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Background: Exposure to environmental metals has been consistently associated with attention and behavioral deficits in children, and these associations may be modified by coexposure to other metals or iron (Fe) status. However, few studies have investigated Fe status as a modifier of a metal mixture, particularly with respect to attention-related behaviors. Methods: We used cross-sectional data from the Public Health Impact of Metals Exposure study, which included 707 adolescents (10-14 years of age) from Brescia, Italy. Manganese, chromium, and copper were quantified in hair samples, and lead was quantified in whole blood, using inductively coupled plasma mass spectrometry. Concentrations of Fe status markers (ferritin, hemoglobin, transferrin) were measured using immunoassays or luminescence assays. Attention-related behaviors were assessed using the Conners Rating Scales Self-Report Scale- Long Form, Parent Rating Scales Revised-Short Form, and Teacher Rating Scales Revised-Short Form. We employed Bayesian kernel machine regression to examine associations of the metal mixture with these outcomes and evaluate Fe status as a modifier. Results: Higher concentrations of the metals and ferritin were jointly associated with worse self-reported attention-related behaviors: metals and ferritin set to their 90th percentiles were associated with 3.0% [[beta] = 0.03; 95% credible interval (CrI): -0.01, 0.06], 4.1% ([beta] = 0.04; 95% CrI: 0.00, 0.08), and 4.1% ([beta] = 0.04; 95% CrI: 0.00, 0.08) higher T-scores for self-reported attention deficit/hyperactivity disorder (ADHD) index, inattention, and hyperactivity, respectively, compared with when metals and ferritin were set to their 50th percentiles. These associations were driven by hair manganese, which exhibited nonlinear associations with all self-reported scales. There was no evidence that Fe status modified the neurotoxicity of the metal mixture. The metal mixture was not materially associated with any parent- reported or teacher-reported scale. Conclusions: The overall metal mixture, driven by manganese, was adversely associated with self-reported attention-related behavior. These findings suggest that exposure to multiple environmental metals impacts adolescent neurodevelopment, which has significant public health implications. https://doi.org/10.1289/EHP12988, Introduction Children living in proximity to steel-producing ferroalloy industry are commonly exposed to exogenous metals through inhalation or ingestion, including lead (Pb), manganese (Mn), chromium (Cr), and copper (Cu), through [...]

Research on values has posited that self-transcendence and self-enhancement values are conflicting value types and that an increased focus on one will diminish the emphasis on the other. However, studies in the teaching profession have suggested that these two values may also be compatible, as they can both contribute to better teacher commitment and achievement outcomes. This paradox is a critical knowledge gap that warrants an empirical investigation. Another important gap in value research concerns the role of school values, as past studies have mostly focused on individual values. The current study aimed to resolve the question of whether teachers' self-transcendence and self-enhancement values are conflicting or compatible by examining how these values are associated with each other and how they predict teacher commitment and persistence. The study also took a multilevel perspective by investigating how individual-level and school-level values predict key outcomes. The study involved 1,110 teachers from 40 schools and multilevel structural equation modeling analyses were conducted. The results suggested that teachers' self-enhancement and self-transcendence values can be compatible. These values are positively related to each other and they are also positively associated with higher teacher commitment to school., Author(s): Hui Wang [sup.1] , Ronnel B. King [sup.2] , Dennis M. McInerney [sup.1] Author Affiliations: (1) grid.419993.f, 0000 0004 1799 6254, Department of Special Education and Counselling, Faculty of [...]

Keywords: adolescence; circadian function; circadian preference; daytime sleepiness; academic impairment; ADHD; grades Background There is growing evidence for the role of circadian factors in adolescents' sleep and academic adjustment, with greater evening preference being linked to poorer academic functioning. However, studies have yet to evaluate this association prospectively in adolescence, nor have studies examined daytime sleepiness as a putative mechanism linking evening preference to poor academic functioning. The current study used a multi-informant design to test the prospective association of evening circadian preference, daytime sleepiness, and academic functioning (e.g., global academic impairment and grades) across 2years in adolescence. As evening circadian preference, sleepiness, and academic problems are elevated in adolescents with ADHD, we used a sample enriched for adolescents with ADHD and explored whether ADHD moderated effects. Method Participants were 302 adolescents (M.sub.age=13.17years; 44.7% female; 81.8% White; 52% with ADHD). In the fall of eighth grade, adolescents reported on their circadian preference, and in the fall of ninth grade, adolescents and parents completed ratings of daytime sleepiness. In the middle of 10th grade, parents and teachers reported on adolescents' academic impairment and at the end of 10th grade, adolescents' grade point average (GPA) was obtained from school records. Results Above and beyond covariates (e.g., adolescent sex, ADHD status, medication, sleep duration) and baseline academic impairment, greater self-reported evening preference in 8th grade predicted increased parent ratings of academic impairment in 10th grade indirectly via adolescent and parent ratings of daytime sleepiness in 9th grade. Furthermore, evening preference in 8th grade predicted greater teacher ratings of academic impairment and lower average GPA in 10th grade via parent ratings of daytime sleepiness in 9th grade, controlling for covariates and baseline GPA. ADHD status did not moderate indirect effects. Conclusion Findings underscore daytime sleepiness as a possible intervening mechanism linking evening preference to poor academic functioning across adolescence. Intervention studies are needed to evaluate whether targeting circadian preference and sleepiness improves academic functioning in adolescents. Article Note: Conflict of interest statement: No conflicts declared. Byline: Joseph W. Fredrick, Taryn E. Cook, Joshua M. Langberg, Stephen P. Becker

Keywords: Informant discrepancies; Emotion regulation; ODD dimensions; Children; Gender differences Abstract Informant discrepancies are commonly observed in assessment of children but there is a lack of studies evaluating such discrepancies for oppositional defiant disorder (ODD) dimensions and emotion dysregulation. Additionally, gender differences in relation to this topic have also received little attention. The goal of the current study was to examine how parents and teachers differ in their reports on ODD dimensions and emotion dysregulation. Using repeated measures, the first in preschool and the second at the end of first grade in elementary school, we assessed informant discrepancies looking specifically at two separate dimensions of ODD (irritability/mood related symptoms and defiant behavior/vindictiveness) as well as two aspects of emotion dysregulation (emotion regulation and lability/negativity). Potential gender differences were also assessed. Parents and teachers of 162 5--7-year-old children (43.2% girls and 56.8% boys) completed the Emotion Regulation Checklist and the Disruptive Behavior Rating Scale. The results indicate relatively prominent informant discrepancies overall, especially between parents and teachers (Intraclass correlation coefficient (ICC)=0.151--0.566), but better agreement was found among preschool and elementary school teachers (ICC=0.499--0.753). Informant discrepancies were overall more evident for defiant behavior/vindictiveness compared to irritability/mood related symptoms of ODD. When informants assessed emotion regulation and lability/negativity, the inconsistencies were much more evident for emotion regulation. Lastly, boys were reported to have overall more severe symptoms than girls, but informant discrepancies were more evident for girls. These findings provide valuable evidence regarding the importance of considering informant discrepancies when conducting multi-informant assessment on young children. Highlights * Informant discrepancies were assessed for dimensions of ODD and emotion dysregulation. * This study included both parent and teacher reports and repeated assessment. * Discrepancies were more prominent between parent and teacher than different teachers. * Boys had more severe symptoms, but informant discrepancies were more evident for girls. Author Affiliation: (1) Department of Psychology, University of Iceland, Saemundargata 12, 101, Reykjavik, Iceland (2) Department of Developmental Psychology, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, Holland, The Netherlands (a) gmm1@hi.is Article History: Registration Date: 11/03/2021 Accepted Date: 11/02/2021 Online Date: 11/14/2021 Byline:

'Please keep doing what you do,' a ninth grader wrote on her student evaluation in 2018. Her comment made me wonder if my students realize how much I question my [...]

Keywords Differential sorting; Employee performance evaluations; Same-gender bias; Subjectivity Abstract This paper investigates the existence of in-group bias (preferential treatment of one's own group) in performance evaluations. Drawing information from an educational setting and employing a unique dataset, we use principals' observational assessment of teachers to examine the impact of gender interactions on evaluation of employees. Our results indicate that average classroom observation ratings for female teachers, relative to males, were 0.19 of a standard deviation higher when they were evaluated by female principals. We explore the mechanisms and present convincing sets of results consistent with the tendency of superiors to favor same-gender subordinates. Several robustness checks and different placebo tests support our findings. Author Affiliation: University of California, Riverside, United States Article History: Received 4 September 2021; Revised 22 November 2022; Accepted 28 November 2022 (footnote)[white star] I would like to thank Laura Schechter, the associate editor, an anonymous referee and Michael Lovenheim for helpful comments and suggestions. All results, conclusions and errors are my own. Byline: Ozkan Eren

Keywords: Mindfulness; School-based mindfulness; Implementation fidelity; Prosocial behavior; Externalizing behavior; Education Abstract Schools are an attractive setting for implementation of mindfulness-based programs because mindfulness practices, by their very nature, align with a wide range of core educational goals. The present study investigated the effects of an 8-week (16 session) school-based mindfulness program for young children across 8 classrooms (K through 2) using a quasi-experimental delayed-intervention control group design. Results indicated that the mindfulness program was associated with significant improvements in teacher ratings of externalizing and prosocial behaviors. Program outcomes were not associated with child sex or race/ethnicity, but did vary by grade. Descriptive analyses suggest that outcomes tended to be more positive in classrooms with higher levels of teacher and student engagement. Results of the present study add to the growing knowledge base on the positive effects of school-based mindfulness programs and point to a need for more rigorous inquiry into the extent to which students and teachers are engaged with mindfulness programs both during the program itself and in their day to day functioning. Highlights * Teacher ratings of prosocial behavior and externalizing behavior improved after a 16-session mindfulness program. * Program outcomes differed by grade but not across child sex and race/ethnicity. * Teacher and student engagement in the mindfulness program was associated with more positive outcomes. Author Affiliation: (1) Department of Psychology, Muhlenberg College, 18104, Allentown, PA, USA (2) Shanthi Project, P.O. Box 91423, 18109, Allentown, PA, USA (a) sciutto@muhlenberg.edu Article History: Registration Date: 04/02/2021 Accepted Date: 04/01/2021 Online Date: 04/15/2021 Byline:

This study investigated the impact of a self-management intervention, known as 'Check-in/Check-out' (CICO) on academic engaged time and internalizing problems of three elementary-level students identified with risk for internalizing behavior problems. A multiple baseline across three students' research design was used to examine effects of CICO on student academic engagement. Classroom teacher ratings of student anxiety, depression, somatic complaints and overall internalizing problems were collected pre- and post-intervention. Participant perceptions of the intervention when applied to students with internalizing concerns were also gathered. Visual analysis of direct observation data and single-case effect size estimates indicated positive effect for one student, questionable effect for a second student, and limited effect on academic engaged time for the third student. Post-intervention teacher ratings of student behavior showed decreases in several problem areas including anxiety, depression, and overall internalizing problems. Finally, student and parent participants generally viewed the intervention favorably and school personnel were able to implement a majority of intervention components with fidelity. Implications for practice and future research are discussed., Author(s): Barbara S. Mitchell [sup.1], Timothy J. Lewis [sup.1], Melissa Stormont [sup.1] Author Affiliations: (1) grid.134936.a, 0000 0001 2162 3504, Department of Special Education, University of Missouri, , 303 Townsend [...]