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Exploring the Out-Group Homogeneity Effect Among Arab Children in Israel: The Roles of Religion, Contact, and Group Identification Child Dev. (IF 3.9) Pub Date : 2025-02-17 Francine Essa, Hannes Rakoczy, Gil Diesendruck
The out-group homogeneity effect has been found to contribute to adults' inter-group biases. Three studies examined whether 5- and 8-year-old Arab (i.e., minority) children in Israel also manifest this effect (March 2017–January 2020). Arab children from different religious affiliations and social environments (N = 272, 54% females) were asked to choose either a homogeneous or a heterogeneous sample
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Best practices for designing and reporting caregiver training in early childhood mathematics interventions Early Child. Res. Q. (IF 3.2) Pub Date : 2025-02-16 Mackenna Vander Tuin, Gena Nelson, Lois Ndungu
Caregivers are essential to children's growth and development and are now being recognized as important stakeholders in academic interventions (e.g., mathematics). Although researchers are making strides to involve caregivers in implementing interventions, there is still work to be done to improve the overall study reporting related to the development and implementation of caregiver training. We developed
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Can the sustaining environments hypothesis be sustained? Testing moderation of sustained public preschool benefits by kindergarten classroom quality Early Child. Res. Q. (IF 3.2) Pub Date : 2025-02-15 Anna D. Johnson, Anna M. Wright, Anne Martin, April Dericks, The Tulsa SEED Study Team
Mixed evidence over whether public preschool – Head Start and school-based public pre-k –confers an academic advantage beyond kindergarten has given rise to several explanations of variation in findings across studies. The “sustaining environments” hypothesis posits that for preschool attenders to maintain an advantage over preschool non-attenders, they must experience kindergarten classrooms of sufficiently
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Adaptive Behavior, Self-Determination, and Health in Autistic Young Adults Rem. Spec. Educ. (IF 2.3) Pub Date : 2025-02-15 Brianne Tomaszewski, Leann Smith DaWalt, Kara Hume, Lindsay Rentschler, Jessica Steinbrenner
Adaptive behavior, self-determination, and health are important areas of body functions and activities identified by autistic adults as priorities for research. Past research has suggested that autistic adults have high support needs in adaptive behavior and self-determination, and have poor physical and mental health outcomes. This study included 211 autistic young adults 18–25 years old ( Mage =
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The Role of Controllability and Foreseeability in Children's Counterfactual Emotions Child Dev. (IF 3.9) Pub Date : 2025-02-14 Alicia K. Jones, Shalini Gautam, Jonathan Redshaw
Counterfactual emotions such as regret may aid future decision‐making by encouraging people to focus on controllable features of personal past events. However, it remains unclear when children begin to preferentially focus on controllable features of such events. Across two studies, Australian 4–9‐year‐olds (N = 336, 168 females; data collected during 2021–2022) completed tasks that led to positive
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Impacts of the Preschool Safe Program on Marginalized Girls in Northern Nigeria Child Dev. (IF 3.9) Pub Date : 2025-02-14 Sharon Wolf, Johanna Bernard, Chika R. Ezeugwu, Lubabatu Ahmad, Khadijah Bello Gurin
Quality early childhood education (ECE) can improve children's learning and development in low‐ and middle‐income countries, but little evidence exists of programs targeting marginalized girls in vulnerable rural communities. This study used a matched‐pair mixed‐methods community‐randomized trial to evaluate a preschool program for marginalized girls (N = 466, Mage = 5‐years; W1 = 2022; W2 = 2023)
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Is Boredom the Opposite of Interest? A Longitudinal Reciprocal Effect Study Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-02-13 Katharina Luisa Boehme, Thomas Goetz, Markus Feuchter, Franzis Preckel
After decades of being conceptualised solely as a lack of interest, boredom has recently gained attention as an important construct in its own right. However, there is still a lack of studies focusing on the relations and developmental interplay of these two closely related constructs. This study examines the overall long-term developmental structure and interplay of students’ boredom and interest
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Fostering toddlers’ numeracy and mathematical language skills through a professional development intervention on interaction quality in toddler classrooms Early Child. Res. Q. (IF 3.2) Pub Date : 2025-02-13 Nadine Besser, Anja Linberg, Dorothea Dornheim, Sabine Weinert, Hans-Günther Roßbach, Simone Lehrl
The first years of life are crucial for children's concurrent and subsequent development in various domains. Given the recognized importance of high-quality adult-child interactions for promoting young children's development during this vulnerable phase, supporting such interactions is essential. This study examines the impact of a 9-week domain-specific mathematical interaction training for early
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Stratification in Countries with Flatter (Institutional) Hierarchies? Insights from Administrative Data in Canada Sociol. Educ. (IF 3.3) Pub Date : 2025-02-10 David Zarifa, Yujiro Sano, Roger Pizarro Milian
Researchers have repeatedly found that within modern higher education systems, students from wealthier backgrounds tend to be concentrated in the most advantageous sectors. Dubbed “effectively maintained inequality,” this process allows these groups to maintain a competitive advantage in the labor market by virtue of acquiring more elite credentials. But what happens in nations with flatter university
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Parental input as a mediating pathway for gender differences in early academic skills Early Child. Res. Q. (IF 3.2) Pub Date : 2025-02-10 Marina Vasilyeva, Catalina Rey-Guerra, Linxi Lu, Eric Dearing
The persistent gendered pattern in academic achievement, whereby girls outperform boys in language while boys excel in mathematics, is evident as early as primary school. The literature highlights parental input as a key predictor of child development, yet less is known about its role in the context of gender differences in early academic skills. The present study investigated variability in parental
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Exploring Educational Approaches to Addressing Misleading Visualizations Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-02-08 Jihyun Rho, Martina A. Rau
Misleading data visualizations have become a significant issue in our information-rich world due to their negative impact on informed decision-making. Consequently, it is crucial to understand the factors that make viewers vulnerable to misleading data visualizations and to explore effective instructional supports that can help viewers combat the negative effects of such visualizations. Drawing upon
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Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-02-05 Johnmarshall Reeve, Geetanjali Basarkod, Hye-Ryen Jang, Rafael Gargurevich, Hyungshim Jang, Sung Hyeon Cheon
Students involve themselves in learning activities multidimensionally, including behaviorally, cognitively, emotionally, and agentically. This multidimensional involvement predicts important outcomes, but it is also possible that each type of engagement might have its own specialized purpose or function. To investigate this possibility, we proposed and tested the specialized purpose hypothesis, which
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Effects of content and language integrated learning at the primary school level: A multi-level meta-analysis Educ. Res. Rev. (IF 9.6) Pub Date : 2025-02-03 Jang Ho Lee, Hansol Lee, Yuen Yi Lo
This meta-analysis synthesized the effects of content and language integrated learning (CLIL)—an approach in which non-language subjects are taught in a foreign language—on primary school students. The dataset comprised 28 samples (N = 214,103) drawn from 21 (quasi-)experimental studies that evaluated either foreign language (FL) or academic content learning. A multi-level meta-analysis revealed that
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The Role of Instructional Design in the Delivery of Early Science Instruction Rem. Spec. Educ. (IF 2.3) Pub Date : 2025-02-03 Steven A. Maddox, Jenna A. Gersib, Anna-Maria Fall, Maria A. Longhi, William J. Therrien, Greg Roberts, Jason B. Phelps, Shadi Ghafghazi, Christian T. Doabler
A critical tenet of education research is establishing what works. Another is exploring theorized mechanisms of change to help ascertain why academic programs work, for whom, and under which conditions. In other words, unpacking the black boxes of academic programs. This study explored the quality of teachers’ facilitation of (a) scientific investigations and (b) science discourse during and after
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The effects of physical activity interventions on prereading, early word recognition and spelling development in children: A systematic review and meta-analysis Educ. Res. Rev. (IF 9.6) Pub Date : 2025-02-01 Ole Emil Jensen, Anne-Mette Veber Nielsen, Anne Kær Gejl, Rasmus Ahmt Rohde, Laurits Munk Højberg, Linn Damsgaard, Anne Sofie Bøgh Malling, Emma Stevnsborg, Anna Bugge, Mads Poulsen, Jacob Wienecke
Reading and spelling skills are important abilities to acquire for later success in school and therefore it is highly relevant to examine strategies of facilitating these academic skills. Physical activity integrated with the learning sessions or physical activity added but not integrated with the learning sessions has been identified as possible strategies.
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Reasoning to Justify Eating Animals Varies With Age Child Dev. (IF 3.9) Pub Date : 2025-02-01 Luke McGuire, Tina Bagus, Alexander G. Carter, Emma Fry, Nadira S. Faber
The present study examined the justifications used by children, adolescents, and adults to justify eating animals. Children (n = 100, Mage = 9.82, SD = 0.77, female n = 49) as compared to adolescents (n = 76, Mage = 14.0, SD = 1.62, female n = 36) and adults (n = 113, Mage = 44.1, SD = 14.4, female n = 54) were more ambivalent or opposed to eating animals, and they showed a distinct reasoning pattern
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Trajectories of the Late Positive Potential Across Childhood and Adolescence: A 9‐Year Longitudinal Study Child Dev. (IF 3.9) Pub Date : 2025-02-01 Alison E. Calentino, Nathan M. Hager, Elise M. Adams, Aline K. Szenczy, Lindsay Dickey, Autumn Kujawa, Greg Hajcak, Brady D. Nelson, Daniel N. Klein
The late positive potential (LPP), an event‐related potential reflecting affective processing, may exhibit developmental shifts in magnitude and scalp location. In the present longitudinal study, 501 youth (47.3% female; 89.4% White; 12.0% Hispanic) completed the emotion interrupt task to elicit the LPP to neutral, positive, and negative images at approximately 9, 12, 15, and 18 years old (data collected
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Teachers of refugee children opening up dialogic spaces across interruptions and change Early Child. Res. Q. (IF 3.2) Pub Date : 2025-02-01 Elif Karsli-Calamak, Cristina Valencia Mazzanti
In this research, we examine the understandings of early childhood teachers who are deeply committed to their work with refugee children and families in Türkiye. Using teacher interview data collected over two years as part of a four-year longitudinal ethnographic study, we draw on philosophical hermeneutics as a theory of understanding to analyze how this process unfolds for educators working with
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Using Decoding Measures to Identify Reading Difficulties: A Meta-analysis on English as a First Language Learners and English Language Learners Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-30 Miao Li, Shuai Zhang, Yuting Liu, Catherine Snow, Huan Zhang, Bing Han
Students with or at risk of reading difficulties (RD) benefit from accurate early identification and intervention. Previous research has employed various decoding measures to screen students for RD, but the criteria for identification have been inconsistent. Assessing students with RD is especially challenging in English Language Learners (ELLs), as vocabulary deficits can impact decoding. Additionally
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A systematic literature review on the application of generative artificial intelligence (GAI) in teaching within higher education: Instructional contexts, process, and strategies Internet High. Educ. (IF 6.4) Pub Date : 2025-01-30 Peijun Wang, Yuhui Jing, Shusheng Shen
Represented by ChatGPT, Generative Artificial Intelligence (GAI) is revolutionizing the field of education. Despite a series of related studies and reviews around GAI, existing reviews predominantly focus on macro-level discussions covering overall development trends, core issues, opportunities and risks. There has been a lack of systematic reviews from a meso-level perspective examining the application
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Using Asynchronous Training and Emailed Performance Feedback to Change a Teaching Behavior of Preservice Teachers Rem. Spec. Educ. (IF 2.3) Pub Date : 2025-01-29 Kelly O. Byrd, R. Allan Allday, Rachel R. Henderson, Zachary Francis
The current study used a multiple probe design to determine the effects of an intervention package (asynchronous training plus emailed specific performance feedback) on the rate of opportunities to respond (OTR) of three preservice elementary teachers providing small group mathematics instruction. The study utilized Swivl to record and upload lessons, which were viewed and coded to determine the rate
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Comparing Computer-Based Single-Phrase and Multiphrase Interventions on Generalized Reading in Postsecondary Students With Disability Rem. Spec. Educ. (IF 2.3) Pub Date : 2025-01-29 Chelsea S. Wilson, Christopher H. Skinner, Chelsea Price, Addie Welch, Hannah Collins, Keri Keller, Merilee McCurdy
Adapted alternating treatment designs were used to evaluate and compare two computer-based phrase-reading interventions in four postsecondary students with an intellectual or developmental disability. Each intervention targeted eight unknown words from each student’s elective college class. For each word, interventions included three stimulus-response–stimulus-response learning trials, which prompted
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Interventions to Teacher Well-Being and Burnout A Scoping Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-28 Pauliina Avola, Tiina Soini-Ikonen, Anne Jyrkiäinen, Viivi Pentikäinen
Teacher burnout, stress, and turnover are increasing globally, underscoring the need to explore ways to reduce burnout and support teacher well-being. This scoping review identifies the contents, characteristics, and results of interventions to increase teacher well-being and reduce burnout. The search was conducted using two databases (Education Research Complete and ERIC). Out of 958 studies, 46
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Virtual avoidance: Examining STEM students' lower interest in online courses Internet High. Educ. (IF 6.4) Pub Date : 2025-01-28 Miranda M. McIntyre, Geoffrey Cui, Yunfei Hou
Online education is growing in popularity, yet online courses in science, technology, engineering, and mathematics (STEM) experience lower student satisfaction and higher attrition compared to non-STEM courses. This study explores differences in online course perceptions between STEM and non-STEM students and how these perceptions influence their intentions to enroll in future online courses. A sample
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Using the child opportunity index to examine equity in access to a state-funded prekindergarten program Early Child. Res. Q. (IF 3.2) Pub Date : 2025-01-27 Jamie H. Wu, Hope O. Akaeze, Robert W. Ressler, Steven R. Miller
Michigan's state-funded prekindergarten (pre-K) program seeks to overcome socioeconomic disparities by providing free education to low-income four-year-olds. This study uses geographically weighted regression to assess equity by examining program locations in relation to two measures that demonstrate local needs: Child Opportunity Index (COI), which is a composite measure of community resources tied
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Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-25 Katlynn Dahl-Leonard, Colby Hall, Eunsoo Cho, Philip Capin, Garrett J. Roberts, Karen F. Kehoe, Christa Haring, Delanie Peacott, Alisha Demchak
There is considerable research evaluating the effects of family members implementing shared book reading interventions, especially during early childhood. However, less is known about the effects of family members providing instruction to help their school-aged children develop literacy skills, including both code-focused and meaning-focused skills that facilitate reading comprehension. The purpose
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Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups Early Child. Res. Q. (IF 3.2) Pub Date : 2025-01-25 Sarah Surrain, Susan H. Landry, Tricia A. Zucker, Yoonkyung Oh
The ways that parents respond to their children's initiations and guide their learning are associated with subsequent language development. Responsive parenting interventions have shown positive impacts on parent behaviors and child outcomes. However, less is known about how intervention effects vary for families from different linguistic and ethnic backgrounds. This secondary analysis of a randomized
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The Virtual Reality in Your Head: How Immersion and Mental Imagery Are Connected to Knowledge Retention Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-24 Alex Barrett, Nuodi Zhang, Shiyao Wei
Immersive learning is predominantly constrained to technology-based interventions but has the potential for more diverse applications. This study reports on an experiment investigating the learning affordances of psychological immersion evoked by narrative absorption. A total of 228 participants were randomly assigned to one of three forms of media, an image, a word list, and a narrative, all of which
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School entry skills and young adult outcomes Early Child. Res. Q. (IF 3.2) Pub Date : 2025-01-24 Margaret Burchinal, Deborah Lowe Vandell
Skills acquired during early childhood are believed to lay the foundation for development into adulthood, but this issue has not been carefully examined empirically. Using the NICHD Study of Early Child Care and Youth Development, we asked which school readiness skills predict which adult outcomes. The study followed 814 participants to 26 years of age (81 % White, 9 % Black, 5 % Hispanic, 53 % female:
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Examining STEM Preferences in Autistic Students: The Role of Contextual Support, Self-Efficacy, and Outcome Expectations Except. Child. (IF 2.2) Pub Date : 2025-01-24 Hyejung Kim, Mack Ottens, Matthew Jacob, Xingye Qiao
Over recent decades, there has been a significant increase in postsecondary STEM education among autistic individuals. Using data from the High School Longitudinal Study of 2009, this study examined the STEM pathways of autistic students, emphasizing key determinants like proximal context, self-efficacy, and outcome expectations within the framework of social cognitive theory. The results revealed
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Learning (Not) to Know: Examining How White Ignorance Manifests and Functions in White Adolescents' Racial Identity Narratives Child Dev. (IF 3.9) Pub Date : 2025-01-23 Brandon D. Dull, Leoandra Onnie Rogers, Jade Ross
In critical approaches to the study of whiteness, white ignorance refers to systematic and intentional ways of (not) knowing that function to perpetuate racism. The current critical qualitative analysis examines how white ignorance surfaces in the racial identity narratives of white adolescents (N = 69, Mage = 15.91, SD = 0.49, data collected 2017–2019). Using semi‐structured interview data, we identified
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Longitudinal study on early literacy and subsequent performance in Turkish low-SES children Early Child. Res. Q. (IF 3.2) Pub Date : 2025-01-23 Fatma Elif Ergin, Hatice Merve İmir, K. Büşra Kaynak-Ekici, Nursel Bektaş, Şerife Çamurcu, Rüveyda Kurnaz, Burçin Aysu
This longitudinal study examines the predictive role of early literacy on subsequent literacy outcomes in Turkish-speaking children from low socioeconomic backgrounds. Following 292 children from preschool to first grade, it highlights early literacy proficiency as a strong predictor of later reading ability. Regarding writing skills, phonological awareness, expressive language, listening comprehension
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The Efficacy of a Content Area Reading Comprehension Intervention for Students With Disabilities Rem. Spec. Educ. (IF 2.3) Pub Date : 2025-01-23 Sharon Vaughn, Jeanne Wanzek, Leticia R. Martinez, Eleanor M. Hancock, Anna-Mari Fall, S. Blair Payne, Sally K. Fluhler
This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional development on the PACT and differentiation practices
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Using Point-of-View Video Self-Prompting to Teach Algebra to Secondary Students With High-Incidence Disabilities Rem. Spec. Educ. (IF 2.3) Pub Date : 2025-01-23 Tom J. Clees, Elias Clinton
The present study evaluated the effectiveness of point-of-view video self-prompting (VSP), with narration, delivered via an iPad, in teaching four secondary students with high-incidence disabilities to solve algebraic equations requiring the use of the distributive property. Participants were taught to independently use an iPad to self-deliver video prompts of each of 30 steps required to solve the
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Advancing Self-Reports of Self-Regulated Learning: Validating New Measures to Assess Students’ Beliefs, Practices, and Challenges Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-22 Allyson F. Hadwin, Ramin Rostampour, Philip H. Winne
Self-report measures are essential sources of information about learners’ studying perceptions. These perceptions also guide self-regulated learning (SRL) decisions and strategies in future studying. However, the development of self-report methods has not kept pace with other multi-modal methodological advancements, particularly in the field of self-regulated learning. The purpose of this study was
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Challenges in the transition to kindergarten and children's well-being through elementary school: Do school transition supports matter? Early Child. Res. Q. (IF 3.2) Pub Date : 2025-01-22 Briana A. López, Aprile D. Benner
This study examined how transition supports (i.e., school or classroom activities intended to support children and families during the transition to kindergarten) cluster within schools and how schools’ use of transition supports are consequential for children's transition challenges (i.e., psychological adjustment during the transition to kindergarten) and academic and socioemotional well-being across
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Special Educators’ Experiences Navigating Tensions When Serving Students Labeled With Emotional/Behavioral Disorders Rem. Spec. Educ. (IF 2.3) Pub Date : 2025-01-21 Elizabeth Bettini, Kathryn M. Meyer, Margaret O’Brien, Margaret Carroll, Hannah Morris Mathews
Special educators often work in school contexts that are not oriented toward their students’ strengths and needs, resulting in tension–misalignment between their responsibility to students and their schools’ resources and expectations. Using grounded theory, we explored five teachers’ experiences of tension when serving students labeled with emotional/behavioral disorders in self-contained classes
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Digital diaries supporting self-regulated learning during in-person and online transitions Internet High. Educ. (IF 6.4) Pub Date : 2025-01-20 Zui Cheng, Danyang Zhang, Shan Peng, Xinyi Xiong, Qixiu Xiong
The transition between online and in-person learning has become a recurring challenge in contemporary education, highlighting the need for effective strategies to support students' self-regulated learning (SRL) during these shifts. This study examines the impact of digital diaries on undergraduate students' perceived SRL skills during a critical transition from in-person to online learning. Using a
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Promoting Identity Development, Multicultural Attitudes, and Civic Engagement Through Ethnic Studies: Evidence From a Natural Experiment Child Dev. (IF 3.9) Pub Date : 2025-01-20 Sarah Gillespie, Mirinda M. Morency, Elizabeth Fajemirokun, Gail M. Ferguson
This study used a natural experiment design to examine the impact of ethnic studies courses on students' ethnic‐racial identity (ERI) development, multicultural attitudes, and civic engagement during the 2021–2022 school year in Minneapolis, MN (N = 535; 33.5% White, 29.5% Black, 21.1% Latine, 10.7% multi‐racial; 44.7% female, 7.1% non‐binary). Compared to students who were quasi‐randomly assigned
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Correlations between coaching quality and teacher change in social-emotional teaching practices Early Child. Res. Q. (IF 3.2) Pub Date : 2025-01-20 Jessica K. Hardy, Jill Grifenhagen, Ragan H. McLeod, Katerina M. Marcoulides, Mary Louise Hemmeter
Coaching has become prevalent in early childhood educational settings and has been shown to support teachers’ use of evidence-based practices. However, coaching includes many practices, and it is not known which practices are necessary for affecting change. We developed a model of coaching quality, the Coaching Quality Framework, and a quantitative measure, the Coaching Quality Checklist (CQC). The
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Features of digital media which influence social interactions between adults and children aged 2–7 years during joint media engagement: A multi-level meta-analysis Educ. Res. Rev. (IF 9.6) Pub Date : 2025-01-19 Sandra J. Mathers, Pinar Kolancali, Fiona Jelley, Daniela Singh, Alex Hodgkiss, Sophie A. Booton, Lars-Erik Malmberg, Victoria A. Murphy
This study reviewed research on the features of digital media (e.g. apps, e-books) which influence interactions between adults and children aged 2–7 years when using these media together. We focused on interactions which support child learning, particularly oral language development. We used robust variance estimation to conduct multilevel meta-analyses of 15 experimental studies (n = 627 parent–child
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Does professional development for online instruction improve student course outcomes? Internet High. Educ. (IF 6.4) Pub Date : 2025-01-19 Xuehan Zhou, Qiujie Li, Di Xu
With the fast expansion of online learning in higher education, institutions have increasingly offered and mandated faculty professional development (PD) programs focused on online instruction. However, the extent to which these PD programs indeed lead to improved students' online course performance remains largely unknown. This paper used a rigorous quasi-experimental approach to estimate the impact
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Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-18 Joachim Wirth, Xenia-Lea Weber-Reuter, Corinna Schuster, Jens Fleischer, Detlev Leutner, Ferdinand Stebner
Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require the use of the same learning strategy (near transfer). However, whether learners can transfer metacognitive regulation skills acquired in combination with a specific
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The parent–child relationship and child shame and guilt: A meta‐analytic systematic review Child Dev. (IF 3.9) Pub Date : 2025-01-17 Rahel L. van Eickels, Magdalena Siegel, Alice J. Juhasz, Martina Zemp
Empirical findings on the associations of positive and dysfunctional parent–child relationship (PPCR/DPCR) characteristics with child shame, adaptive guilt, and maladaptive guilt were synthesized in six meta‐analyses. The 65 included samples yielded 633 effect sizes (Ntotal = 19,144; Mage = 15.24 years; 59.0% female; 67.7% U.S. samples, n = 12,036 with 65% White, 12.3% Hispanic and Latinx, 10.8% Black
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Connecting Language Abilities and Social Competence in Children: A Meta‐Analytic Review Child Dev. (IF 3.9) Pub Date : 2025-01-17 Karolina Wieczorek, Megan DeGroot, Heather Ganshorn, Susan A. Graham
Research examining relations between language skills and social competence has yielded mixed findings. Three meta‐analyses investigated links between language skills (overall, receptive, and expressive) and social competence in 2‐ to 12‐year‐old children. Data from 130 studies representing 62,120 children (M age at language assessment = 4.70 years; 52% male), predominantly from North America and Europe
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An Individual Participant Data Meta-Analysis to Support Power Analyses for Randomized Intervention Studies in Preschool: Cognitive and Socio-Emotional Learning Outcomes Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-14 Martin Brunner, Sophie E. Stallasch, Cordula Artelt, Oliver Lüdtke
There is a need for robust evidence about which educational interventions work in preschool to foster children’s cognitive and socio-emotional learning (SEL) outcomes. Lab-based individually randomized experiments can develop and refine such interventions, and field-based randomized experiments (e.g., cluster randomized trials) evaluate their effectiveness in real-world daycare center settings. Applying
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Young Children's and Caregivers' Evaluations About Household Helping: Balancing the Interests of Helper and Recipient Child Dev. (IF 3.9) Pub Date : 2025-01-11 Marie Grace Martinez‐Mora, Audun Dahl
Young children's helping can benefit both recipient and helper. This study examined how children and caregivers incorporate helper and recipient interests in evaluations of household helping. Data were collected throughout 2022. US children 4–6 years (N = 87; 47 girls, 40 boys; 71% European American, 23% Asian American, 14% Latinx, 3% Black, 2% Native American) and their caregivers were evaluated whether
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Developing the Mental Effort and Load–Translingual Scale (MEL-TS) as a Foundation for Translingual Research in Self-Regulated Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-10 Tino Endres, Lisa Bender, Stoo Sepp, Shirong Zhang, Louise David, Melanie Trypke, Dwayne Lieck, Juliette C. Désiron, Johanna Bohm, Sophia Weissgerber, Juan Cristobal Castro-Alonso, Fred Paas
Assessing cognitive demand is crucial for research on self-regulated learning; however, discrepancies in translating essential concepts across languages can hinder the comparison of research findings. Different languages often emphasize various components and interpret certain constructs differently. This paper aims to develop a translingual set of items distinguishing between intentionally invested
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The Development of a Coaching Model: Challenges and Implications for Intervention Research Rem. Spec. Educ. (IF 2.3) Pub Date : 2025-01-10 Jade Wexler, Alexandra Shelton, Elizabeth Swanson, S. Blair Payne, Robin Sayers, Tara Johnston, Erin K. Hogan, Kristabel Stark
Instructional coaching is one way to support teachers’ implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support
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The Cronbach’s Alpha of Domain-Specific Knowledge Tests Before and After Learning: A Meta-Analysis of Published Studies Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-09 Peter A. Edelsbrunner, Bianca A. Simonsmeier, Michael Schneider
Knowledge is an important predictor and outcome of learning and development. Its measurement is challenged by the fact that knowledge can be integrated and homogeneous, or fragmented and heterogeneous, which can change through learning. These characteristics of knowledge are at odds with current standards for test development, demanding a high internal consistency (e.g., Cronbach's Alphas greater
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Multimodal Measurement of Pubertal Development: Stage, Timing, Tempo, and Hormones Child Dev. (IF 3.9) Pub Date : 2025-01-08 Adam Omary, Mark Curtis, Theresa W. Cheng, Patrick Mair, Elizabeth A. Shirtcliff, Deanna M. Barch, Leah H. Somerville
Using data from the Human Connectome Project in Development (N = 1304; ages 5–21 years; 50% male; 59% White, 17% Hispanic, 13% Black, 9% Asian), multiple measures (self‐report, salivary hormones) and research designs (longitudinal, cross‐sectional) were used to characterize age‐related changes and sex differences in pubertal development. Both sexes exhibit a sigmoid trajectory of pubertal development;
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Guidance and Considerations When Performing Data‐Validity Checks Child Dev. (IF 3.9) Pub Date : 2025-01-07 Joseph R. Cimpian, Jennifer D. Timmer, Taek H. Kim
This response to a Commentary by Delgado‐Ron, Jeyabalan, Watt, and Salway (2024) on Cimpian, Timmer, and Kim's (2023) paper discusses and clarifies some key issues in applying the new data‐validity sensitivity analysis proposed by Cimpian et al. (2023). The differences in the applications of the method by Delgado‐Ron et al. (2024) and Cimpian et al. (2023) present an opportunity to recognize the possibilities
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The Effect of Psychological Interventions on Statistics Anxiety, Statistics Self-Efficacy, and Attitudes Toward Statistics in University Students: A Systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-06 Renata A. Mendes, Natalie J. Loxton, Nicholas G. Browning, Rebecca K. Lawrence
Psychological interventions offer a unique approach to enhancing the educational experience for university students. Unlike traditional teaching methods, these interventions directly address cognitive, emotional, and behavioural factors without requiring changes to course content, delivery methods, or involvement from the teaching team. This systematic review evaluated psychological interventions that
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An Analysis of Behavior Goals in Individualized Education Programs of Students With Extensive Support Needs The Journal of Special Education (IF 1.4) Pub Date : 2025-01-06 Olivia Fudge Coleman, Lyndsey Aiono-Conradi, Virginia L. Walker, Rachelle N. Huntington, Prince Afriyie
Students with extensive support needs (ESN) have an increased risk of engaging in challenging behavior due to a range of factors, including communication and health needs common among this student population. When students engage in behaviors that impede learning, school teams organize support across social and emotional domains to ensure access to free and appropriate public education (FAPE) as outlined
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Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning Internet High. Educ. (IF 6.4) Pub Date : 2025-01-03 Mohammadreza Farrokhnia, Abbas Taghizade, Roshan Ahmadi, Pantelis M. Papadopoulos, Omid Noroozi
Learner satisfaction is a key metric that encapsulates the overall e-learning experience. While numerous studies have explored the “what” (i.e., the factors that predict satisfaction), there has been less focus on the “how” (i.e., the mechanisms through which these factors are associated to satisfaction). This study seeks to address this gap by elucidating how two key individual factors, motivation
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Stimulating teachers’ equity literacy through drama and theatre-based work forms: A systematic review Educ. Res. Rev. (IF 9.6) Pub Date : 2025-01-02 Alie Meedendorp, Marjolein Irene Deunk
As classrooms are becoming increasingly diverse, teachers often find themselves in a prominent position within initiatives to provide a safe learning environment with equal opportunities for every student in the classroom. This requires preparation for diversity and inclusion within teacher education. This systematic review explores the use of drama and theatre-based work forms in pre-service and in-service
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Issue Information Child Dev. (IF 3.9) Pub Date : 2025-01-02
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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 : 2025-01-02 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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Testing block play as an effective mechanism for promoting early math, executive function, and spatial skills in preschoolers from low-income backgrounds Early Child. Res. Q. (IF 3.2) Pub Date : 2024-12-31 Sara A. Schmitt, David J. Purpura, Robert J. Duncan, Lindsey Bryant, Tracy M. Zehner, Brianna L. Devlin, Elyssa A. Geer, Tanya A. Paes
The aim of the present study was to evaluate the impacts of different types of block play (free play and semi-structured play) on children's math, executive function (EF), and spatial skills in a low-income sample. We hypothesized that children assigned to either of the block play conditions would demonstrate greater gains on math, EF, and spatial skills compared to children in a business-as-usual