative task, the social behavior of the children diagnosed with DS (including social synchrony) is more positively evaluated by their parents. Possible reasons for this discrepancy are discussed.

College students are at a heightened risk of experiencing depression and anxiety symptomatology and engaging in maladaptive alcohol use. Understanding how alcohol interventions impact emotional functioning is essential. One such intervention uses Deviance Regulation Theory (DRT), which posits that behavior can be modified using targeted messaging as a function of perceived norms. DRT has been shown to be effective at increasing responsible drinking behaviors and decreasing alcohol-related consequences. However, it is unclear if this intervention influences emotional functioning. The current examines the impact of a DRT intervention on emotional functioning. Participants (n = 147) were recruited from a large Southeastern university. The study included a screening phase, intervention, and six-week follow-up. Participants were randomly assigned to one of three conditions: a positive message condition about people who drink responsibly, a negative message condition about people who do not drink responsibly, and an active control condition. During the study, all participants reported on depression/anxiety symptoms, alcohol use, responsible drinking, and alcohol-related consequences. Mixed-effects regression was used to analyze the data. Results suggest an overall reduction of depressive and anxiety symptomatology in the intervention conditions but not in the control condition. In the positive condition, there was a decrease in depressive and anxiety symptomatology. The messaging was not moderated by normative beliefs. The negative condition also led to decreases in depression and anxiety symptomatology over time. In addition, perceived norms moderated the negative message in the first week after the intervention, an effect consistent with DRT. Prior research indicates this intervention is efficacious for the reduction of adverse alcohol outcomes; these data show that the intervention may also have positive effects on downstream mental health outcomes.

We aimed to evaluate the internal consistency of Stanford Social Dimensions Scale (SSDS) translated to Serbian and to test it against the Strengths and Difficulties Questionnaire (SDQ). The sample consisted of 200 patients (32% ASD) of the Institute of Mental Health in Belgrade, Serbia (68 females, 132 males, M[subscript age]=9.61, SD[subscript age]=4.06). Internal consistency coefficients were within good/acceptable range for Social Motivation, Affiliation, Recognition and Unusual Approach subscales and below acceptable for Expressive Social Communication subscale. The non-autistic group scored higher on all subscales compared to the ASD group. All SSDS subscales positively correlated with SDQ Prosocial Behaviors scale. The SSDS is a valuable instrument for accessing sociobehavioral phenotype in both individuals on the autism spectrum and non-autistic individuals.

Parent-teacher relationships are germane to child outcomes and are especially important when children experience social-behavioral difficulties. We used dyadic methods to assess levels and congruence in parent-teacher relationship joining (affective quality) and communication-to-other (communication behaviors). The study also examined whether teacher beliefs about parent involvement and years of experience and parents' educational attainment and ethnic-racial identity related to relationship qualities. Data come from three randomized controlled trials of a family-school partnership intervention for children with social-behavioral difficulties. Results indicated dyad levels of joining were higher than communication-to-other and identified a degree of mismatch in parent-teacher relationships. Parents reported more positive joining and communication-to-other than teachers. Parent-teacher dyads reported higher-quality relationships when parents identified as White and teachers held positive beliefs about parent involvement. Congruence was greater when teachers held positive beliefs about parent involvement and when parents had higher educational attainment. Implications for school-based family engagement efforts are discussed.

Cultural comparisons suggest that an understanding of other minds may develop sooner in independent versus interdependent settings, and vice versa for inhibitory control. From a western lens, this pattern might be considered paradoxical, since there is a robust positive relationship between theory of mind (ToM) and inhibitory control in western samples. In independent cultures, an emphasis on one's own mind offers a clear route to 'simulate' other minds, and inhibitory control may be required to set aside one's own perspective to represent the perspective of others. However, in interdependent cultures, social norms are considered the key catalyst for behaviour, and metacognitive reflection and/or suppression of one's own perspective may not be necessary. The cross-cultural generalizability of the western developmental route to ToM is therefore questionable. The current study used an age-matched cross-sectional sample to contrast 56 Japanese and 56 Scottish 3-6-year-old's metacognition, ToM and inhibitory control skills. We replicated the expected cultural patterns for ToM (Scotland > Japan) and inhibitory control (Japan > Scotland). Supporting western developmental enrichment theories, we find that inhibitory control and metacognition predict theory of mind competence in Scotland. However, these variables cannot be used to predict Japanese ToM. This confirms that individualistic mechanisms do not capture the developmental mechanism underlying ToM in Japan, highlighting a bias in our understanding of ToM development.

Parent education programs are important avenues through which parents of children with developmental delays can learn new skills to help them with child-rearing challenges. However, those in economic hardship often face problems with applying these skills at home where the child's learning and/or behavioral problems commonly occur. In this exploratory qualitative study, we adopted a positive deviance (PD) lens to explore strategies six economically disadvantaged parents used to support their children who were attending special and mainstream preschools concurrently. The PD perspective was first used in public health research with low-resource communities where a few individuals have been observed to adopt uncommon practices and behaviors that enable them to find better ways to prevent social or health problems than their neighbors facing similar constraints and risks. We identified adaptive parental behaviors, thoughts and feelings that helped them navigate daily hassles faced with "dual schooling" their children in Singapore. The study highlights important implications in the development and refinement of future parent training programs.

Despite research indicating evidence-based sexual health education results improved student outcomes, students with intellectual and developmental disabilities (I/DD) do not typically receive sexual health education. While school psychologists possess skills that could contribute to sexual health education for students with I/DD, there is no existing research on this topic. To address this, we conducted a survey of school psychologists in a state in the Southeastern United States regarding their attitudes, perceptions of social norm and self-efficacy, and training and familiarity in regard to sexual health education for students with I/DD. The survey's focus and design were guided by the Reasoned Action Approach. Data collection and analyzes addressed (a) the underlying structure and internal consistency of our survey's scales; (b) school psychologists' level of training, knowledge, and beliefs about implementing sexual health education programs with students with I/DD; and (c) the relationship between school psychologists' previous training, knowledge, and beliefs and their implementation of and advocacy for sexual health education for students with I/DD. Descriptive statistics, principal component analyzes, and multiple regression were used to summarize the data and address the research questions. Data from the multiple regression analysis indicated that a significant amount of the variance in participants' implementation/advocacy scores was explained by attitude, social norms, behavioral control/self-efficacy, and training/familiarity. Our findings suggest that school psychologists' engagement in implementation of and advocacy for sexual health education for students with I/DD can be influenced by level of training and knowledge and perceived capability and behavioral control.

Although power manifests as a form of social behavior through language, how it contributes to business English lingua franca (BELF) discourses remains underresearched. This article problematizes how perceptions of power dynamics manifest through choices of BELF discourses as practiced in the Bangladeshi ready-made garments (RMG) industry. Data for this study were collected from interviews with three levels of business professionals. Findings show that perceived power is embedded in everyday business discourses to both empower and disempower speakers and influence differences in their language use. Specifically, perceived organizational position, business position, linguistic ability, and sociocultural identity impacted language differences.

Consistent with a "double empathy" framework, autistic adults often experience better interaction with autistic compared with non-autistic partners. Here, we examined whether non-autistic observers detect differences in autistic interactions relative to non-autistic and mixed ones. Non-autistic adults (N = 102) rated the interaction quality and traits of 42 autistic and 44 non-autistic male participants interacting in same or mixed-neurotype dyads. Non-autistic interactions and participants were evaluated most positively, with participants rated more favorably when interacting with non-autistic partners and rated as less intelligent and awkward when interacting with autistic partners. Observers perceived mixed interactions as the least successful overall. Whereas non-autistic interactions were rated as smoother and more enjoyable than mixed interactions, they were not rated differently from autistic interactions on any measure of interaction quality. Observers also perceived that non-autistic participants but not autistic participants disclosed more to non-autistic partners. However, they evaluated autistic participants more negatively than their partners in the interaction evaluated them; they disproportionately underestimated trust and intelligence ratings made by autistic participants; and they and reported lower social interest in participants than did the autistic and non-autistic people in the interactions. Collectively, these findings indicate that non-autistic adults both detect and demonstrate the double empathy problem when observing social interactions involving autistic people.

Children with Developmental Language Disorder (DLD) often experience co-occurring psychosocial difficulties, the developmental trajectories of which are still not fully understood. This study sought to explore the manifestation of such difficulties during childhood, through first-hand accounts of those with DLD and their close relatives. Individual semi-structured interviews were conducted with 11 mothers of children with DLD (aged 6-12 years old) and were analysed alongside the secondary data from interviews of five adults with DLD. Interviews were conducted online; all participants resided in Europe and were fluent in spoken and written English. A process of interpretive phenomenological analysis resulted in the development of five overall themes: experiencing anxiety, social frustrations, maintaining factors, childhood strengths and the parenting experience. Cognitive appraisals appeared particularly important during childhood in both escalating and maintaining anxiety, low self-esteem, emotion dysregulation and social frustrations. High levels of isolation and stress were experienced by all mothers. The findings suggest parents in the United Kingdom and Ireland require more support and guidance at the point of diagnosis than is currently provided. Emphasis was given to the link between children's experience of anxiety and social behaviours, such as withdrawal, as well as their intolerance of uncertainty. Internalising symptoms were a prioritisation for intervention during childhood by both parents and adults with DLD.

To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5--10 min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred. Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = - 1.942, [eta-squared] = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) "Changed behavioral attribution," (2) "Knowledge facilitates understanding and engagement," and (3) "(Mis)perceptions of increased inclusion." A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers' understanding of and social engagement with autistic children in community programs such as camps.

This study investigated the prevalence, and the developmental, behavior and emotional outcomes of 675 preschoolers with ASD with or without a history of regression, who participated in the Study to Explore Early Development (SEED). The SEED project is a cross-sectional case-control study that collected data between 2007 and 2011. Children's history of regression, adaptive skills, and behavior problems were assessed using the Autism Diagnostic Interview-Revised (ADI-R), the Vineland Adaptive Behavior Scales-Second Edition (Vineland-2), and the Child Behavior Checklist (CBCL), respectively; and children's developmental levels were assessed using the Mullen Scales of Learning (MSEL). Findings from this study indicated that 26% of children experienced social and language regression, and of those with regression, 76% had regained lost skills upon completion of the study. Compared to children without a history of regression, children with social regression demonstrated increased internalizing problems and decreased fine motor skills, and children with language regression demonstrated poorer language skills. Also, children with language and social regression displayed poorer adaptive communication skills than children without regression. Children who experienced regression in one area of development demonstrated better outcomes than those who experience regression in multiple areas. To conclude, children with regression are at risk for poorer outcomes during their preschool years.

Considerable research has demonstrated the presence of masculine norms in outdoor adventure education. The resulting values and practices function to ostracize or devalue women leaders, a dynamic that often goes unnoticed by men in the field. Although women's and men's perspectives on their experiences have been studied, to date no research identified by the authors has compared the perspectives of a man and woman leader on the same outdoor excursion. The current research aims to address this gap. Two leaders on a university-sponsored excursion used a comparative autoethnography approach, each journaling about their experiences on a 13-day flat water backcountry canoe trip. The two leaders subsequently performed analysis collaboratively to consider themes arising from the comparison of the two journals. Despite awareness and desire to actively combat gender norms, both leaders performed their gender in ways that adhered to stereotypes. Multiple hegemonic masculine norms were evident in the man's performance, possibly affected by the group composition. Greater critical self-reflection or training is required, particularly for men in outdoor adventure education contexts, to avoid reproducing harmful masculine norms. These results come despite participants' awareness of such norms and professed efforts toward gender equity.

Early College High Schools (ECs) are growing in popularity as an affordable avenue for students to obtain up to an associate's degree while in high school in Texas. Using Merton's (1966) Anticipatory Socialization Theory, this study investigated how ECs shaped 13 graduates' social behaviors and norms while in high school, and then how they leveraged those behaviors in their transition to college. Results indicate that while ECs proved to be a supportive environment with nurturing teachers, these programs deemphasized social activities, leading to varying preparation of the social skills necessary for college fully. Recommendations for practice and future research are provided.

Engagement plays an important role in students' success in learning. While learner engagement has been widely examined, the degree to which learners engage in online learning and the relationship between online engagement and learning outcomes, particularly in the domain of second/foreign (L2) language learning, still remain under-explored. To bridge the gap, this study examined college L2 English learners' profiles of online engagement and their learning outcomes. A total of 85 first-year college students participated in this study. The results showed that college students' online L2 English learning engagement is multidimensional, including behaviroral, cognitive, affective, and social facets. Additionally, students' actual behavioral (e.g., task engagement time and task completion rate) and self-perceived online engagement (e.g., behavioral, cognitive, and affective online engagement) are significantly correlated. Nonetheless, among the two levels of online engagement measures, only task score in the actual behavioural engagement is a positive predictor of students' learning outcomes. The study concludes with practical implications for online teaching.

This study examines a child's personal experiences with peer relationship building in the classroom and is guided by Vygotsky's cultural historical concepts of the social situation of development and cultural tools and Hedegaard's (2012) model for learning and development. Hedegaard's (2012) dialectical-interactive approach was adopted to analyse the data for this study which was gathered using digital video observations of a grade one classroom within the western suburbs of Melbourne, Victoria, Australia over a five week period. This paper explores the strategies used by children that enables them to balance their desire for peer relationships while remaining within what is considered acceptable behaviours by their teachers within the classroom. It is argued that it is important for schools to continue to strive to find the balance between institutional demands while creating social situations that foster peer relationships.

Adolescence is a critical period during which youth develop and shape their behaviors. Because differences between youths are strongly connected to environmental factors, we aimed to elucidate possible pathways from home-school regulation and atmosphere to youths' prosocial and antisocial behaviors. Data were derived from the China Education Panel Survey. This study involved a total of 9291 students aged 14-15 years (4834 boys, 4457 girls). We used structural equation modeling (SEM) with LISREL 8.80 and Monte Carlo resampling with R to conduct the analysis strategy. In the home-school regulation, parental supervision on the one hand and teacher criticism on the other hand have direct positive and negative predictive effects on youths' prosocial behaviors, respectively, while their direct effects on antisocial behavior are the opposite; teachers praise does not directly affect adolescents' prosocial and antisocial behaviors. In the home-school atmosphere, family interaction and perceived good class climate directly positively affect youths' prosocial behaviors, while the direct effects of both on antisocial behavior are not significant. The SEM results reveal that academic self-efficacy and depressive symptoms may be underlying mediating mechanisms through which home-school regulation and atmosphere during adolescence affect students' prosocial and antisocial behaviors. Intervention programs targeting home-school supportive environments and prevention programs targeting positive emotion and self-awareness may yield benefits for proper social behavior in adolescents. For example, by enhancing the way and frequency of parent-child interaction, teachers and students jointly create a good class climate of care and friendship to strengthen a home-school supportive environment. Improve adolescents' positive emotions such as contentment, optimism, and hope to reduce the possibility of depression.

Parents' cultural beliefs are associated with their children's socialization and development. Researchers have examined these associations through the lens of parents' ethnotheories, which refer to parents' implicit beliefs about children's developmentally appropriate behavior. In contrast to prior work focused on parents' ethnotheories of desirable behaviors and qualities, there has been a considerable lack of research examining ethnotheories about children's maladaptive behavior. In this article, we address this gap in knowledge by examining cultural differences and similarities in Spanish and American parents' beliefs about the causes of children's maladaptive behaviors. A semi-structured interview was used to assess parents' causal attributions of children's internalizing and externalizing behaviors in a sample of 50 parents from the United States and 51 parents from Spain. Results revealed that US parents made more attributions to children's internal states, social learning, and power motives than Spanish parents for externalizing behaviors. Conversely, Spanish parents made more attributions to attention seeking and material gains than US parents for the same behaviors. There were no cross-cultural differences in attributions for internalizing behaviors. Parents had strikingly different theories of children's disruptive behaviors than they did for children's internalizing behaviors. Differences in parents' explanatory styles may reflect and maintain broader cultural differences between Spain and the United States. This study lends evidence to the growing literature on the relevance of parents' ethnotheories in the context of child development and extends it to the topic of parental attributions regarding maladaptive child behaviors.

This case study examines reciprocal mentoring in a community-based program (CBP) serving immigrant Latino families with school-aged children. University student volunteers shared technological and college knowledge and grew in leadership skills. Simultaneously, they gained familial and cultural support and belonging from program families. The CBP fostered all forms of community cultural wealth capital. Study findings can inform educational leaders seeking to develop mutually beneficial partnerships between education institutions and community organizations to support student success.

Little is known about the implications of cannabis legalization on adolescent health behaviors. This study sought to examine the relationship between recreational cannabis legalization and adolescent sexual risk behaviors. Data on 371,487 respondents who have ever had sexual intercourse from 41 states in the 2005 to 2019 Youth Risk Behavior Survey was linked with data on state-level cannabis policies. Difference-in-differences logistic regression models were conducted. Recreational cannabis legalization was associated with a reduced likelihood of respondents having 2+ sexual partners (adjusted OR [aOR] 0.63, 95% CI [0.47, 0.84]), but had no association with condom use (aOR 0.94, 95% CI [0.80, 1.11]). Changing social norms around cannabis is a potential pathway linking cannabis legalization to a reduction in sexual risk behaviors.

Children and even infants have clear intuitions about power early in development; they can infer who is dominant and subordinate from observing a single interaction. However, it is unclear what children infer about each individual's status from these interactions--do they think dominants and subordinates will maintain their status when interacting with novel partners? In three experiments, we investigate this question. Children (4- to 10-year-olds, N = 365) heard stories about a dominant and subordinate agent and predicted the dominant or subordinate agent's behavior with a novel agent. In all studies, we found that 7- to 10-year-olds generalized dominance, thinking the dominant would again be dominant or "in charge," both for social power (e.g., granting permission) in Study 1 and physical dominance (e.g., a fistfight) in Studies 2 and 3. Furthermore, although they believed dominant agents would win dominance contests (fistfights), they did not believe they would win contests unrelated to dominance (math contests). Younger children did not generalize social power (Study 1) but did generalize physical dominance (Studies 2 and 3). However, even for physical dominance, their generalizations were less selective (i.e., they believed the dominant would win fistfights and math contests). Notably, neither age group generalized an agent's submissiveness in any of the studies--they did not believe a subordinate agent would again be subordinate when paired with a novel partner. We discuss how these results extend past work on children's developing intuitions about dominance and prompt deeper questions about the inferences children draw from dominance interactions.

When people make decisions, they act in a way that is either automatic ("rote"), or more thoughtful ("reflective"). But do people notice when "others" are behaving in a rote way, and do they care? We examine the detection of rote behavior and its consequences in U.S. adults, focusing specifically on pedagogy and learning. We establish "repetitiveness" as a cue for rote behavior (Experiment 1), and find that rote people are seen as worse teachers (Experiment 2). We also find that the more a person's feedback seems similar across groups (indicating greater rote-ness), the more negatively their teaching is evaluated (Experiment 3). A word-embedding analysis of an open-response task shows people naturally cluster rote and reflective teachers into different semantic categories (Experiment 4). We also show that repetitiveness can be decoupled from perceptions of rote-ness given contextual explanation (Experiment 5). Finally, we establish two additional cues to rote behavior that can be tied to quality of teaching (Experiment 6). These results empirically show that people detect and care about scripted behaviors in pedagogy, and suggest an important extension to formal frameworks of social reasoning.

Some autistic people use strategies to hide autistic behaviour and appear more neurotypical. Previous research has linked this 'social camouflaging' with mental health difficulties. This review synthesised qualitative research to explore the relationship between camouflaging and mental health. Thirteen studies were systematically identified, appraised and synthesised using meta-ethnography. Four third-order concepts were developed, describing camouflaging as an attempt to cope with stressful social contexts which impact mental health. Many autistic people experienced unintended negative consequences of their camouflaging that increased stress. Potential mechanisms for the relationship between camouflaging and mental health related to the qualities of the strategies that were used. Camouflaging strategies that were superficially 'successful' involved high levels of self-monitoring, were highly cognitively demanding or highly habitual and appeared more linked to poor mental health. This should be investigated in future research and has potential implications for how clinicians support autistic people with mental health difficulties.

While research on the prevalence of co-occurring autism spectrum conditions (ASC) and trans gender modality (TGM) is available, less is known about the underlying mechanism of this association. Insight is needed to improve treatment of trans autistic people. This review provides an overview of theories on the ASC-TGM link and the available evidence for/against them published between January 2016 and October 2020. A systematic search was performed in PubMed, PsycINFO, Web of Science, and Scopus. This resulted in 36 studies, in which 15 theories were identified. Results indicate all theories lack substantial empirical support. Unlikely and promising theories were identified. The most promising theories were those on resistance to social norms and weakened sex differences. Future directions are provided.

In this paper, we analyse a group of 6 and 7 year olds' interactions during a literacy event. We explore the complexities of their meaning-making following a read aloud of Where the Wild Things Are (Sendak 1963). Our focus is on discourses of gender/sex/uality, a term that acknowledges the complex relationship between gender, sex and sexuality, and how these discourses are enacted. Our guiding question was: How did discourses of gender/sex/uality circulate in this group of young children's multimodal and playful responses to a literacy event? By considering the relationship between reader response, play and gender/sex/uality, we gained insight into how children's responses to texts are connected to their own identities and lived experiences. We used critical multimodal discourse analysis to understand the children's meaning-making processes. This revealed how the children were drawing from varying scripts to inform their play and creative processes. The children referenced gender/sex/uality to collaborate, to compete and to seek inclusion or status in the group. We discuss four children who drove this collective dialogue and who guided the group's interactions. Another child's responses pushed against and evolved in tandem with the emerging consensus. This study deepened and expanded our consciousness of children's enactments of gender/sex/uality and how such enactments reinforced heteronormativity. The children's artefacts, actions and talk are testimony of dominant discourses that guided and ultimately led them to adopt storylines that aligned with heteronormative scripts. Our analysis of how the children's responses unfolded revealed how power asymmetries were reinforced and hegemonic ideologies persisted. Understanding the influences of social norms during interactive literacy events may help educators create opportunities for all learners to write themselves into these events and classroom interactions more broadly.

This article is a conceptual co-exploration of the relationship between philosophy and childism. It draws upon a colloquium in December 2021 at the Childism Institute at Rutgers University. Nine co-authors lay out and interweave scholarly imaginations to collectively explore the concept of childism in critical philosophical depth. Through diverse entry points, the co-authors bring a wide range of theoretical perspectives to this task, some engaging the term childism explicitly in their work, others approaching it anew. The result is an extended conversation about the possibilities for deconstructing ingrained historical adultism and reconstructing social norms and structures in response to what is marginalized in the experiences of children. Our own conclusion, having initiated this dialogue, is that we have learned to think about childism with greater plurality, that is, as childisms.

Antiracism education can be a transformative experience for White college students. However, the process of learning can engender strong reactions (e.g., defensiveness) that disrupts participation. Though some White students are more successful in moving closer toward an antiracist position, little is known about this group. This gap in knowledge is concerning given that the design and effectiveness of antiracism education is potentially contingent on understanding the makeup of White antiracist students and characteristics that may contribute to their antiracist development. Thus, the purpose of this study was to elucidate the characteristics of White antiracist college students. Particularly, White-identified college students (N = 259) were categorized into an antiracist or nonantiracist group and assessed for group differences across several individual characteristics. The findings suggest that White antiracist college students differed from nonantiracist White students in important ways that may empirically inform antiracism education and aid the work of antiracism college educators.

Given the shortage of STEM workers, it is important to examine the factors associated with students' academic career intentions. However, the mechanism through which subjective norms influence academic career intentions has not been determined. Our study empirically tests a model identifying science identity as an intervening variable in this relationship. In a longitudinal survey study of master's and doctoral students from 17 research institutes in China, we found that science identity mediated the relationship between subjective norms and academic career intentions. In addition, creative self-efficacy, valuable to academic careers, moderated the relationship between science identity and academic career intentions.

Social exclusion, a pervasive and impactful phenomenon particularly prominent during preadolescence, has traditionally been construed through a moral deficiency lens. This study departs from prevailing research trends, casting a novel light on the phenomenon in the context of normative moral development. It elucidates the role of social exclusion in shaping moral growth during the preadolescence period. Through a series of 12 focus group discussions involving 140 children, this study unveils a nuanced perspective. Most participants perceived social exclusion as a requisite mechanism safeguarding group cohesion against uncooperative individuals, whose actions could impede the crystallization of distinct social norms. This article highlights how preadolescents apply social exclusion to those who have yet to transitioned from a juvenile moral stance characterized by dependence on authority figures to a more sophisticated, adaptable moral outlook factoring into social contexts when making decisions. Beyond its theoretical contributions to the moral development discourse, this study offers implications for identifying children prone to social exclusion and suggests innovative avenues for devising intervention strategies.

The integration of ethnic minority youth can only be successful if they are motivated to establish and maintain social relationships in important institutions such as school. At the same time, worries about negative stereotypes about one's ethnic group can undermine ethnic minority students' motivation to approach others. In the present study, we tested whether social identity threat predicts ethnic minority adolescents' social approach motivation via reduced sense of belonging. We also examined whether multiple social identities (i.e., high endorsement of ethnic and national identity) buffer against the negative effects of social identity threat. In a sample of 426 ethnic minority students from 36 9th-grade classes in Germany, social identity threat was indirectly related to social approach motivation via reduced sense of belonging to the school and class. The interplay of students' ethnic and national identity moderated the relationship of social identity threat and sense of belonging. The relationship was particularly negative for students who endorsed either ethnic or national identity. However, it was less negative for students with integrated multiple social identities and non-significant for students who identified neither with the ethnic nor the national group. Results generalized for social approach motivation towards ethnic majority and minority classmates. These patterns were only found for social approach motivation in face-to-face contact situations, but not in online situations. We discuss these findings in light of the literature on social identity threat and multiple social identities. Practical implications include measures to foster students' sense of belonging and to reduce social identity threat.

The main aim of this study was to investigate a conceptual model linking subtypes of social withdrawal, social/asocial dissatisfaction, and internalizing problems in late childhood and early adolescence. Participants were N = 459 students (n = 247 girls) aged 8-14 years (M = 11.24, SD = 1.66), who completed self-reports assessments of social withdrawal subtypes (i.e., shyness and unsociability), loneliness and aloneliness, and internalizing problems (i.e., social anxiety and depression). Results from path analyses revealed that shyness was associated with social anxiety and depression via loneliness, whereas unsociability was related to depression and social anxiety via loneliness and associated with depression via aloneliness. Findings also suggested some moderating effects of age. This study highlights the contribution of loneliness and aloneliness in the link between social withdrawal subtypes and internalizing problems in late childhood and early adolescence.

A growing body of literature shows that adherence to some aspects of Western masculinity norms, including the suppression of emotional vulnerability, avoidance of seeking support from others, and exaggerated physical toughness, is associated with poorer psychological and social outcomes. While existing research suggests that parental gender beliefs and caregiving behaviors might influence the development of children's gendered behaviors, little is known about the developmental origins of individual differences in adherence to masculinity norms. The current study aims to address this gap and presents a longitudinal investigation of how parental gender beliefs and maternal sensitivity during infancy contribute to children's adherence to masculinity norms during middle childhood. Data were drawn from a mixed-method 9-year longitudinal study of 374 urban Chinese families (48.40% with daughters). Parental gender beliefs were assessed at 24 months, maternal sensitivity was assessed with mother-child interaction observations at 14 and 24 months, and children's self-reported adherence to masculinity norms were assessed at age 10 years. Results indicate that while parental gender beliefs had no associations with children's adherence to masculinity norms, maternal sensitivity predicted children's adherence to masculinity norms ([beta] = -0.18, p = 0.008) above and beyond parental gender beliefs and parental education level; moreover, there was a significant interaction of sex on the effect of maternal sensitivity on children's adherence to masculinity ([beta] = -0.23, p = 0.025), and the association was significant only for boys.

Binge-watching refers to the consecutive viewing of episodes of a fictional series, usually of the drama genre, in a single session. The approaches to its background, practice, and effects are diverse and controversial. Using a qualitativeexploratory approach analysed with Grounded Theory, this paper studies the experience of binge-watching users from data collected from a sample of 20 individuals combined with techniques such as group meetings, in-depth interviews and projective techniques. Results lead to the identification of two underlying patterns of behaviour associated with the consumption of dramatic content: planned binge-watching and unplanned binge-watching. Planned binge-watching is the intentional consumption of more than two consecutive episodes of a fictional series whose psychological effects are mainly gratification based on evasion. Planned series consumption has a socializing effect, especially among young people. Unplanned binge-watching is the unintentional and spontaneous chained viewing of more than two episodes of a fiction series. The viewing unit is each individual episode, linked to the next by the curiosity aroused by the plot. The psychological effects are gratification derived from evasion, followed by a feeling of guilt derived from the loss of control. The study concludes with the formulation of seven hypotheses for empirical verification, academic and professional implications, and future lines of research.

COVID-19 changed university life worldwide as campuses closed or offered restricted inperson teaching. Whilst early evidence suggests that educational experiences were satisfactory, concerns were raised about the impact of COVID-19 on social and psychological elements of university including student loneliness. We conducted a UK-wide cross-sectional cohort comparison study using an anonymous online survey measuring loneliness and the factors which may predict it: belonging (need to belong and achieved belonging), social support, and social identity. We found that students who began their studies at the height of the pandemic (2020/21) or after restrictions largely lifted (2021/22) had a reduced sense of belonging compared to those who started earlier (2019/20), suggesting some longlasting effects on students. Whilst there were no significant cohort differences in loneliness, need to belong, sense of belonging, and social support were significant predictors of loneliness, suggesting these factors could be targeted to reduce loneliness in students going forward.