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This article explores an insight into different teaching strategies implemented within two educational settings in year 1 classrooms. Since the Coronavirus pandemic, evidence states that children's mental health is declining highlighting the need to teach children how to gain a positive mindset. This article shall reflect on my practice, which used different self‐regulation strategies to improve a child's emotional intelligence and transfer their knowledge into real‐life practice. It shall reflect on the three primary methods I implemented into my year 1 classroom to create a safe learning environment: Self‐regulation, brain breaks and calm corners. These methods were implemented in two different year 1 classrooms across two different academic years. These strategies were embedded and adapted throughout the whole year, yet this article shall reflect on the evidence of the Autumn term in each academic year. The same strategies were implemented in both academic years to compare these strategies in two different educational settings. The Autumn term was chosen as the reflection period due to the transition from EYFS to Year 1 being a key factor in most children's mental health at that age. [ABSTRACT FROM AUTHOR]

AbstractIn this study, the impact of the Environmental and Climate Change Education program on the perceptions of 4th-grade students regarding environmental issues, climate change, and sustainability was investigated. The study group consisted of 22 (12 boys, 10 girls) 4th-grade students aged between 9–10 years, who were all studying in the same class at a central primary school in Eskişehir. Conducted throughout the 2022–2023 academic year, the research was carried out in three stages: before the implementation, after the implementation, and 9 months after completing the program. Data were obtained through drawings created by the students and interviews based on these drawings. Initially, the students’ drawings depicted basic concepts such as air, water, trees, and waste. However, after participating in the Climate Change Education program, significant changes were observed in their understanding and perceptions of environmental issues, climate change, and sustainability. The activities of the program significantly increased the students’ awareness and comprehension of these critical issues. [ABSTRACT FROM AUTHOR]

Compensatory education policies aim to reduce the impact of inequalities on students’ engagement and performance at school. Nevertheless, this context is composed of mostly disadvantaged children who live with adversity and poverty. These difficulties are likely to be very testing for teachers’ emotions. Since the 2000s, teachers’ emotional labor has been the subject of a significant number of studies. A number of them have focused on physical education (PE), based on the idea that this school subject is particularly challenging for teachers’ emotions. However, we do not know what happens when teachers fail to regulate their emotions. Based on a situational approach to emotional labor, the present study aimed to analyze critical incidents in which teachers’ emotional deviance can be seen (i.e. when the emotions felt and expressed are at odds with the display rules). The study was conducted in collaboration with 22 PE teachers working in ‘difficult’ context. At every break in the school year, each teacher wrote about one critical incident (110 in total) and accepted to take part in an interview at the end of the year. An inductive data analysis made it possible to identify six cases of emotional deviance (5.5%), represented, in the present article, by portrait vignettes based on creative nonfiction. Each of them presents an enacted form of emotional deviance: (1) Ranting and seeking revenge on a disruptive student; (2) Exhibiting impulsive verbal violence towards a disruptive student; (3) Violently excluding a disruptive student; (4) Withdrawing and disengaging from disruptive students; (5) Involving the class as witnesses to a student’s misbehavior; (6) Breaking the rule of secularism to promote a student’s engagement. Three main highlights are therefore discussed: (1) Altercation with students is the main inducer of emotional deviance; (2) Emotional deviance results from negative emotions of varying intensity; (3) Emotional deviance takes various enacted forms as a last resort. [ABSTRACT FROM AUTHOR]

This paper explores the geographies of migrant schooling in Athens following the 2015–2016 crisis, which left thousands of migrants stranded in the country. Drawing on a multi‐sited ethnography of everyday bordering (2017–2018), I examine the school as an ordinary bureaucratic institution and as a physical space in relation to the border. I discuss the processes that rendered the schooling of racialised children a problem to be managed and solved. These migrant schooling timescapes, I argue, were marked by contradictory state logics, and temporalities, and were shaped by context‐specific colonial and racialisation discourses. These tensions shaped the encounters between families on the move and the state throughout the academic year. The paper argues that the school became an everyday space of bordering, controlling membership and reproducing the families’ marginalisation. In this way, it contributes to the literature that highlights the role of ordinary institutions and temporal forms of governance conditioning migrant lives. [ABSTRACT FROM AUTHOR]

ABSTRACT The advent of artificial intelligence (AI) technologies heralds a transformative era in education. This study investigates the integration of AI tools in developing educational assessment rubrics within the ‘Curriculum Design Development and Evaluation’ course at the University of A Coruña during the 2023–2024 academic year. Employing an action–research methodological approach, 27 comprehensive evaluation rubrics were developed using AI tools like ChatGPT. The findings highlight AI's ability to enhance rubric precision, efficiency and alignment with curricular objectives, thus facilitating personalised learning experiences. This research underscores AI's transformative potential in education, advocating for broader adoption and the necessity for educators to acquire AI proficiency. The study demonstrates how AI tools can streamline the rubric development process, making it more accurate and time efficient while also ensuring the inclusion of essential curricular elements. Through this approach, AI can support innovative assessment strategies that are both effective and adaptable to diverse educational contexts. [ABSTRACT FROM AUTHOR]

A lack of access to a sequence of introductory to top-level curricula in rural schools has widened the achievement disparity between rural and urban students and influenced the number of college degree holders in rural areas. Recently, surging diversity and differentiation in income levels across nonurbanized areas can serve as determinants of the development of academically rigorous course pipelines in rural schools. This study examines differentiation in spatial access to the curriculum ladder for rigorous mathematics in three southern U.S. states during the 2017–18 school year: Alabama, Arkansas, and Mississippi. Policy variations in these states yield different effects on the sequence of rigorous mathematics courses in rural high schools. Given that the mathematics course pipeline reinforces college access, access to academically challenging courses likely outweighs the rural disadvantages of college readiness in non-urban students and the persistence of inequality in public education. [ABSTRACT FROM AUTHOR]

This article examined how elementary educators understood the experiences of Black students during remote learning and subsequently demonstrated empathy for Black students during the 2020–2021 academic year. While there is ample literature on the benefits of empathy on student outcomes, much of this research falls short in capturing the utility and complexity of empathy in remote settings. Moreover, much of the literature on empathy omits the role that identity plays in conceptualizations of empathy. Findings from this study suggest that in order for educators to bypass the physical and psychological distance created by remote instruction, educators must develop innovative and iterative practices that allow them to develop an in-depth understanding of their students, which will allow them to demonstrate appropriate empathic actions. [ABSTRACT FROM AUTHOR]

At The Open University, UK, students are offered the opportunity to re-submit the final assignment of a module they have failed but came close to passing. In order to improve pass and retention rates, enhanced support was offered to these students by the School of Languages and Applied Linguistics during the academic year 2017–18, helped by extra funding. The purpose of this paper is to report on this enhanced student support as a case study for the utility of others. A dedicated forum was set up on each module website with tutors engaged to moderate the forum between the results and the resubmission/resit date. Tutors were to produce documents to post and brief guidance webcasts, and the resultant upskilling and community sharing of good practice turned out to provide them with a significant professional development benefit. The intervention was tied in with SST (Student Support Team) activity. A comparison with previous and subsequent years of pass figures at the second chance indicates some success. [ABSTRACT FROM AUTHOR]

AbstractThe transition to upper-elementary school marks an important shift when students are expected to independently manage their behaviors, attention, and engagement. The current study used a socioeconomically- and racially/ethnically-diverse sample of upper-elementary school students (N = 336, Mage = 9.85 years). Results showed that teachers’ initial perceptions of students’ executive function (EF) behaviors as indexed by how well students adjusted to new situations, remembered multi-step activities, and stayed focused were related to their reports of conflict with students in the spring. Furthermore, teacher–student conflict was linked with teacher-reported EF behaviors in the spring, controlling for EF behaviors in the fall. Finally, teachers’ initial perceptions of students’ EF behaviors were associated with children’s performance on EF tasks in the spring, controlling for direct assessment of EF skills in the fall. Our findings emphasize the role of early teacher perceptions for the development of teacher–student relationships and children’s self-regulation skills during the school year. [ABSTRACT FROM AUTHOR]

This study evaluates the Dual Language Program (DLP) implemented at a Title I public school in Baltimore City during the 2019–2020 and 2020–2021 school years. Building on previous research, the DLP's implementation, sustainability, and effects on students’ learning outcomes were examined. Utilizing a mixed-methods approach, the study’s second phase included participants from the school’s mainstream, English-only program (MP), enriching the overall understanding of the school community’s perception of the program. Data were collected through surveys, classroom observations, and standardized assessments—the DIBELS and the iReady Diagnostic assessments. Findings showed challenges with curriculum standardization and prevalent misconceptions about bilingualism. Nevertheless, the program's successes were evident in DLP students’ enhanced engagement, parental involvement, and community support. Despite the challenges of the COVID-19 pandemic, the DLP demonstrated its capacity for scaleability and sustainability. During the 2020–2021 school year, regardless of virtual learning, DLP students not only maintained but, in the case of Cohort 1, showed greater growth in reading skills compared to MP students, with Cohort 3 DLP students improving to reach statistically similar performance levels to their MP peers. Findings indicate that the DLP has the potential to serve as a sustainable educational program, fostering both dual language proficiency and academic outcomes. [ABSTRACT FROM AUTHOR]

Contrary to expert readers, children learning to read have limited ability to preprocess letters in parafoveal vision. Parafoveal letters induce crowding cost: the features of neighboring letters interfere with target letter identification. We longitudinally studied the weight of parafoveal cost and benefit in two group of children (N = 42), during their first school year (Group 1) and at the end of second school year (Groupe 2). Using a novel digit-tracking method, a blurred text was presented and rendered unblurred by touching the screen, allowing the user to discover a window of visible text as the finger moved along it. We compared two conditions: (1) a large window, where crowding was enhanced by the presence of parafoveal information; (2) a small window, where crowding was suppressed by blurred parafoveal information. Finger kinematics were simultaneously recorded. We found that at the beginning of first-grade, digital fixations - brief slowing or stopping of the finger on a specific point - are significantly longer in the large compared to the small window condition, as parafoveal crowding increases text processing difficulty. This effect diminishes and disappears at the end of second-grade as reading performance improves. In the large window condition, longer digital saccades - rapid movements of the finger changing position - appear by the end of first grade suggesting that parafoveal exposure become more beneficial than harmful when children acquire basic reading skills. Our results show that in beginning readers, crowding has a cognitive cost that interfere with the speed of the learning reading process. Our findings are relevant to the field of education by showing that visual crowding in first grade should not be underestimated. [ABSTRACT FROM AUTHOR]

This prospective study aimed to investigate whether fear conditioning parameters measured at baseline could predict the development of emotional distress over a 6‐month period among 655 first‐year university students. Verbal and behavioral measures of acquisition, extinction, avoidance, and generalization were obtained through an online task at the start of the academic year. Emotional distress was evaluated 4 to 6 months later, with questionnaires assessing anxiety, stress, depression, and coping trajectories. Initial analyses explored the interplay of conditioning parameters at baseline, hypothesizing that the corresponding learning processes may mutually reinforce each other, contributing to distinct vulnerabilities for emotional distress. Although no distinct profiles based on conditioning processes were identified, the analyses did uncover correlations between increased acquisition and avoidance of conditioned threat stimuli and reduced extinction, avoidance of safe stimuli, and generalization. Subsequent main analyses related the processes and their interactions to the development of emotional distress. Findings suggest that acquiring fear toward conditioned safety and threat stimuli, as well as avoiding conditioned threat stimuli, may be predictive of higher levels of emotional distress. Analyses relating extinction and generalization to emotional distress revealed mostly nonsignificant findings, emphasizing the need for methodological scrutiny in identifying anxiety‐related learning indices. This research contributes to understanding individual differences in the development of emotional distress and informs future investigations into learning processes and their implications for mental health. [ABSTRACT FROM AUTHOR]

To analyze the prevalence and influencing factors of myopia among children and adolescents in Hangzhou city, and provide ideas for the formulation of myopia prevention and control measures. A cross-sectional school-based study using stratified cluster random sampling method was used to select 31,880 students from 113 schools in Hangzhou city. Myopia screening and questionnaires on the influencing factors of poor visual acuity were carried out. Univariate and multivariate logistic regression were used to screen possible risk factors of myopia. The overall prevalence of myopia was found to be 55.3% (17,630/31,880), with the myopia rates observed among students in kindergarten, primary school, junior high school, and senior high school, at 5.8%, 34.9%, 74.2%, and 85.0%, respectively. As the academic year progresses, there has been an observable increase in the prevalence of myopia (χ2 = 8676.748, P<0.001), low myopia (χ2 = 5444.040, P<0.001) and high myopia (χ2 = 2171.073, P<0.001) among students, with the difference between the three groups being statistically significant. The myopia prevalence in girls is higher than that in boys (χ2 = 119.917, P<0.001); the prevalence of myopia in urban students is higher than that in suburban students (χ2 = 4.603, P = 0.032). The time spent on homework after school, the correctness of reading and writing postures, the duration of exposure to electronic screens, and the use of lighting in an appropriate manner all have an impact on the development of myopia (all P<0.05). The overall prevalence of myopia and high myopia in schools in eastern China, is notably high. The prevalence of myopia and high myopia increases with grade or age. Myopia is associated with increased age, parental myopia, extended periods of homework after school, poor reading and writing posture, prolonged exposure to electronic screens and inappropriate lighting. In light of the findings of the present survey, it is recommended that a comprehensive prevention and control intervention model for myopia in children and adolescents based on society-hospital-school-family-individual students with a view to preventing and controlling myopia. [ABSTRACT FROM AUTHOR]

In the context of an emerging new additional learning needs (ALN) system in Wales, this research explores who was likely to be identified with special educational needs (SEN) under the previous system. Our study reveals analysis of linked Welsh education and health data on SEN identification in learners in mainstream education settings born between 2002/3 and 2008/9. Using longitudinal multilevel modelling, we explore (i) who is likely identified with SEN and (ii) whether there is evidence of social patterning in SEN identification. We find that 48% of those born in the year 2002/3 were identified with SEN at some point during their schooling years. Furthermore, when controlling for health‐related variables, those who are identified with SEN in Wales were more likely to be male, White, from a deprived background, with lower school attendance, had not experienced breastfeeding and were born later in the academic year. Taken together, the research findings suggest that SEN identification was influenced by a child's context. The study thus underscores the critical importance of examining the relationship between socioeconomic, environmental and biological factors in SEN identification, urging for a comprehensive and cross‐organisation approach to enhance outcomes for learners with diverse needs. It also highlights the need for follow‐up research to explore unfolding trends as the new ALN system in Wales becomes fully implemented and integrated over the coming years. [ABSTRACT FROM AUTHOR]

This study investigates the impact of age simulation suits on nursing students’ empathy, attitudes, and willingness to care for older adults. An experimental trial with a mixed-method design was conducted during the spring semester of the 2023–2024 academic year, involving 43 third-year nursing students. The intervention group (n = 23) wore age simulation suits, while the control group (n = 20) wore placebo clothing. Pre- and post-testt assessments measured empathy, attitudes toward older adults, and willingness to work with them. Content analysis was performed on the intervention group’s experiences. Results indicated a significant increase in the intervention group’s willingness to work with older adults after the simulation (Z = –3.232, p < .001; Hedges’ g: 0.819). However, no significant changes were observed in empathy or attitude scores (p > .05), and the control group showed no significant changes in any measured variables (p > .05). Content analysis revealed four key themes related to students’ feelings: (i) isolation and dependency, (ii) physical challenges and limitations, (iii) emotional responses and empathy, and (iv) changes in behavior and perception. Additionally, four main themes regarding new learnings were identified: (i) understanding and empathy, (ii) patience and communication, (iii) practical challenges and adaptation, and (iv) long-term impact and reflection. Two themes emerged on how nursing students can best approach older adults in their future practice: (i) enhancing care through empathy and training and (ii) promoting safety and well-being through preventive measures. [ABSTRACT FROM AUTHOR]

Writing, as a language skill, is often regarded as a complex task. In this time of rapid changes in the professional landscape, business owners are aspiring to have highly competent and collaborative labor. The fact that language use has shifted greatly towards effective communication, be it spoken or written, introduced the urge for ESP learners to have their attention put on how to function properly and efficiently within the already working systems. In the modern workplace, there is a growing emphasis on not just technical knowledge but also a wide range of soft skills, including meaningful collaboration. In this study, we sought to investigate the current ESP pedagogy vis-a-vie academic writing requirements of the 21st Century business environment as well as the possible effects of integrating the Jigsaw technique into ESP instruction for namely academic writing proficiency. For this purpose, a quasi-experimental research design was applied at Ziane Achour University's Department of English over the first trimester of 2023-2024 academic year. 52 participants took part in the investigation throughout 06 treatment sessions after having sat for a pre-test writing achievement. Followed by the two, they, then, underwent another similar post-test. The findings revealed that the Jigsaw technique had a statistically positive impact on the learners' academic writing proficiency. [ABSTRACT FROM AUTHOR]

Introduction: The National Medical Commission (NMC) introduced a one-month "Foundation Course (FC)" at the commencement of medical school to promote better adaptation to the new competence-based medical education curriculum starting from the academic year 2019. The effectiveness of the program was studied in previous researches conducted over one month, and it was found to be effective. However, the effectiveness with which students could implement the acquired basic knowledge and skills in subsequent years of study has not been reported. Aim: To explore the effectiveness of various modules and their competencies in the FC immediately at the end of the program and to assess the usefulness of the acquired competencies in subsequent academic years. Materials and Methods: A post-test quasi-experimental study was conducted at SRM Medical College Hospital and Research Institute, Kattangulathur, South India, within the education department over a period of three academic years. A total of 450 student participants from the academic years 2019 to 2022 were involved in two stages. A total of 36 competencies were evaluated across the six prescribed modules by the NMC. A five-point Likert scale was used for the evaluation. Feedback questionnaires were administered immediately at the end of the program and again at the completion of the academic year. Analysis was conducted using the non parametric "Wilcoxon signed-rank test" to determine the usefulness of the program in subsequent years by comparing immediate feedback with responses after one year. Results: The mean scores for various competencies ranged between 3.5 and 4.5 out of 5, indicating that the overall competencies in the FC were very effective. The Wilcoxon signed-rank test showed a p-value of <0.0001, indicating high significance regarding the effectiveness of usage in subsequent years. Out of the 36 competencies, 16 were most frequently used by the students in the following year, 12 were moderately used, and 8 were least used. Conclusion: The evaluation of the NMC-mandated FC program, in terms of overall immediate performance and its effectiveness in subsequent years, yielded very promising results. [ABSTRACT FROM AUTHOR]

Objective: Children perceived by peers as someone who is fun reap interpersonal rewards, but little is known about what makes someone fun or how being fun leads to social success. The present study is designed to identify what qualities makes someone fun and how being fun leads to social success. Method: Two studies of children in primary and middle school are reported. Participants in the present investigation attended a public‐school representative of Florida school children in terms of ethnicity and income. In the first study, 351 (179 girls, 172 boys) students (8–11 years old) completed surveys twice (M = 8.5 weeks apart) during an academic year, describing the qualities of "someone who is fun." Results: At both time points, kindness and humor were rated as more important than buffoonery. In the second study, 394 (210 girls, 184 boys) students (8–13 years old) completed peer nomination surveys thrice (M = 8.5 weeks apart) during an academic year. Replicating previous findings, being fun predicted increases in social status (i.e., likeability and popularity). Conclusions: Unique to this study, full longitudinal mediation analyses indicated that being perceived as fun early in the school year predicted friend gain from the beginning to the middle of the school year, which, in turn, predicted increases in perceived likeability and popularity from the middle to the end of the school year. The findings were unique to being fun. Kindness and humor did not predict friend gain. [ABSTRACT FROM AUTHOR]

This study measured the effectiveness of Readable English, a reading fluency and comprehension program, on underperforming sixth, seventh, and eighth grade rural, American English-speaking students over the course of one school year. Students were randomly assigned to either the intervention condition (n = 167) or the typical practice condition (n = 177). Middle school students in the intervention condition scored statistically significantly higher than students in the typical practice condition on measures of EasyCBM CCSS Comprehension (partial η2 effect size [ES] = 0.10 [moderate]), EasyCBM Passage Reading Fluency (PRF) rate (ES = 0.18 [large]), EasyCBM PRF reading accuracy (ES= 0.08 [moderate]), WRMT-3 Oral Reading Fluency (ES = 0.13 [approaching large]), and WRMT-3 Passage Comprehension (ES = 0.25 [large]). Moderate grade level growth in measures of oral reading fluency led to extensive growth of reading comprehension skills. The eyewatering cost estimates to accelerate reading remediation per middle school student ($800 to $3,800 per student) and the paucity of research-proven interventions require innovating ways to combine and leverage the benefits of technology and intensive, effective curriculum instruction. The data show that Readable English is a strong reading program able to close reading gaps and grow students to grade level reading proficiency. [ABSTRACT FROM AUTHOR]

The aim of the study is to examine the reading profiles of primary school students in terms of various variables. The sample group of the study, which was conducted using the general survey model, consisted of 537 primary school students attending state and private schools affiliated with the Ministry of National Education in Kırşehir Province during the 2023-2024 academic year. A Personal Information Form prepared by the researcher was used to determine the personal characteristics of the students participating in the study. The Personal Information Form included questions regarding the students' gender, grade level, parents' education level, and the type of school they attended. The research data were obtained using the "Reading Profile Scale." The research results showed that the reading profiles of male and female students differed based on the gender variable, and there was a significant difference in reading profiles according to grade level. However, parents' graduation status did not show a significant difference. Additionally, the results indicated that students' perceptions of their reading profiles significantly differed based on the type of school attended. [ABSTRACT FROM AUTHOR]

Background The 21st -century is a paradigm shift of learning in which the curriculum developed at this time requires educational institutions to change their instructional approach. This study aimed to assess the level of satisfaction with integrated E-learning among staff members & medical students at Zagazig University during academic year 2023-2024. Methods: A cross-sectional study was performed on 264 staff members & 248 undergraduate medical students of Faculty of Medicine, Zagazig University. The level of satisfaction with integrated e-learning among staff members and medical students was assessed using self-administered Arabic semi-structured questionnaire which involved questions about demographic data, level of satisfaction with integrated e-learning and drawbacks present in this new approach application. Results: About 53% of staff members were found to be satisfied with integrated e-learning, however the remaining were not satisfied at all. As regarding students, 78.6% of them were found to be satisfied with integrated e-learning, however the remaining were not satisfied at all. A highly significant relation was revealed between overall satisfaction about integrated e-learning and the age of staff. Satisfaction was noticed to be higher among younger age staff compared to older ones (p<0.001). However, there was no significant relation between overall satisfaction and other baseline characteristics. According to students, a significant relation was revealed between overall satisfaction about integrated e-learning and the age of students. Satisfaction was noticed to be higher among third year students compared to others (p<0.001). Conclusions: The level of satisfaction with the integrated e-learning was higher among medical students compared to staff members. There was no relation between overall satisfaction and baseline data of both students and staff members except the age of the later ones. The negative feedback among those who were dissatisfied needs to work on improving the educational system, put their needs in concern as a priority and working on the infrastructure. [ABSTRACT FROM AUTHOR]

Background Despite many benefits of end-of-life (EOL) planning, only 1 in 3 adults has EOL documentation, with low rates in resident primary care clinics as well. Objective To increase clinic completion of life-sustaining treatment (LST) notes and advance directives (AD) for veterans at highest risk for death. Methods The setting was a Veterans Affairs (VA) internal medicine primary care clinic. All clinic residents in the 2021-2022 academic year and all clinic patients identified through a VA risk-stratification tool as highest risk for death were included. Baseline AD and LST completion rates were determined through manual chart review. Our interventions included 2 hours of teaching to increase resident knowledge of EOL planning and a systematic process improvement to complete EOL planning appointments. Outcomes assessed included anonymous resident pre- and post-surveys of self-assessed knowledge and comfort with EOL conversations, as well as rates of LST and AD completion determined through serial chart review. Results In the 2021-2022 academic year, 22 residents (100%) and 54 patients were included. Post-intervention surveys (n=22, 100%) showed improved self-assessed knowledge of EOL concepts and comfort with patient discussions (median Likert increase 3 to 4). The number of residents who completed an EOL planning visit increased from 9 of 22 (41%) to 15 (68%). LST completion increased from 9 of 54 (17%) to 29 (54%), and AD completion increased from 18 of 54 (33%) to 33 (61%). Conclusions A brief teaching intervention to prepare residents for comprehensive EOL visits combined with process improvement to offer EOL planning visits improved self-reported knowledge and comfort and completion of EOL visits. [ABSTRACT FROM AUTHOR]

ABSTRACT This ethnographic cross‐case study examines five teachers' year‐long efforts to implement practice‐based physics instruction within the unique organizational context of a no‐excuses charter network. The teachers were attempting to adapt their didactic, rigid, and compliance‐based instructional approach to include more opportunities for students to figure out disciplinary concepts through evidence and consensus. To assist in these efforts, teachers partnered with a university‐based physics education program to redesign the network's coherent instructional infrastructure. The program provided curricular materials aligned with the Next Generation Science Standards, facilitated professional learning sessions, and assisted with instructional coaching before and during the 2018–2019 school year. Researchers collected ethnographic field notes and artifacts during professional learning sessions, partnership meetings, and bi‐weekly lesson observations of case teachers. They also conducted interviews with teachers and students. An organizational sensemaking lens was used to analyze data and informed the production of ethnographic case profiles, vignettes, and cross‐case comparisons. Findings included the constraints and affordances of a coherent instructional infrastructure for facilitating teacher sensemaking. Hybridized instructional practices also emerged across case teachers' classrooms as products of facilitated sensemaking. Implications for supporting teachers in fitting novel instructional approaches to their organizational contexts are discussed. This paper is part of the special issue on Teacher Learning and Organizational Contexts. [ABSTRACT FROM AUTHOR]

The purpose of this exploratory multiple-case study was (1) to develop an understanding of how charter management organizations (CMOs) operating schools in New York City (NYC) during the 2021–2022 academic year developed, promoted, and sustained arts programming, and (2) to explore the role of the network-level arts director. Given the desire to understand network-level arts support provided by CMOs in detail and in the context of how that support functions contemporarily and in the real world, an exploratory multiple-case study method with an embedded design was situated as the preferred mode of inquiry. Within the research design, the quintain – or phenomenon studied across cases – was the support provided by CMOs at the network level to arts education programming at the school level. The embedded units of analysis for each case included a brief questionnaire completed by the network-level arts director, a semi-structured interview with the network-level arts director, and the documentation publicly available about arts education within the CMO (e.g. how the CMO's website positioned arts education offerings within the network). Data was collected during March–May 2022 in NYC. The first theme from the cross-case analysis involved the strategic vision-setting and on-the-ground implementation, which highlighted the potential disconnects that could occur between what was supposed to be happening within arts education (in the vision) and what was actually happening within arts education (on the ground) regardless of whether arts were considered "core" or "noncore" in a given network. The importance of the balance between autonomy and prescription provided to teachers and expansion, capacity-building, and vertical alignment also emerged as themes. In addition to shedding light on network-level practices and policies that support arts programming in schools and network-level arts directors' roles within this support, several specific implications are provided for theory, practice, and future research alike. [ABSTRACT FROM AUTHOR]

This article seeks to determine whether there are differences in persistence between students with and without scholarships and analyse the factors associated with the persistence of students with scholarships. The cohort of students with scholarships for access to the University of Barcelona in the academic year 2011-2012 were analysed. This cohort consisted of 2613 students, and is the last one that can be analysed to establish the persistence of students with incomerelated scholarships, as it was affected by the 2013 scholarship reform. Bivariate techniques showed that students with scholarships have greater persistence than students without scholarships. In addition, the binary logistic regression model indicated that the academic variables were the ones that contributed to explaining persistence, as they played a stronger role in students with scholarships. Ensuring equal educational opportunities thus remains a challenge for university policy. [ABSTRACT FROM AUTHOR]

This study focuses on the relationship between teacher–text–child interactions during shared picturebook reading and its effect on children's narrative comprehension. Using a micro-analytic approach, we studied nine large-group bookreading sessions of one experienced teacher and her classroom of 17 preschoolers from low-income backgrounds over a school year. We coded the bookreading interactions according to the level of analytic rigor demanded by the questions the teacher asked (literal, simple inferential, complex inferential), the children's responses to these questions (incorrect, adequate, correct), and the teacher's follow-up responses (evaluative, elaborative), including additional follow-up questions and prompts elicited by the children's responses. We examined whether picturebook difficulty (low, medium, high) was related to the demand level of the teacher's questions and the children's responses. We also examined whether children's participation in these interactions was associated with children's narrative comprehension, which was tested at the beginning and end of the school year. Overall, the teacher consistently asked a higher proportion of inferential (80%) than literal questions (20%). Medium-difficulty level books elicited more complex inferential questions than easier or harder books. Children correctly answered such questions from medium-difficulty books more often than easy or difficult ones. Increases in children's narrative comprehension from pretest to posttests were related to the children's frequency of active participation and the accuracy of their responses. These results have implications for how picturebook choice and type of discussion can promote narrative comprehension among preschoolers from low-income backgrounds. [ABSTRACT FROM AUTHOR]

• We observed math and literacy activities in 101 preschool or kindergarten classrooms. • Math (and literacy) comprised 5% (and 45%) of the time in U.S. preschool classrooms. • Math and literacy comprised 26% and 42% of time in U.S. kindergarten classrooms. • In both grades, most math instruction was teacher-led, but especially in preschool. • Time in math did not vary by auspice, but math content and time in literacy did. To provide a landscape of mathematics activities children experience in U.S. preschool and kindergarten classrooms, we observed time children spent in mathematics activities (and — as a contrast — literacy) in 101 geographically diverse early childhood classrooms in seven U.S. states. We also observed what mathematics content, grouping strategies, and management formats teachers engaged during classroom mathematics activities. Each observation lasted approximately 2 hours; collectively these observations focused on 930 children observed one to three times during the 2018/2019 or 2019/2020 school year. Averaging across individuals' data within classrooms, we found that mathematics and literacy activities comprised 5% and 45% of time observed in preschool classrooms, respectively; and 25% and 42% of time observed in kindergarten classrooms, respectively. At both grades, when mathematics activities occurred, they were proportionally more often teacher-led rather than child-led. These findings raise concerns about the paucity of mathematics and over-reliance on developmentally inappropriate teacher-managed mathematics instruction in early childhood classrooms, especially preschools. Amount of time in math did not vary by preschool auspice, but time in literacy and the proportion of math time devoted to specific math content did: In Head Start classrooms we observed lowest percentage of time in literacy (and the highest percentage of time in non-instruction) compared to all other auspices. Across auspices, numeracy was the predominant math content area overall, but especially in Head Start classrooms. Thus, some aspects of early mathematics may differ with program auspice, suggesting that recommendations to increase and improve early mathematics activities may need to consider auspice characteristics. [ABSTRACT FROM AUTHOR]

The freshmen of the engineering curriculum are trained in the engineering drawing skill set which includes the generation of orthographic projections of any given component. When these freshmen are promoted to the next subsequent academic year, they are ready to learn the generation of three-dimensional computer-aided drawing (CAD) geometric models from the given orthographic projections. In today's postdigital era, the challenges and issues faced by these sophomores in generation of spatially visualized CAD geometric model is discussed in this work. A perceptive visual image of stop valve in a CAD-based environment is formulated, as the stop valves play a major role in product as well as process-oriented industries. The impediments faced by students in generating the spatially visualized CAD geometric model in the postdigital era have been discussed and deliberated at a stretch. Students' performance assessment before imparting training versus after imparting training in CAD-based geometric modeling skills by employing perceptive visual imagery method is recorded in this work. [ABSTRACT FROM AUTHOR]

Students' self-beliefs about mathematics, such as mathematics self-efficacy and mathematics anxiety, can interact with each other in the explanation of mathematics achievement. The present study aimed to identify mathematics self-belief profiles (derived from combinations of mathematics self-efficacy and mathematics anxiety) and their relationships to mathematics achievement in a sample of secondary-school students. The participants were 2,365 students who completed a self-report instrument for the assessment of mathematics self-efficacy and mathematics anxiety. A latent profile analysis was conducted to identify the participants' mathematics self-belief profiles. The relationship between the profiles, mathematics achievement, gender and school year, was determined. Six student profiles were identified based on combined levels of mathematics self-efficacy and mathematics anxiety. Specifically, three patterns were found based on the combination of low, medium-low and high levels of mathematics self-efficacy with mathematics anxiety. While the detected profiles indicated statistically significant differences in the explanation of mathematics achievement, gender and school year were not relevant to the relationship between mathematics self-belief profiles and mathematics achievement. The study provides insights into the importance of students' beliefs, and perceptions in the explanation of academic achievement. [ABSTRACT FROM AUTHOR]

Background: School-based water, sanitation and hygiene (WASH) may improve the health and attendance of schoolchildren, particularly post-menarcheal girls, but existing evidence is mixed. We examined the impact of an urban school-based WASH programme (Project WISE) on child health and attendance. Methods: The WISE cluster-randomised trial, conducted in 60 public primary schools in Addis Ababa, Ethiopia over one academic year, enrolled 2–4 randomly selected classes per school (~ 100 pupils) from grades 2 to 8 (aged 7–16) in an 'open cohort'. Schools were assigned 1:1 by stratified randomisation to receive the intervention during the 2021/2022 or the 2022/2023 academic year (waitlist control). The intervention included improvements to drinking water storage, filtration and access, handwashing stations and behaviour change promotion. Planned sanitation improvements were not realised. At four unannounced classroom visits post-intervention (March–June 2022), enumerators recorded primary outcomes of roll-call absence, and pupil-reported respiratory illness and diarrhoea in the past 7 days among pupils present. Analysis was by intention-to-treat. Results: Of 83 eligible schools, 60 were randomly selected and assigned. In total, 6229 eligible pupils were enrolled (median per school 101.5; IQR 94–112), 5987 enrolled at study initiation (23rd November–22nd December 2021) and the remaining 242 during follow-up. Data were available on roll-call absence for 6166 pupils (99.0%), and pupil-reported illness for 6145 pupils (98.6%). We observed a 16% relative reduction in odds of pupil-reported respiratory illness in the past 7 days during follow-up in intervention vs. control schools (aOR 0.84; 95% CI 0.71–1.00; p = 0.046). There was no evidence of effect on pupil-reported diarrhoea in the past 7 days (aOR 1.15; 95% CI 0.84–1.59; p = 0.39) nor roll-call absence (aOR 1.07; 95% 0.83–1.38; p = 0.59). There was a small increase in menstrual care self-efficacy (aMD 3.32 on 0–100 scale; 95% CI 0.05–6.59), and no evidence of effects on other secondary outcomes. Conclusions: This large-scale intervention to improve school WASH conditions city-wide had a borderline impact on pupil-reported respiratory illness but no effect on diarrhoeal disease nor pupil absence. Future research should establish relationships between WASH-related illness, absence and other educational outcomes. Trial registration: ClinicalTrials.gov, number NCT05024890. [ABSTRACT FROM AUTHOR]

The general purpose of this study is to examine the relationship between teachers' perceptions of facilitative school structure and teacher autonomy. The population of the study consists of teachers working in schools in Elazığ city centre in the 2022-2023 academic year. The sample of the research was determined by quota sampling method and the research was carried out by analysing the data obtained from 461 teachers working at various levels. In the study, correlational (relational) screening model was used. Within the scope of the study, data were collected with the Facilitative School Structure Scale (FSS), Teacher Autonomy Scale (TAS) and personal information form prepared by the researcher. Statistical package programme was used to analyse the data. The data obtained were analysed with descriptive statistics (mean, standard deviation), correlation and regression analysis techniques. According to the findings, it can be said that teachers' perceptions of the facilitative structure in schools are at a high level, while their perceptions of the inhibitory structure are at a low level. In addition, it was concluded that as the perception of facilitative structure increases, the perception of teacher autonomy increases; as the perception of inhibitory structure increases, the perception of teacher autonomy decreases. According to these results, it is thought that it would be useful to carry out activities that will contribute to the creation of facilitative structure perception in schools. [ABSTRACT FROM AUTHOR]

The article discusses the alarming rise in book bans across American schools, with 3,362 reported incidents during the 2022–2023 school year, primarily targeting literature that represents people of color and LGBTQIA+ individuals. Topics include the political motivations behind these bans; and the impact on children's understanding of diverse identities.

Student learning outcomes are often unsatisfactory due to learning methods that still dominantly use lectures and do not actively involve students. This method tends for making learner passive at studying. For improving this situation and make learning more effective, it so urgent for overhaul the teaching oncoming. One way is for integrate learning models that involve STEM components. The focus through the following discussion the aim is to find out “the effect of the Discovery Learning learning model with a STEM approach on the learning outcomes of grade VIII students at SMPN 3 Lubuk Basung”.This research used a quasi- experimental design by Non-Equivalent Control Group Design. This research population consisted of VIII grade students at SMPN 3 Lubuk Basung for the 2024/2025 academic year. The sample method used was purposive sampling, where one VIII grade was selected being experimental group also the other VIII class being control group. The instruments using this study included multiple choice experiment of 20 questions also a student response questionnaire. Data analysing has been implemented with “normality test, homogeneity test, and non-parametric test, namely Mann-Whitney test”. The survey of learner proves that most of them give positive responses to application of the Discovery Learning model by STEM approach through a ratio 45% of learner agreeing (S) and 52% strongly agreeing (SS). The hypothesis experimental results show significant figures with large 0.000 <0.05, meaning that the application of this model significantly improved student learning outcomes compared to the Discovery Learning model that did not integrate STEM. The N-Gain testing at experimental group reached 0.8594 which is included at high classification. The teaching use with the STEM-based Discovery Learning model was recorded at 97%. This finding shows thats the using Discovery Learning combined by STEM approach found positively and significant effect at learner understanding of introduction to cell material. [ABSTRACT FROM AUTHOR]

The study aimed to reveal the relationship between cognitive biases and fear of negative evaluation among first-year students at Qassim University. Students registered for the academic year 2023/2024 (No. 299) participated in the study. The researcher applied the cognitive biases scale of Al-Adli (2017), and the short scale of fear of negative evaluation (Lear, 1983).The results showed "mean" level of cognitive biases among students in the measured fields and the overall scale. and the results showed that there were statistically significant differences in the level of cognitive biases due to the variables of gender and track and rate variable. The results showed "mean" level of fear of negative evaluation on the overall scale. The results also showed statistically significant differences in the level of fear of negative evaluation attributed to the variables of gender, path and rate. [ABSTRACT FROM AUTHOR]

The present study was conducted with the aim of investigating the role of attachment styles and emotional selfawareness in explaining the moral intelligence of adolescents. The research method was correlational. The statistical population of this research consists of first-year high school students who were studying in the academic year 2019-2020. A total of 200 students were selected using available sampling methods. Research tools included the emotional self-awareness questionnaire (Grant et al., 2002); attachment style (Hazan & Shaver, 1987); and moral intelligence (Lenink & Keel, 2011). Questionnaires were provided to students online. The collected data were analyzed using descriptive statistics (mean & standard deviation) and inferential statistics (Spearman's correlation) with the help of SPSS software version 22. The results of the research showed that the variables of avoidant attachment style (β = -0.195, p < 0.001), secure attachment style (β = 0.407, p<0.001), and the total score of emotional self-awareness (β = 0.438, p>0.033) had an effective and significant role in explaining moral intelligence and other research variables did not have an effective and significant role. [ABSTRACT FROM AUTHOR]

There is a lack of formal palliative care education for surgical trainees, and the demanding nature of surgical training and exposure to challenging clinical scenarios can contribute to moral injury. We developed a palliative care curriculum to promote self-reflection, aiming to address moral injury in residents. Five 1-h palliative care sessions were delivered over the academic year to all post-graduate year (PGY) levels covering the following topics: personal awareness, delivering bad news, surgical palliation for cancer pathology, surgical palliation for noncancer pathology, and urgent palliative care. The curriculum focused on reflection and small group discussions. The Moral Injury Symptom Scale-Health Professional was administered to assess feelings of moral injury. Descriptive statistics, chi-squared analysis, and Mann–Whitney U -test were used to compare the demographics and survey responses. 23 participants completed the preintervention survey, and 9 participants completed it postintervention. Over 50% of participants were PGY1 or PGY2 residents. Preintervention, 52% of participants reported feeling guilt over failing to save someone from being seriously injured or dying. 30% of participants reported that the feelings of guilt, shame, or distrust impaired their ability to function in relationships, at work, or other areas of life to at least a moderate degree. The described palliative care curriculum accomplishes several goals as follows: it educates residents on palliative care topics, teaches communication tools, encourages self-reflection, and provides space for building peer relationships. The ease of implementation makes this curriculum applicable across various types of institutions, offering the potential to positively impact surgical training on a national scale. [ABSTRACT FROM AUTHOR]

The article "Why Some Parents 'Ghost' Teachers: Ideas for Engaging Hard-to-Reach Families" explores the significance of family involvement in literacy development and provides practical advice for educators to connect with families who are difficult to engage. It acknowledges that there are various reasons why parents may disengage from their children's teachers, including traumatic experiences, mental health issues, negative feedback, self-consciousness, language barriers, cultural differences, special needs in the family, work obligations, and crisis situations. The article emphasizes the importance of empathy, kindness, and understanding when attempting to connect with these families and offers strategies for building relationships. It also discusses ways to engage with "ghost parents" who are not actively involved in their children's education, such as addressing basic needs, language barriers, and crises, providing support and resources, collaborating with other educators and community agencies, and utilizing translation apps. By approaching these parents with curiosity and empathy, teachers can work towards transforming them into engaged parents who support literacy and academic success. [Extracted from the article]

Purpose: Occupational asthma is commonly observed in bakers and confectioners. Endogenous and exogenous risk factors contribute to bakers' asthma. A heightened awareness of this and early diagnosis can be helpful in terms of prevention. The aim of the study was to identify a temporal relationship between the years of training, as well as possible technical, procedural, and individual risk factors for the development of flour-exposure related atopic symptoms such as rhinitis, cough, and rash in young professionals. Methods: 127 bakers and confectioner trainees were observed over a one-year period. Two questionnaires served as test instruments. It was investigated whether the rates of atopic symptoms change over the course of a school year and which conditions in the workplace could be responsible for this. Descriptive statistics were used to answer the research questions concerning flour exposure and symptom rates. The Pearson-Chi-Square test was used for testing statistical differences between different groups (e.g. year of training, working conditions). Results: An increase in rates of self-reported rhinitis, coughing, and rashes throughout the duration of traineeship was shown (e.g. rhinitis of bakers at work: 0% in the first year of training, 20% in the second and 33% in the third year of training). The installation of vapour extraction systems and low-dust transfer of baking agents led to fewer symptoms in the workplace (30% of participants with rhinitis symptoms worked with no installed vapour extraction systems). A medical history of atopy was positively correlated with the occurrence of symptoms. Conclusion: To prevent the development of asthma in bakers, methods to improve occupational health and safety should be developed. Creating low dust working conditions e.g., due to the use of vapour extraction systems should be considered. [ABSTRACT FROM AUTHOR]

At the end of the Covid-19 pandemic process in Turkey (2021-2022 academic year), it was decided to continue face-to-face education and training. With the return of students to face-to-face education, it was observed that there were changes in some behaviors compared to before the pandemic. In this study, it was aimed to determine the behavioral changes observed in students during the transition from distance education to face-toface education according to the opinions of teachers. This study was planned using qualitative research method and case study design, one of the qualitative research designs, was used. A study group consisting of 25 teachers was formed by ensuring maximum diversity in the research. The teachers constituting the study group work in primary, secondary and secondary education institutions. The age of the students observed by the teachers varied between 7 and 17. The data obtained by conducting semistructured interviews consisting of open-ended questions with the teachers in the study group through the online application were analyzed by content analysis method. According to the data obtained, all of the participants stated that there were behavioral changes in students and that these changes were negative. The participants pointed directly or indirectly to the pandemic process as the reason for these behaviors. [ABSTRACT FROM AUTHOR]

This developmental research aimed to produce a supplemental learning material in Mathematics for Seamanship (Trim and Stability) using the ADDIE model. Mathematics concepts were determined through content analysis by examining the Seamanship Instructor’s Guide and class handouts and validated by two maritime teachers of JBLFMU-Arevalo. An outline of the lessons was drafted from the results of the content analysis. The supplemental learning material was then developed using the 4E Instructional model – Engage, Explore, Explain, and Evaluate. Furthermore, simple random sampling was used to select the 30 BSMT 2 students taking up Seamanship during the second semester of school year 2018-2019 as respondents. Meanwhile, a purposive sampling was used to determine 18 experts – 12 in Maritime Education and 6 in Mathematics. A researcher-made questionnaire that underwent validation and reliability testing was utilized to gather data. The statistical tools used were frequency, mean, and standard deviation. The results of the study showed that the mathematics concepts embedded in Seamanship lessons were: (1) Integers, (2) Fractions, (3) Decimals, (4) Percent, (5) Algebra, and (6) Trigonometry. It was also found that students have a “Very High” satisfaction towards the supplemental material when taken as a whole and in terms of physical aspects, objectives, learning activities, evaluation procedure, and usefulness. On the other hand, experts believed the supplemental learning material has a “Very High” acceptability when taken as a whole and in terms of physical aspects, objectives, and usefulness. However, experts found that it only has a “High” acceptability in terms of learning activities, and evaluation procedure. Thus, the supplemental learning material in Seamanship is appropriate, relevant, and useful in general and in terms physical aspects, objectives, learning activities, and evaluation procedure. It has also met the expectations and standards of chosen experts as reflected on their evaluation rating. Furthermore, the supplemental learning material may be subjected to the scrutiny of experts in the production of instructional materials and may be edited, if the expert suggests to do so. The university may use this supplemental learning material in improving students’ mastery of important mathematics lessons needed in Seamanship. Similarly, future researchers may conduct an experimental study to determine if the use of this supplemental learning material may improve students’ academic performance in Seamanship or another developmental research to produce similar supplemental learning materials for other maritime and general education subjects. [ABSTRACT FROM AUTHOR]

The research showed the effectiveness of the (Umbrella cluster strategy) strategy and its impact on the synthetic thinking of first-year intermediate students in chemistry for the academic year (2023-2024). The research sample consisted of students from Future Leaders Secondary School for Outstanding Students The research group, affiliated with the General Directorate of Education of Baghdad, Al-Karkh III, and the two research groups were equally chronologically aged., intelligence, and grade. Previously for the science subject, The sample consisted of 56 students, with 28 students. for each grade. The synthetic thinking scale prepared by (Kazim, 2023) was relied upon, which consisted of (40) items. The results were discussed and suggestions and recommendations were presented by the researcher. [ABSTRACT FROM AUTHOR]

This study examined the reciprocal dynamics of teacher autonomy support with student motivation and engagement during late elementary and early middle school. A total of 861 students in grades 5–7 reported on three components of teacher autonomy support (choice, relevance, and respect), as well as their own engagement and self-system processes (autonomy, competence, and relatedness) at the beginning and end of the same school year. Examination of feedforward effects showed that changes in aggregated teacher autonomy support predicted changes in all three self-processes and engagement; but feedback effects suggested that only student autonomy uniquely predicted changes in the autonomy support teachers subsequently provided. The three components of teacher autonomy support showed somewhat differentiated feedforward and feedback effects depending on the individual student outcome. Finally, person-centered analyses suggested that the effects of the components of autonomy support were cumulative. Together, such feedforward and feedback effects could create virtuous and vicious cycles that may contribute to the generation and maintenance of differentially motivationally supportive teacher-student transactions. [ABSTRACT FROM AUTHOR]

Stringed instruments are known to be flexible regarding intonation. This suppleness is arguably at the root of the many discussions concerning tuning and intonation that have taken place in the past. Historical authors have, depending on the era, advocated for the use of just intonation, as well as tempered and Pythagorean, thus deepening the controversy regarding this issue. Similarly, contemporary studies on intonation in the realm of stringed instruments have reached a variety of conclusions, despite observing an apparent adherence to the Pythagorean system and, to a lesser extent, equal temperament. Given this discussion, this paper explored to what extent performances of 53 violin students conform to equal temperament (ET), as well as to what extent alignment or misalignment to ET is a product of chance. In addition, we asked whether the direction of an interval has an impact on its size, as well as whether there is any association between the sizes of different ascending and descending intervals. We also asked whether the academic year of participants had any impact of the size of intervals. Results suggest that the intonation of participants does not match ET, and that differences in interval size regarding ET occur for reasons other than chance; namely, in the case of ascending and descending minor seconds, descending major seconds, descending augmented seconds, ascending and descending minor thirds, descending major thirds, and descending diminished fourths. Furthermore, results not only show that interval direction may have an impact on interval size, but also that there is association between sizes of different intervals. The academic year of participants seemed to have an impact on ascending minor thirds. [ABSTRACT FROM AUTHOR]

This paper focuses on data from a study of middle- to upper-middle class Scottish S2 (~seventh grade) students who participated in Inspiring Purpose, a school-based character development program, during the 2016 to 2017 school year. Directed by their teachers, participating youth reflected on values and future aspirations and researched and wrote about an inspiring person. We examine the hypotheses that youth who select a more proximal inspiring figure and/or make a personal connection with that person will demonstrate higher developmental outcomes in the areas of confidence, contribution, self-reflection, goal development, and self-concept. We connected 230 student posters of inspirational figures, 34 youth interviews, and 462 student surveys. Mixed-method analysis revealed students were more likely to describe proximal figures as inspiring and make explicit personal connections over the course of their engagement with the Inspiring Purpose program. Moreover, youth who made personal connections were more likely to score higher on confidence, general self-concept, and contribution. These results suggest that when youth see themselves in inspiring figures and firmly articulate this connection, this can spur beneficial developmental outcomes. [ABSTRACT FROM AUTHOR]

Parents engage in a variety of behaviors that have important impacts on children's psychosocial functioning, including their ability to effectively regulate emotions. Parental support includes behaviors that convey warmth, love, and acceptance, whereas parental psychological control includes shaming, guilt induction, and love withdrawal. Although the unique effects of these parenting behaviors are most often examined in the literature, it is possible that they may interact with one another to influence child outcomes. The goal of the present study was to examine whether parental psychological control moderated the effect of parental support on children's emotion (dys)regulation over a 6-month period. Participants included 284 third- through fifth-grade students (51.8% boys; 51.1% Hispanic/Latinx) as well as their homeroom teachers. Children completed self-report measures of parental support, psychological control, and emotion (dys)regulation during the fall and spring semesters of an academic year. Teachers also completed measures of emotion (dys)regulation at each time point. Results indicated that parental psychological control moderated the association between parental support and self-reported emotion regulation over time. Specifically, parental support predicted increases in emotion regulation over time among youth reporting lower levels of psychological control; at higher levels, however, parental support was not associated with emotion regulation. Furthermore, psychological control uniquely predicted increases in child-reported emotion dysregulation, whereas parental support predicted decreases in teacher-reported emotion dysregulation. Findings from this study suggest that psychological control may serve as an important target for future parenting interventions. [ABSTRACT FROM AUTHOR]