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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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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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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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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 %
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Impact of late to moderate preterm birth on minimal pair word‐learning Child Dev. (IF 3.9) Pub Date : 2024-09-05 Clément François, Antoni Rodriguez‐Fornells, Xim Cerda‐Company, Thaïs Agut, Laura Bosch
Little is known about language development after late‐to‐moderate premature birth, the most significant part of prematurity worldwide. We examined minimal‐pair word‐learning skills in 18 eighteen‐month‐old healthy full‐term (mean gestational age [GA] at birth = 39.6 weeks; 7 males; 100% Caucasian) and 18 healthy late‐to‐moderate preterm infants (mean GA at birth 33.7 weeks; 11 males; 100% Caucasian)
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Introduction to the special issue: Advancing the science of early childhood expulsion prevention Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-05 Katherine Zinsser, Alysse Loomis, Iheoma Iruka
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AI-Related Threats to Information Sovereignty and Challenges for Research Ethics Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-02 Alexander Skulmowski
Unnoticed by most, some technology corporations have changed their terms of service to allow user data to be transferred to clouds and even to be used to train artificial intelligence systems. As a result of these developments, remote data collection may in many cases become impossible to be conducted anonymously. Researchers need to react by reconsidering their mode of data collection, raising awareness
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Using DNA to Predict Education: a Meta-analytic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-02 Kirsty Wilding, Megan Wright, Sophie von Stumm
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Exploration in 4‐year‐old children is guided by learning progress and novelty Child Dev. (IF 3.9) Pub Date : 2024-09-03 Francesco Poli, Marlene Meyer, Rogier B. Mars, Sabine Hunnius
Humans are driven by an intrinsic motivation to learn, but the developmental origins of curiosity‐driven exploration remain unclear. We investigated the computational principles guiding 4‐year‐old children's exploration during a touchscreen game (N = 102, F = 49, M = 53, primarily white and middle‐class, data collected in the Netherlands from 2021–2023). Children guessed the location of characters
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Effectively Teaching Reading Comprehension to Students With Special Educational Needs in Inclusive, Intermediate and Special Classroom Settings: A Scoping Review Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-30 Jolien Delafontaine, Laura Fluyt, Koen Aesaert, Sara Nijs
Effective teaching plays a vital role in promoting student learning across various domains, including reading comprehension which is an indispensable skill for all learners but difficult to master for most. Recent studies have shown that the effectiveness of teaching is context-specific, influenced by both student characteristics and the classroom setting. These variations in effectiveness underscore
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Single-Case Effect Size Distributions for Interventions Designed to Improve Engagement in Elementary Schools Except. Child. (IF 2.2) Pub Date : 2024-08-30 Jennifer R. Ledford, Sienna A. Windsor, Jason C. Chow, Paige Bennett Eyler
Engagement behaviors are crucial for school success and are often targeted for improvement in school-based interventions. It may be helpful for both researchers and school-based practitioners to understand the likely impacts of interventions on engagement behaviors (e.g., to understand the extent to which engagement behaviors might change with treatment). For single-case studies designed to answer
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Differences in Loneliness Experiences Among High-Ability Students: Individual and Social Context Predictors Except. Child. (IF 2.2) Pub Date : 2024-08-30 Alicia Ramos, Nina Steenberghs, Jeroen Lavrijsen, Luc Goossens, Karine Verschueren
This study examined the diversity in feelings of loneliness among high-ability students. Individual differences (intelligence level, giftedness label, and personality) and differences in the social context (peer acceptance, peer rejection, victimization, and friendship quantity) of adolescents were considered as predictors of loneliness. Additionally, gender differences were investigated in both the
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Are Some People Generally More Creative Than Others? A Systematic Review of Fifty Years’ Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-28 Sébastien Miravete, André Tricot
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Socioeconomic Status and Student Learning: Insights from an Umbrella Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-28 Cheng Yong Tan
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The contribution of the amount of linguistic exposure to bilingual language development: Longitudinal evidence from preschool years Child Dev. (IF 3.9) Pub Date : 2024-08-28 Jose Pérez‐Navarro, Marie Lallier
This study examined the influence of linguistic input on the development of productive and receptive skills across three fundamental language domains: lexico‐semantics, syntax, and phonology. Seventy‐one (35 female) Basque‐Spanish bilingual children were assessed at three time points (Fall 2018, Summer 2019, Winter 2021), between 4 and 6 years of age, by specifically examining language knowledge and
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Examining the malleability of young children's flexible attention to numerical and spatial magnitudes Early Child. Res. Q. (IF 3.2) Pub Date : 2024-08-28 Molly K. Griffin, Marissa Brown, Kathryn White, Deja Richardson, Kamyah Summers, Mitchell Hanson, Mary C. Wagner
Math ability is critical to children's future school and career success, and prior studies show that flexible attention to magnitudes (FAM) predicts children's future math abilities over and above other early math skills. FAM broadly refers to the ability to switch flexibly between attending to different dimensions of magnitude (e.g., size and numerosity). In the current study, we created an intervention
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Service Delivery Models and Outcomes for Students With Disabilities Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-28 Lindsey Kaler, Jessica Markham, Nathan D. Jones
In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis—either descriptive or causal—to
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Face perception and social cognitive development in early autism: A prospective longitudinal study from 3 months to 7 years of age Child Dev. (IF 3.9) Pub Date : 2024-08-22 Xiaomei Zhou, Hasan Siddiqui, M. D. Rutherford
Autism spectrum condition (ASC) is characterized by atypical attention to eyes and faces, but the onset and impact of these atypicalities remain unclear. This prospective longitudinal study examined face perception in infants who develop ASC (N = 22, female = 5, 100% White) compared with typically developing infants (N = 131, female = 65, 55.6% White), tracking social-cognitive and ASC development
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Object exploration is facilitated by the physical and social environment in center‐based child care Child Dev. (IF 3.9) Pub Date : 2024-08-27 Ine H. van Liempd, Ora Oudgenoeg‐Paz, Paul P. M. Leseman
Object exploration is considered a driver of motor, cognitive, and social development. However, little is known about how early childhood education and care settings facilitate object exploration. This study examined if children's exploration of objects during free play was facilitated by the use of particular spatial components (floor, tables, and activity centers) and types of play (solitary, social
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Religious development from adolescence to early adulthood among Muslim and Christian youth in Germany: A person‐oriented approach Child Dev. (IF 3.9) Pub Date : 2024-08-27 Olivia Spiegler, Jan O. Jonsson, Chloe Bracegirdle
Religious decline, often observed among North American Christian youth, may not apply universally. We examined this and whether religiosity is associated with well‐being, risk behavior, cultural values, and acculturation among 4080 Muslim and Christian adolescents aged 15–22 in Germany. Utilizing seven waves from the CILS4EU project and a person‐oriented analytical approach, we identified different
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Examining the Supply of New Special Educators: Variations by Institutional Characteristics and For-Profit Status Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-27 Tuan D. Nguyen, Elizabeth Bettini, Allison F. Gilmour, Christopher Redding
U.S. schools have long experienced shortages of special education teachers (SETs), challenging the nation’s capacity to ensure qualified SETs for students eligible for special education services. Addressing SET shortages requires preparation programs supply sufficient numbers of new SETs to meet demand, yet prior research provides few insights into trends in the supply of new SETs. Thus, we examined
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Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-27 Stephanie Al Otaiba, Wilhelmina van Dijk, Jennifer Stewart, Ashley A. Edwards, Dayna Russell Freudenthal, Jill Allor, Christopher Schatschneider, Paul Yovanoff
There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade
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Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-24 Tanja Bross, Ulrike Elisabeth Nett, Martin Daumiller
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Impact of the Chicago universal pre-kindergarten expansion: Effects on pre-kindergarten capacity and enrollment and implications for equity Early Child. Res. Q. (IF 3.2) Pub Date : 2024-08-24 Kathryn Gonzalez, Terri J. Sabol, Diane Whitmore Schanzenbach
In 2019, Chicago began transitioning from a targeted pre-K program to free, full-day universal pre-K (UPK). By design, the transition intended to expand capacity over a few years, prioritizing access in more disadvantaged areas before moving on to more advantaged areas. We analyzed the transition path, showing capacity and enrollment over time across neighborhoods categorized by poverty rates, racial
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The Relationship Between Self-Regulated Learning and Executive Functions—a Systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-22 Laura Dörrenbächer-Ulrich, Marius Bregulla
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Meta-analysis of Interventions for Monitoring Accuracy in Problem Solving Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-22 Noortje Janssen, Ard W. Lazonder
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How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability Child Dev. (IF 3.9) Pub Date : 2024-08-22 Elena Mack, Vsevolod Scherrer, Franzis Preckel
Parents' judgment of their children's cognitive ability is important for providing adequate learning environments. This study examined parents' judgment accuracy with 2346 children (M = 8.94 years; 48.3% girls) and their parents (1283 mothers, 426 fathers, and 637 parental pairs). The data were collected between September 2012 and February 2014 in Germany. Latent regression analyses were conducted
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Connecting the tots: Strong looking‐pointing correlations in preschoolers' word learning and implications for continuity in language development Child Dev. (IF 3.9) Pub Date : 2024-08-22 Sarah C. Creel
How does one assess developmental change when the measures themselves change with development? Most developmental studies of word learning use either looking (infants) or pointing (preschoolers and older). With little empirical evidence of the relationship between the two measures, developmental change is difficult to assess. This paper analyzes 914 pointing, looking children (451 female, varied ethnicities
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The Associations Between Parenting Self-Efficacy and Parents’ Contributions to the Home-School Partnership Among Parents of Primary School Students: a Multilevel Meta-analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-20 Tianyi Ma, Cassandra L. Tellegen, Julie Hodges, Matthew R. Sanders
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Identifying the Most Cited Articles and Authors in Educational Psychology Journals from 1988 to 2023 Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-21 Waseem Hassan, Amedee Marchand Martella, Daniel H. Robinson
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Experiences of Family Peer Advocates Supporting Black Families Raising Autistic Children Except. Child. (IF 2.2) Pub Date : 2024-08-21 Jamie N. Pearson, Lonnie D. C. Manns, Jared H. Stewart-Ginsburg, DeVoshia L. Mason Martin, Janelle A. Johnson
Professionals play an important role in when and how families access autism services. Black families often experience disparate access to autism services compared to White families. Family Peer Advocates (FPAs) are professionals who have personal experience with the diagnostic process, school-based supports, and community-based services, and provide training and support to families. Understanding the
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Teacher Attitudes Toward Gifted Students and Gifted Education: The Typologies of Attitudes and Their Predictors Except. Child. (IF 2.2) Pub Date : 2024-08-21 Jae Yup Jung, Jihyun Lee
This study investigated the typologies of teacher attitudes toward gifted students and gifted education, along with the predictors of such attitudes. For this purpose, surveys were administered to 339 teachers employed in a large faith-based school system in Australia. Analyses including factor analysis and latent profile analysis were performed on the data. In the end, four distinct profiles of teacher
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Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-19 Arnold B. Bakker, Karina Mostert
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The AIR and Apt-AIR Frameworks of Epistemic Performance and Growth: Reflections on Educational Theory Development Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-17 Sarit Barzilai, Clark A. Chinn
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Navigating Spatial Ability for Mathematics Education: a Review and Roadmap Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-17 Kelsey E. Schenck, Mitchell J. Nathan
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Cluster randomized controlled trial of a phone-based caregiver support and parenting program for Syrian and Jordanian families with young children Early Child. Res. Q. (IF 3.2) Pub Date : 2024-08-17 Joyce Rafla, Kate Schwartz, Hirokazu Yoshikawa, Dennis Hilgendorf, Anaga Ramachandran, Mohammad Khanji, Rawan Abu Seriah, Mohammad Al Aabed, Ragheb Fityan, Phoebe Sloane, Ayat Al Aqra, Razan Mousa, Tareq Sharawi, Andrés Molano, Kimberly Foulds, Jere Behrman, Alice Wuermli
For refugee caregivers who may live in remote areas or be a highly mobile population, creating parenting programs that fit their needs and accommodate their mobility can be highly beneficial. In this article, we evaluate a 6-month, audio-only early childhood development (ECD) intervention delivered via phone (3 calls per month) to caregivers of Syrian and Jordanian backgrounds in Jordan. A sample of
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Motivating the Learning Process: Integrating Self-Determination Theory Into a Dynamical Systems Framework Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-16 Peter Claudius Osei, David F. Bjorklund
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Dynamic self‐regulation and coregulation of respiratory sinus arrhythmia in mother–child and father–child interactions: Moderating effects of proximal and distal stressors Child Dev. (IF 3.9) Pub Date : 2024-08-16 Longfeng Li, Erika Lunkenheimer
This study examined how proximal and distal familial stressors influenced the real‐time, dynamic individual and dyadic regulation of respiratory sinus arrhythmia (RSA) in mother–preschooler and father–preschooler interactions in at‐risk families (N = 94, Mage = 3.03 years, 47% males, 77% White, 20% Latinx, data collected 2013–2017). Proximal stressors were operationalized as changing task demands (baseline
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The Personalized Learning by Interest Effect on Interest, Cognitive Load, Retention, and Transfer: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-15 Lijia Lin, Xin Lin, Xiaofang Zhang, Paul Ginns
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A Review of Reading Interventions for Students With Moderate and Severe Intellectual Disabilities The Journal of Special Education (IF 1.4) Pub Date : 2024-08-15 Alice N. Williams
For students with moderate and severe intellectual disability (ID), reading instruction has focused on teaching sight words. However, research supports a shift in focusing instruction on reading skills such as phonemic awareness, phonics, and fluency. The purpose of this systematic literature review was to focus on the research completed with students with moderate and severe ID, discuss the reading
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A Systematic Review of Graduate Students’ Research Motivation: Themes, Theories, and Methodologies Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-13 Jiying Han, Yahui Wang
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Self-regulated learning strategies in continuing education: A systematic review and meta-analysis Educ. Res. Rev. (IF 9.6) Pub Date : 2024-08-14 Yvonne M. Hemmler, Dirk Ifenthaler
Self-regulated learning (SRL) has been considered a key competence for continuing education (CE). The present systematic review and meta-analysis investigated factors associated with learners’ use of SRL strategies in CE. Synthesizing a total number of 58 studies, we identified learning process-related, learner-related, CE-related, and work-related factors associated with SRL strategies in CE. Three-level
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Exploring the influential factors of online professional learning completion of college teachers from the Global South in an international training program Internet High. Educ. (IF 6.4) Pub Date : 2024-08-14 Chao Wang, Xiao Hu
Online courses emerged as an important mode for large-scale cross-national teachers' professional learning. However, with most previous research on teacher online professional learning (TOPL) focusing on resource-rich and technology-advanced regions, little attention has been paid to the factors influencing the online learning completion of college teachers in Global South contexts. This study aimed
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Remembering history: Autobiographical memory for the COVID‐19 pandemic lockdowns, psychological adjustment, and their relation over time Child Dev. (IF 3.9) Pub Date : 2024-08-14 Tirill Fjellhaugen Hjuler, Daniel Lee, Simona Ghetti
This longitudinal study examined age‐ and gender‐related differences in autobiographical memory about the COVID‐19 pandemic lockdowns and whether the content of these memories predicted psychological adjustment over time. A sample of 247 students (Mage = 11.94, range 8–16 years, 51.4% female, 85.4% White) was recruited from public and private schools in Denmark and assessed three times from June 2020
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A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-14 Elizabeth A. Stevens, Emily Tanner, Megan H. Mowbray
This systematic review synthesizes the effects of mathematics vocabulary interventions on the mathematics outcomes of students with mathematics difficulty (MD) in Grades K through 12. We evaluated methodological rigor using three indicators: research design, implementation fidelity, and instruction in the counterfactual. Six peer-reviewed studies and three unpublished dissertations between 1990 and
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The Association Between Parent–Child Attachment and Academic Adjustment: A Multilevel Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-12 Yan Yang, Song Li, Fang Xie, Xu Chen
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Involving the Body to Improve Letter Knowledge and Script: an Experimental Study in French Kindergarten Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-13 Fernando Núñez-Regueiro, Natacha Boissicat, Fanny Gimbert, Céline Pobel-Burtin, Marie-Caroline Croset, Marie-Line Bosse, Cécile Nurra
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Beyond average outcomes: A latent profile analysis of diverse developmental trajectories in preterm and early term‐born children from the Adolescent Brain Cognitive Development study Child Dev. (IF 3.9) Pub Date : 2024-08-13 Iris Menu, Lanxin Ji, Tanya Bhatia, Mark Duffy, Cassandra L. Hendrix, Moriah E. Thomason
Preterm birth poses a major public health challenge, with significant and heterogeneous developmental impacts. Latent profile analysis was applied to the National Institutes of Health Toolbox performance of 1891 healthy prematurely born children from the Adolescent Brain and Cognitive Development study (970 boys, 921 girls; 10.00 ± 0.61 years; 1.3% Asian, 13.7% Black, 17.5% Hispanic, 57.0% White, 10
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Interactions of gender inequality and parental discipline predicting child aggression in low‐ and middle‐income countries Child Dev. (IF 3.9) Pub Date : 2024-08-12 Kaitlin P. Ward, Andrew C. Grogan‐Kaylor, Julie Ma, Garrett T. Pace, Shawna J. Lee, Pamela E. Davis‐Kean
Children in low‐ and middle‐income countries (LMICs) are disproportionately at risk of not meeting their developmental potential. Parental discipline can promote and hinder child outcomes; however, little research examines how discipline interacts with contextual factors to predict child outcomes in LMICs. Using data from 208,156 households with children between 36 and 59 months (50.5% male) across
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Trajectories of ethnic discrimination and school adjustment of ethnically minoritized adolescents: The role of school diversity climate Child Dev. (IF 3.9) Pub Date : 2024-08-12 Gülseli Baysu, Eva Grew, Jessie Hillekens, Karen Phalet
This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent‐Growth‐Mixture‐Models of repeated self‐reported discrimination over 3 years (2012–2015) by 1445 ethnically‐minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, Mage = 15.07) revealed four