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Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-10-18 Karianne Megard Grønli, Bente Rigmor Walgermo, Erin M. McTigue, Per Henning Uppstad
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Family functioning and child internalizing and externalizing problems: A 16‐wave longitudinal study during the COVID‐19 pandemic Child Dev. (IF 3.9) Pub Date : 2024-10-15 Hyanghee Lee, Gregory M. Fosco, Mark E. Feinberg
This study explored young children's mental health trajectories during the pandemic (May 2020 to April 2021) as well as associations with family functioning (i.e., cohesion, conflict, chaos, and routines) using data reported by 204 parents (children Mage 5.49; 45% girls, 90% White). Children's internalizing problems decreased early on with the onset of the pandemic, but then leveled off, while no change
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The Reciprocal Relations between Externalizing Behaviors and Academic Performance among School-aged Children: A Meta-Analysis of Longitudinal Studies Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-10-14 Shixu Yan, Zhiyi Liu, Peng Peng, Ni Yan
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The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-10-10 Danielle Colenbrander, Alexa von Hagen, Saskia Kohnen, Signy Wegener, Katherine Ko, Elisabeth Beyersmann, Ali Behzadnia, Rauno Parrila, Anne Castles
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Development of auditory cognition in 5‐ to 10‐year‐old children: Focus on speech‐in‐babble‐noise perception Child Dev. (IF 3.9) Pub Date : 2024-10-10 Jérémie Ginzburg, Lesly Fornoni, P. E. Aguera, Caroline Pierre, Anne Caclin, Annie Moulin
Speech‐in‐noise perception is consistently reported to be impaired in learning disorders, which stresses the importance of documenting its developmental course in young children. In this cross‐sectional study, ninety children (41 females, 5.5–11.6 years old) and nineteen normal‐hearing adults (15 females, 20–30 years old) were tested with a newly developed closed‐set speech perception in babble‐noise
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Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-10-08 Marlen A. Roehe, Carmen Trost, Julia S. Grundnig, Anahit Anvari-Pirsch, Anita Holzinger
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Cultivating emotional resilience in adolescent girls: Effects of a growth emotion mindset lesson Child Dev. (IF 3.9) Pub Date : 2024-10-05 Karen D. Rudolph, Wendy Troop‐Gordon, Haley V. Skymba, Haina H. Modi, Zihua Ye, Rebekah B. Clapham, Jillian Dodson, Megan Finnegan, Wendy Heller
To address the widespread mental health crisis facing adolescent girls, this study examined whether a growth emotion mindset lesson can enhance emotional competence. During 2018–2022, adolescent girls (Mage = 15.68 years; 66.3% White) were randomized to a growth mindset (E‐MIND; N = 81) or brain education (control; N = 82) lesson, completed the Trier Social Stressor Test, and reported on various aspects
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Does Embodiment in Virtual Reality Boost Learning Transfer? Testing an Immersion-Interactivity Framework Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-10-04 Sara Klingenberg, Robin Bosse, Richard E. Mayer, Guido Makransky
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Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-10-04 T. Vessonen, M. Dahlberg, H. Hellstrand, A. Widlund, J. Korhonen, P. Aunio, A. Laine
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Cognate beginnings to bilingual lexical acquisition Child Dev. (IF 3.9) Pub Date : 2024-10-04 Gonzalo Garcia‐Castro, Daniela S. Avila‐Varela, Ignacio Castillejo, Nuria Sebastian‐Galles
Recent studies suggest that cognateness boosts bilingual lexical acquisition. This study proposes an account in which language co‐activation accelerates accumulation of word‐learning instances across languages. This account predicts a larger cognate facilitation for words in the lower‐exposure language than in the higher‐exposure language, as the former receive co‐activation from their translations
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Do home mathematical activities relate to early mathematical skills? A systematic review and meta‐analysis Child Dev. (IF 3.9) Pub Date : 2024-10-03 Ella James‐Brabham, Claudia C. von Bastian, Carmel Brough, Emma Blakey
Children's foundational mathematical skills are critical for future academic attainment. While home mathematical activities (HMAs) have been proposed to support these skills, the extent to which engaging in them supports mathematical skills remains unclear. This preregistered systematic review and multilevel meta‐analysis identified 351 effect sizes from 72 samples in 20 countries, exploring the relation
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Child–father and child–mother attachment relationships in naturalistic settings Child Dev. (IF 3.9) Pub Date : 2024-10-03 Jill M. Trumbell, German Posada, Laura Anaya, Geurim Kim, Muqing Liu
This study examines paternal and maternal sensitivity as predictors of toddlers' attachment security in two naturalistic contexts. Seventy‐three mostly White middle‐class families participated between 2015 and 2019 when children (49.3% girls) were approximately 29.48 months old. Each child–parent dyad completed a home and playground visit. Findings revealed paternal and maternal sensitivity were significantly
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An early parenting intervention focused on enriched parent–child interactions improves effortful control in the early years of school Child Dev. (IF 3.9) Pub Date : 2024-10-03 C. Bennett, E. M. Westrupp, S. K. Bennetts, J. Love, N. J. Hackworth, D. Berthelsen, J. M. Nicholson
This study examined long‐term mediating effects of the smalltalk parenting intervention on children's effortful control at school age (7.5 years; 2016–2018). In 2010–2012, parents (96% female) of toddlers (N = 1201; aged 12–36 months; 52% female) were randomly assigned to either: standard playgroup, smalltalk playgroup (group‐only), or smalltalk playgroup with additional home coaching (smalltalk plus)
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Improving the Use of Retrieval Practice for Both Easy and Difficult Materials: The Effect of an Instructional Intervention Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-10-02 Tian Fan, Luotong Hui, Liang Luo, Anique B. H. de Bruin
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Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-30 Alazne Fernández Ortube, Ernesto Panadero, Charlotte Dignath
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The Effect of the Write, Talk, and Rewrite Dialogic Writing Treatment on Argumentative Texts: a Replication Study in Türkiye Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-30 Omer Faruk Tavsanli, Steve Graham, Yucheng Cao
The current study replicated an earlier investigation by Bouwer and van der Veen (2023) where 10 Grade 5 and 6 classrooms in the Netherlands (210 students) were randomly assigned to a treatment or control condition, with treatment students evidencing improvements in the quality of their essays after practice writing argumentative essays, reading and discussing them with a small group of peers, and
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Modeling individual differences in vocabulary development: A large‐scale study on Japanese heritage speakers Child Dev. (IF 3.9) Pub Date : 2024-09-29 Maki Kubota, Jason Rothman
This study examines when the vocabulary knowledge of Japanese heritage speakers (HSs; N = 427, Mage = 9.96, female = 213) begins to diverge from monolingual counterparts (N = 136, Mage = 6.69, female = 65) and what factors explain individual differences in HS development. Vocabulary of HSs began to diverge from 5.61 years and this difference lasted until they were young adults. We also administered
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Convergence and divergence of empathic concern and empathic happiness in early childhood: Evidence from young infants and children Child Dev. (IF 3.9) Pub Date : 2024-09-29 Maya Zach, Avigail Palgi‐Hacker, Liat Israeli‐Ran, Adi Meidan, Michal Seidmann, Ayah Hijleh, Ramon Birnbaum, Noa Gueron‐Sela, Florina Uzefovsky
While most research focused on empathic responses to negative emotions, little is known about empathy to positive emotions. We aimed to bridge this gap by examining infants' and children's empathic responses to distress and happiness, while differentiating between cognitive and emotional empathy. We conducted three studies with N = 119 3‐month‐old infants; N = 169 10‐19 months‐old infants; and N =
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Grade Retention: The Role of Speech and Language Disorders, Race and Ethnicity, Sex, Socioeconomic Status, Special Education, and Bilingualism Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-09-28 Ai Leen Choo, Caleb J. King, Brian Barger
The odds of grade retention for children with speech or language disorders were assessed using data from the National Survey of Children’s Health (NSCH), a nationally representative and cross-sectional survey of U.S. children from 2016 to 2021. Various demographic, social, and education variables were also examined to confirm prior findings with a large national cohort. Results indicate higher odds
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Toddlers' visual exploration during decisions predicts uncertainty monitoring 1 year later Child Dev. (IF 3.9) Pub Date : 2024-09-27 Sarah Leckey, Christopher Gonzales, Diana Selmeczy, Simona Ghetti
The longitudinal relation between toddlers' behaviors in uncertain situations (e.g., information seeking, hesitation) and preschoolers' uncertainty monitoring was investigated (between 2014 and 2019 in Northern California; Time 1: N = 183, M = 28.99 months, 53% female, 67.8% White; Time 2: N = 159, M = 41.64 months, 52.2% female). Eye movements and response latencies were recorded as children identified
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Parent emotional support alters the association between parent–child interbrain synchrony and interaction quality Child Dev. (IF 3.9) Pub Date : 2024-09-27 Jianjie Xu, Sihan Liu, Yuhao Zhu, Molly E. Hale, Qiandong Wang, Xinni Wang, Mengyu Miranda Gao, Hui Wang, Cynthia Suveg, Zhuo Rachel Han
Using functional near‐infrared spectroscopy (fNIRS) hyperscanning methodology, this study investigated whether parent emotional support moderated the relation between parent–child interbrain synchrony and interaction quality (via behavioral observation and child‐report), controlling for individual emotional distress. Eighty‐eight parent–child dyads (96.6% Han ethnicity), including a school‐age child
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Who Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales Except. Child. (IF 2.2) Pub Date : 2024-09-27 D. Betsy McCoach, Scott Peters, Anthony J. Gambino, Daniel Long, Del Siegle
Teacher rating scales (TRS) often play a part in service eligibility decisions for gifted services. Although schools regularly use TRS to identify gifted students either as part of an informal nomination process or through behavioral rating scales, there is little research documenting the between-teacher variance in teacher ratings and the consequences of such rater dependence. To evaluate the possible
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Situating Ourselves in Coalitions With and for Exceptional Children: Editors’ Introduction Except. Child. (IF 2.2) Pub Date : 2024-09-27 Kathleen King Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan
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Single- and Multilevel Perspectives on Covariate Selection in Randomized Intervention Studies on Student Achievement Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-25 Sophie E. Stallasch, Oliver Lüdtke, Cordula Artelt, Larry V. Hedges, Martin Brunner
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From Hands to Mind: How Gesture, Emotional Valence, and Individual Differences Impact Narrative Recall Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-24 Kavya Thakore, Trisha Das, Shamma Jahan, Naomi Sweller
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The role of educators’ racial beliefs in developing relationships with white toddlers and preschool children Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-24 Kamilah B. Legette, Elizabeth K. King
Teacher–child relationships in young children's classrooms are foundational for children's learning. Teachers’ beliefs about race and the causes of racial inequity might be one set of beliefs that has implications for the practices they use to develop positive relationships with children. With a sample of 18 teachers and their 73 toddler and preschool children, we explored ways teachers’ beliefs about
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Doing more than expected: The role of the recipient's neediness in children's perception of their relative prosociality Child Dev. (IF 3.9) Pub Date : 2024-09-20 Bar Levy-Friedman, Tehila Kogut
This study examined children's self-assessment of their prosociality, relative to average peers, in situations where the recipient is described as “needy” versus “not needy” (at a school of average socioeconomic level in south Israel; N = 158; aged 6–12 years; 51% males, December–May 2021). The results show that older children exhibited the better-than-average (BTA) effect by seeing themselves as more
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Predictors of stability/change in observed parenting patterns across early childhood: A latent transition approach Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-20 Cheuk Hei Cheng, Jenn-Yun Tein, Daniel S. Shaw, Melvin N. Wilson, Kathryn Lemery-Chalfant
Parenting has long been a topic of research based on its importance for family and child outcomes. Recent methodological advances in person-centered approaches suggest that our understanding of parenting could be further advanced by examining parenting typologies across various parenting behaviors longitudinally. Accordingly, the current study aims to examine latent transitions in parenting practice
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The role of focused attention in learning from early childhood to late adolescence: Implications of neonatal brainstem compromise following preterm birth Child Dev. (IF 3.9) Pub Date : 2024-09-19 Or Burstein, Maya Sabag, Lea Kurtzman, Ronny Geva
This comprehensive longitudinal study explored for the first time the interrelations between neonatal brainstem abnormalities, focused attention (FA), and learning—following a preterm cohort (N = 175; 46.3% female; predominantly White) from birth (2003–2006) to 17 years. The findings indicated that FA during early childhood was associated with language outcomes in toddlerhood (n = 131) and academic
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Finger counting training enhances addition performance in kindergarteners Child Dev. (IF 3.9) Pub Date : 2024-09-18 Céline Poletti, Marie Krenger, Marie Létang, Brune Hennequin, Catherine Thevenot
Our study on 328 five‐ to six‐year‐old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre‐test to post‐test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p < .001, = .15). This result was
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Measuring Mathematical Skills in Early Childhood: a Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-17 Laura A. Outhwaite, Pirjo Aunio, Jaimie Ka Yu Leung, Jo Van Herwegen
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Systematic review of the operational definitions and indicators of teacher communities Educ. Res. Rev. (IF 9.6) Pub Date : 2024-09-17 Barbara Dzieciatko-Szendrei, Nataša Pantić, Srećko Joksimović, Dragan Gašević, Gil Viry
Research on teacher communities (TCs) for professional development reports positive impacts on teachers' work and students' learning outcomes. However, the lack of conceptual clarity regarding the constitution of TCs has been highlighted by scholars. This ambiguity complicates the comparison and evaluation of the impacts claimed by different studies. This systematic review focuses on the operational
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Correction to Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability Child Dev. (IF 3.9) Pub Date : 2024-09-17
Cyr, E. N., Kroeper, K. M., Bergsieker, H. B., Dennehy, T. C., Logel, C., Steele, J. R., … Spencer, S. J. (2024). Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability. Child Development, 95(2), 636–647. In Table 2, two non-focal covariate labels (“Site” and “Year”) were reversed. Row 3 should say “Year” and Row 4 should say “Site (F)”. No intervention-related
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Do I Belong Yet? The Relationship Between Special Education, In-School Suspension, Belonging, and Engagement Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-09-17 Mary C. Cunningham, Logan McDermott, Rebecca A. Cruz
Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension
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A Meta-Analysis of the Relations Between Achievement Goals and Internalizing Problems Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-16 Loredana R. Diaconu-Gherasim, Andrew J. Elliot, Alexandra S. Zancu, Laura E. Brumariu, Cornelia Măirean, Cristian Opariuc‑Dan, Irina Crumpei-Tanasă
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Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers: The role of activity settings Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-14 Franka Baron, Anja Linberg, Dorothea Dornheim, Simone Lehrl
This study is part of the ‘EarlyMath’ project, in which two teacher trainings, identical in terms of method and scope, but different in terms of focus and content, were developed to enhance global and math-specific teacher–toddler interactions in early childhood education and care (ECEC). We aimed to answer two questions: (1) Do teacher trainings improve global and math-specific interactions and (2)
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Participation in Social and Leisure Activities After High School for Autistic Young Adults Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-09-14 Jessica R. Steinbrenner, Samuel L. Odom, Laura J. Hall, Bonnie Kraemer
The transition out of high school brings a myriad of changes including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating
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Identifying Dual Sensory Loss Among Students With Extensive Support Needs The Journal of Special Education (IF 1.4) Pub Date : 2024-09-14 Meagan Karvonen, Karen A. Erickson, Julie A. Durando, Brianna Beitling, Samuel L. Morgan, Elizabeth Kavitsky
Very little is known about how unidentified dual sensory loss (DSL) may affect education and academic outcomes for students with extensive support needs (ESN). We used data from a teacher survey on over 100,000 students with ESN who take statewide alternate assessments to identify the number of students with known and suspected DSL and the differences in characteristics between those groups. Students
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Equitable use of subsidized child care in Georgia Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-13 Thomas Goldring, David C. Ribar
High-quality childcare services are vital to children's development and family wellbeing but are not equitably accessed by all children. In the United States, programs supported by the Child Care and Development Fund (CCDF) have the potential to reduce these inequities. Economically eligible Black children use CCDF-supported services at higher rates than other children, but less is known about disparities
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Infant and early childhood mental health consultation: evaluating change in classroom climate and teaching practices by dosage of program exposure Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-13 E. Mathis, K. Hartz, M. Berkowitz, A. Carlson, R. Kimport, C. Brown, M.G. Biel, C.E. Domitrovich
This study evaluated the effects of infant and early childhood mental health consultation dosage (IECMHC) on observations of classroom climate and teacher behavior management practices in seven schools from a charter school network. Classrooms were prioritized for consultation based on indicators collected during observations and either received no consultation, one cycle, or two or more cycles, each
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Evaluation is Creation: Self and Social Judgments of Creativity Across the Four-C Model Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-12 Denis Dumas, James C. Kaufman
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What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-12 Jonathan M. Kittle, Steven J. Amendum, Christina M. Budde
The science of reading (SOR) refers to the sum of what we know about how people learn to read based on empirical studies across multiple disciplines. The purpose of this review was to identify research evidence to inform the SOR for multilingual learners (MLs). We reviewed 30 systematic reviews related to reading and reading instruction for MLs conducted primarily in K-5 U.S. classrooms. Results identified
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Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education Educ. Res. Rev. (IF 9.6) Pub Date : 2024-09-12 Johanna Schoenherr, Anselm R. Strohmaier, Stanislaw Schukajlow
Visualization has a long tradition in mathematics education and research on this topic has become more widespread in recent decades. In a meta-analysis (41 studies, N = 10,562), we aimed to synthesize the effects of learning with external visualizations on mathematics outcomes. We analyzed intervention, learner, and outcome characteristics as moderators. Overall, results of a random-effects model indicated
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Emotion Regulation and Academic Burnout Among Youth: a Quantitative Meta-analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-10 Ioana Alexandra Iuga, Oana Alexandra David
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Issue Information Child Dev. (IF 3.9) Pub Date : 2024-09-11
Click on the article title to read more.
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Evidence-based educational interventions to reduce intergroup bias among young children in conflict zones Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-11 Meytal Nasie
Biases towards conflict out-groups pose significant barriers for conflict resolution. These biases can perpetuate social divisions, hinder positive intergroup relations, and impede long-term peacebuilding efforts. Therefore, intervening early, before biases are fully formed, is necessary. This article reviews existing knowledge and presents a research synthesis of effective educational interventions
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The relationship between teacher talk and students’ academic achievement: A meta-analysis Educ. Res. Rev. (IF 9.6) Pub Date : 2024-09-10 Yang Tao, Gaowei Chen
Teacher talk is an integral part of classroom dialogue. However, emerging empirical research has shown inconsistent correlations between specific teacher talk moves (TTMs) and student achievement, motivating us to synthesise previous results to provide robust evidence. Using three-level meta-analytic techniques, this study examined the associations between teacher talk (dialogic and monologic orientations)
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Are food and nutrition assistance programs fostering an equitable early care and education (ECE) food environment? A systematic review utilizing the RE-AIM framework Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-10 Tirna Purkait, Dipti A. Dev, Deepa Srivastava, Lisa Franzen-Castle, Allison Magness Nitto, Erica L. Kenney
Health inequities related to poor diet, food insecurity, and obesity negatively affect children from low-income minority families. The USDA administers Food and Nutrition Assistance Programs (FNAPs) in Early Care and Education settings (ECEs) to safeguard the health of vulnerable children. However, the extent to which FNAPs provide an equitable food environment in ECEs remains unclear. Examine FNAPs’
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Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-09-10 Laura J. Hall, Christopher Brum, Jessica R. Steinbrenner, Kara Hume, Gretchen Grundon, Hannah Spitzer
Obtaining the perspectives of autistic young adults is critical for planning educational and service delivery systems focused on the preparation for a high life quality after high school. The perspective and voice of autistic young adults who participated in the Center on Secondary Education for Students with Autism (CSESA) multi-site follow-up study conducted across three states (North Carolina, Wisconsin
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Teachers’ Special Education Referrals for Younger Children Does It Vary by School Type The Journal of Special Education (IF 1.4) Pub Date : 2024-09-10 Tina L. Fletcher, Phil H. Kim, Michael A. Gottfried, Vi-Nhuan Le
The prevalence of disability diagnoses among young children has risen significantly over recent decades. This growth has prompted inquiries into the identification processes, notably focusing on teachers who are the primary sources of referrals. While some studies have examined child age as a relevant predictor of disability referral, minimal attention has been paid to relative age—namely, if children
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Exploring Career Readiness Among Youths With Disabilities The Journal of Special Education (IF 1.4) Pub Date : 2024-09-10 Othelia EunKyoung Lee, Stella Y. Kim
Guided by the Social Cognitive Career Theory, this study aimed to further explore factors associated with career readiness among college students with disabilities. Through online survey, students with disabilities were assessed with the Career Futures Inventory–Revised (CFI-R), a 28-item assessment tool that evaluates various aspects of career adaptability, such as positive attitudes toward career
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The self‐memory system: Exploring developmental links between self and memory across early to late childhood Child Dev. (IF 3.9) Pub Date : 2024-09-09 Josephine Ross, Jacqui Hutchison, Sheila J. Cunningham
This study tests whether developments in self‐knowledge and autobiographical memory across early to late childhood are related. Self‐descriptions and autobiographical memory reports were collected from 379 three‐ to eleven‐year‐old predominantly white Scottish children, Mage = 90.3 months, SD = 31.1, 54% female. Episodic memory was measured in an enactment task involving recall and source monitoring
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How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-07 Julia Waldeyer, Tino Endres, Julian Roelle, Martine Baars, Alexander Renkl
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The Self-Regulated Strategy Development Instructional Model: Efficacious Theoretical Integration, Scaling Up, Challenges, and Future Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-07 Karen R. Harris
In this article, I provide the first publication thoroughly detailing how the theoretical foundation for the self-regulated strategy development (SRSD) instructional model was developed. I explain the development of the theoretical base for the SRSD model of instruction and the initial focus on writing instruction. I detail the reasoning and research that provided the base for the theory underlying
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The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-07 Peng Wang, Lesya Ganushchak, Camille Welie, Roel van Steensel
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Bidirectional negative relation between young children's persistence and cheating Child Dev. (IF 3.9) Pub Date : 2024-09-06 Li Zhao, Junjie Peng, Kang Lee
This research examined the link between persistence and cheating in 3‐ to 6‐year‐old children (2021–2022, N = 200, 100 boys; Mage = 4.85 years; all middle‐class Han Chinese). Study 1 used a challenging game to measure whether children would cheat when they were allowed to play the game unsupervised. Results indicated that children's situational, but not trait, persistence negatively correlated with
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“I now see my toddler as a helper, not just somebody in need of help”: Raising Helpful Toddlers training Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-06 Luc Fairchild, Larissa G. Duncan
Helping other people benefits children and is fundamental to a functioning society. A novel training, Raising Helpful Toddlers (RHT), focuses on beneficial Indigenous heritage parent socialization practices previously described. RHT participants were thirty U.S. toddler parents/caregivers, aged 28–46, 26/4 female/male ratio; 73.3 % White, 13.3 % Asian, 6.7 % African or Black/African American, 3.3 %