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Competent teachers are attributed to student performance, school effectiveness, and the efficiency of an entire education system. Hence, this study compares the respondents' teaching proficiency across their profiles and correlates to their academic performance. The study utilized 30 pre-service secondary teachers of Eastern Samar State University Salcedo selected by complete enumeration, a descriptive comparative and correlational research design, and a questionnaire. Frequency, percentage, mean, and standard deviation were applied for descriptive analysis; t-test for comparison of respondents' teaching proficiency; and Pearson's correlation coefficient for the relationship between academic performance and teaching proficiency. The study revealed that respondents had a proficient teaching proficiency. Specifically, they were proficient in subject matter knowledge, lesson planning, classroom management, instructional strategies and motivation, communication skills, questioning skills, and professionalism. They have a very good academic performance in both professional education and major field of specialization. Furthermore, the study found no significant difference in the teaching proficiency across the respondents' sex and age. However, a significant relationship was found between academic performance and teaching proficiency. Based on the findings, it is recommended that remedial classes on contents, pedagogies, and principles be provided especially for those respondents with low academic performance, to improve their teaching proficiency.

The circumstances associated with high levels of achievement in undergraduate studies has not been thoroughly explored in the Australian context. This study investigated factors predicting high academic achievement, defined as maintaining a Distinction average, at undergraduate level. Findings revealed several factors that predicted achievement after two semesters of study. These factors included essay writing skills, with students having satisfactory writing 5.16 times more likely to maintain a Distinction average compared to those with below satisfactory writing; faculty, with students enrolled in Health Sciences 4.63 times more likely compared to students from other faculties; language background, with English-speaking background students 1.67 times more likely compared to English as an additional language or dialect (EAL/D) students; gender, with females 1.45 more likely compared to males; and age, with older students 1.03 times more likely to achieve high performance compared to younger students. Creating a profile of students likely to excel academically assists decision makers in allocating resources to students less likely to achieve. This research opens the door to further studies investigating whether these factors play a role in predicting student achievement at university.

Purpose: Given the research gaps identified in a literature review, this study aims to uncover how the intensity of learners' motivational behavior and its predictors vary with grade level. Methodology: A large-scale survey was conducted to examine motivational behavior and its predictors among EFL learners across three education levels and ten grades in Taiwan: primary school (Grades 3 to 6), junior high school (Grades 7 to 9), and senior high school (Grades 10 to 12). A total of 12,441 valid cases were collected from both rural and urban areas in Taiwan. ANOVA and multiple regression analysis were used to analyze the data. Findings: The results showed a significant effect of grade level on the intensity of motivational behavior. Specifically, learners' intensity of motivational behavior tended to decline with grade level (years of study). The significant predictors of motivational behavior also differed with grade level. Significance: In addition to theoretical and methodological contributions to L2 motivation research, this study can enhance understanding of factors that could enhance learners' motivational behavior and offer implications to assist EFL teachers in developing motivational teaching strategies.

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In recent years, environmental problems have been increasing rapidly around the world and affecting a wide range of environments. Many campaigns are carried out to raise awareness about environmental problems. This study aims to determine the ideas of students at different education levels about environmental problems and to compare these ideas with each other according to their fields. The survey model was used as the research method. The study group of the research consists of a total of 298 students: 75 at the 4th grade level of primary school, 90 at the 7th grade level of secondary school, 56 at the 11th grade level of high school, and 68 at the 3rd and 4th grade level of the university. The "Environmental Problems Opinion Survey", consisting of four open-ended questions, for which validity studies were conducted, was applied to the study group. The descriptive analysis method was used to analyze the data. Environmental pollution is seen as the most important environmental problem at all levels of education. While the answer to the most important cause of environmental problems is littering at the primary school level, it is shown that people act unconsciously on environmental issues at other levels of education. While the answer to the question about your most frequent behavior to prevent environmental problems was "I throw away the garbage" at the primary school, high school and university levels, the answer to the question "I throw the garbage away" was encountered at the secondary school level. Finally, it was suggested that awareness-raising activities be held at all education levels regarding the solution of environmental problems. Based on all these results, it has been observed that similar answers are encountered at all levels of education regarding environmental problems. Conducting more studies to increase students' awareness of environmental problems is among the recommendations of this study.

Objective: The study aimed to investigate whether the fine motor skills measured by the Functional Dexterity Test (FDT) in ADHD children differ from healthy controls. The second aim was to assess the applicability of the FDT assessment method among ADHD children. Method: The FDT results as an objective assessment of hand skills were compared between 7 and 17 years old ADHD cases (n = 146) and age and gender-matched healthy controls (n = 213). Results: We found lower dominant and non-dominant processing time (respectively for dominant hand and non-dominant hand p = .001, effect size Cliff's Delta = .22; p = .001, ES Cliff's Delta = .29), higher peg processing speed (p = .001, ES Cliff's Delta = .23; p = .001, ES Cliff's Delta = .29), higher total error (p = .001, ES Cliff's Delta = .40; p = .001, ES Cliff's Delta = .51), and total FDT time (p = .0017, ES Cliff's Delta = .14; p = .011, ES Cliff's Delta = .16) in ADHD patients compared to healthy controls. Conclusion: Manual dexterity evaluation would be helpful to detect the fine motor skill deficits of ADHD children. Although ADHD children were advantageous regarding speed, they were disadvantageous regarding processing errors and total process time. Therefore, the error time data should be considered in evaluating ADHD children, unlike healthy children.

Objective: To evaluate care transition and medication use in young adults with ADHD in Sweden. Method: Observational retrospective study of patients with ADHD from the Swedish National Patient Register, Prescribed Drug Register, and Cause of Death Register (2018-2020). Last contact with pediatric psychiatric care, first contact with adult psychiatric care, and medication use were described for ages 18 to 21 years, inclusive. Results: Of 19,233 patients who had dispensed ADHD treatment, 85.8% had received adult psychiatric care by 21 years of age. The proportion of patients on medication was highest at age 18 years (80.1%), decreasing to 36.1% by age 21 years. By 21 years, there were significantly more patients on versus off ADHD medication who had received healthcare for autism, been prescribed selective serotonin re-uptake inhibitors, and received adult psychiatric outpatient visits (all p < 0.0001). Conclusion: This study demonstrates declining ADHD medication use during the pediatric-to-adult care transition for patients in Sweden.

Objective: This study focused on purpose as a key mechanism of posttraumatic growth for university student survivors of sexual assault. Participants: An online survey was completed by 278 participants of various ethnic, racial and gender backgrounds, recruited through email, social media, department subject pools, and Amazon Mechanical Turk. Methods: Researchers used mixed methods, concurrent triangulation approach in which quantitative and qualitative data were collected simultaneously with closed and open-ended questions. Results: Hierarchical multiple regression demonstrated that age, purpose in life, high magnitude stressors, and trauma history were significantly related to posttraumatic growth. Emergent themes described the impacts of sexual assault, how sexual assault impacts purpose, and ways in which purpose impacted posttraumatic growth. Conclusion: Results confirmed the association of purpose with posttraumatic growth as well as other key impacts of trauma that should be investigated further. Next steps include evaluating therapeutic interventions focused on purpose.

Research Findings: Emotion knowledge is one facet of social and emotional learning (SEL) that emerges in early childhood. Various interventions and measures target preschoolers' emotional skills to bolster these foundational competencies prior to formal schooling. One measure of emotion knowledge specifically with preschool children is the Affect Knowledge Test (AKT). Despite decades of use and adaptations for different modalities and populations of preschoolers, no study has previously examined the psychometric properties of independent items on the AKT. This study utilized Rasch procedures to analyze how items on the AKT function across a sample of 193 preschoolers (mean age = 49.7 months). Analyses revealed that a unidimensional Rasch model fit well to the item data. Age was a significant predictor of affect knowledge, with older children having increased affect knowledge scores. Results support previous findings of a ceiling effect for older children. Practice and Policy: Our study adds to the empirical understanding of the AKT and its use as a tool to measure emotion knowledge in young children. The children's scores on the AKT had adequate reliability, supporting the use of AKT for low stakes research-based purposes.

The face inversion effect is an important indicator of holistic face perception and reflects the developmental level of face processing. This study examined the face inversion effect in deaf or hard of hearing (DHH) children aged 7-17 using the face dimensions task. This task uses photographic images of a face, in which configural and featural information in the eye and mouth regions have been parametrically and independently manipulated. The study aimed to discuss the effect of face inversion on facial processing in DHH children, including two aspects of information processing types (configural versus featural) and processing regions (eyes versus mouth) and compared the results with hearing children. The results revealed that DHH children aged 7-17 years exhibit significant face inversion effect, with disruptions observed in both the featural and configural processing of eyes and mouths when faces were inverted. Configural processing was more affected by inversion than featural processing in all children, with larger differences observed in DHH children than in hearing children. This supports the dual-mode hypothesis of holistic face processing. Age correlations were observed in the sensitivity of DHH children to face inversion effect but not among hearing children. The inversion effect of configural mouth processing decreases with age in DHH children.

Objective: Child sleep problems are commonly reported by parents of children aged 6--18 years, with a growing body of evidence describing the link between children's screen time and parental perceived child sleep problems. Using cross-sectional data, representative of the Victorian population, this study explored whether the relationship between screen time and parental perceived sleep problems differed across child age groups. It also examined whether parental rules moderated this relationship differentially between primary school-aged children and adolescents. Method: Participants were 1699 parents living in Victoria with children aged 6 to 18 years who were recruited to complete a computer assisted personal communication through random dialling of mobile and landline numbers. Results: Results indicated that more screen time was associated with more parental perceived sleep problems, with parental rules moderating this relationship for primary school-aged children but not for adolescents. Contrary to expectations, the relationship between screen time and parental perceived sleep problems did not differ across child age groups. Conclusions: Results suggest that parental rules on media device use may be an instrumental factor in the development of successful intervention programmes for primary school-aged children. Further implications of these findings and suggestions for future research are discussed.

Purpose: Examine tobacco use on college campuses by assessing: (1) types of tobacco products used, (2) where they are most commonly used, and (3) the sociodemographic characteristics of students most likely to use on campus. Method: Participants were a convenience sample of 3,575 18- to 25-year-old enrolled in 14 Texas colleges during Spring 2021 who used at least one tobacco product in the past 30-days. Results: Over 60% of participants used tobacco on their campus, and among these, nearly 93% used electronic nicotine delivery systems (ENDS) on campus. Common campus locations for tobacco use included outdoors (85.0%), dormitories (53.9%), and bathrooms (44.5%). Older young adults, males, those from a college with a partial tobacco policy, and current ENDS users were more likely than their peers to have ever used tobacco on campus. Conclusion: Tobacco use on college campuses is common, underscoring the need for enhanced monitoring and enforcement of tobacco-free policies.

Objective: The objective of this study is to assess the impact of COVID-19 on university students' academic performance. Participants: Our sample consisted of students 18 years old and above enrolled at least part-time during the Spring 2020 semester. Methods: This cross-sectional survey examined the individual, social, and economic impacts of COVID-19 on academic performance. We examined factors associated with a change in GPA between the two semesters. Results: Most students reported no change in GPA. Students of color had significantly increased odds of reporting a decrease in GPA than non-Hispanic White students (OR = 2.70, 95% CI: 1.01, 7.16). Students who had someone close to them test positive for COVID-19 had increased odds of reporting a decrease in GPA (OR = 1.85, 95% CI: 0.55, 5.93). Conclusion: Higher learning institutions may need to develop strategies to improve support for students that have been socio-economically impacted by COVID-19.

The purpose of this study is to explore how a university-school partnership in Canada supports pre-service teachers in developing positive perceptions about learning and teaching Science, Technology, Engineering, and Mathematics (STEM) in their teacher preparation programs. This initiative provided opportunities for pre-service teachers to understand STEM as a boundary-object (i.e. S.T.E.M) and work in communities of practice toward creating and implementing lesson plans with K-12 students. Using a non-random pre- and post-intervention research design, we examine the effectiveness of this initiative by analyzing survey responses from 43 pre-service teachers. The survey consisted of 37 Likert-scale responses measuring agreement on statements relating to pre-service teachers' feelings about learning and teaching S.T.E.M. The initiative had a positive effect on pre-service teachers' perceptions and feeling of competence in teaching mathematics and S.T.E.M as a whole, their perceptions of learning S.T.E.M, and views on teaching S.T.E.M. Also, findings revealed some differences in responses by age, undergraduate field of study, and program stream. We discuss these findings and their implications for pre-service teaching programs, emphasizing S.T.E.M as a boundary-object and building communities of practice as 2 primary factors.

There is a great deal of variability in how families read and interact with picture books. To understand why reading practices may (or may not) relate to language outcomes, a necessary step to understand what occurs in the home. The goal of this work is to better understand the frequency and nature of picture book reading at home with children between the ages of 0 and 30 months in the United States. In an online survey, 282 caregivers answered questions about their picture book reading habits. Book reading was overall very common. Over 90% of families reported reading at least weekly to their child and nearly 70% reported reading daily, with caregivers of older children reporting reading slightly more frequently than caregivers of younger children. Caregivers also reported reading picture book text as well as a range of extra-textual activities. These textual and extra-textual behaviors varied across families and varied with child age and language skills. This study provides insight into how much, and what kind of linguistic input children encounter during picture book reading, and how this input may vary with age.

Student-teacher relationship drawings were employed to investigate how students' mental representations of student-teacher relationships were affected by their gender, age, and shyness across the Netherlands and China. The sample included 752 third- to sixth-graders (48.5% boys; M[subscript age] = 9.96) from the Netherlands and 574 third- to sixth-graders (53.7% boys; M[subscript age] = 11.48) from China. Students' drawings were double-coded on eight relationship dimensions. Multiple group models showed that Chinese students' drawings scored lower on anger/tension, role reversal, emotional distance/isolation, and global pathology but higher on vulnerability than those of Dutch students. Boys' drawings displayed higher global pathology than girls' drawings and this difference was larger in the Netherlands than in China. Other associations between student characteristics (gender, age, shyness) and drawing dimensions were equally strong across countries. As an implication, findings from Western countries may not necessarily generalize to students and teachers in Eastern countries. Drawing may be a promising method to further understand differences and similarities in the formation of student-teacher relationships across countries.

Although more is known about how general parenting practices predict social-emotional strengths in children, less research has looked at parent involvement in education and children's social-emotional strengths. This study examined the extent to which parent involvement, specifically home-based involvement, parent-teacher trust, and home-school communication, predicted children's social-emotional strengths in kindergarten. The study featured both parent (n = 120) and teacher ratings (n = 156) of children's social-emotional strengths. We examined the association between parent involvement and social emotional strengths while controlling for child age and gender, socioeconomic status, and general parenting (positive verbal discipline and harsh/inconsistent discipline). Parents' reports of home-based involvement were a moderate to strong positive predictor of their child's social-emotional strengths over the kindergarten year. For teacher ratings of social-emotional strengths, parents' trust of the teacher was associated with higher social-emotional strengths. The findings may inform essential components in parenting or school-based interventions for social-emotional development, as well as differences in what parents and teachers perceive as related to social-emotional development in young children.

Introduction: Mental health concerns have been noted to be highly prevalent for youth with intellectual disability (ID), with or without autism spectrum disorder (ASD). The purpose of the current study was to examine a Canadian sample of youth with ID, with or without ASD, to explore caregiver-reported percentages, predictors, and treatment methods for mental health concerns. Method: The sample included 358 caregivers who completed the GO4KIDDS survey on behalf of their child between the ages of 4 and 20 years (M = 11.36; SD = 3.82). Results: In total, 56% of youth with ID (with or without ASD) were reported to experience mental health concerns. Adaptive functioning and diagnosis were significant predictors of mental health concerns. Of the youth who were reported to experience mental health concerns, 80% received some type of treatment, most commonly informal therapies (52%). Conclusion: More than half of the samples were reported to experience mental health concerns and while the majority received some type of treatment, many of the treatments utilized are not evidence-based.

Purpose: Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their income sources. Well-managed doctoral students can boost a university's teaching and research outputs. However, numbers of students enrolled in doctoral programmes at Kenyan universities are low, and graduation rates and time-to-graduate statistics are disturbing. Research undertaken elsewhere underline the important role played by supervisors and peers in facilitating students' sense of belonging and their success. Therefore, this study aims to investigate the influence of supervisory and peer support on PhD students' sense of belonging and their success at Kenyan universities. Design/methodology/approach: In this cross-sectional study, data were gathered through an online questionnaire from 614 students admitted to doctoral programmes at Kenyan universities between 2010 and 2018. We used multi-item scales to collect data on PhD students' self-efficacy, supervisory and peer support and a sense of belonging. Findings: Structural equation modelling results revealed that PhD students' modes of study and self-efficacy were significantly associated with the quality of supervision, peer support and a sense of belonging. However, only age, a sense of belonging and the quality of supervision were directly linked to their success. Originality/value: This study contributes to the literature on doctoral-level education, responding to the need for research on the influence of relationships with supervisors and peers on PhD students' sense of belonging and their success, especially in developing countries.

Legalization of non-medical cannabis in Canada was intended to protect youth health and safety by limiting access and raising awareness of safety and risks. The purpose of this qualitative research was to explore youths' perceptions of their cannabis health literacy and future educational needs. A convenience sample of youth aged 13 to 18 residing in Newfoundland and Labrador, Canada who may or may not have consumed cannabis were included. A qualitative study using virtual focus groups with semi-structured interview questions was conducted. Ethics approval was obtained. All sessions were audio-recorded and transcribed. Inductive thematic analysis used a social-ecological framework for adolescent health literacy. Six focus groups (n = 38) were conducted with youth of all ages and from rural and urban areas. Three main themes were identified: (i) micro influences (age, gender, and beliefs), (ii) meso influences, (family, peers, and school enforcement), (iii) macro influences (cannabis legalization and social media), and (iv) evidence-informed information (harm reduction and cannabis properties). They desired evidence-informed education using harm-reduction principles, integrated early, and interactive. The findings provide support for a cannabis health literacy framework that will inform youth cannabis education programs. Interactive approaches with real-world application should support their autonomy, share knowledge, and minimize stigma.

Professional self-esteem and job security perceptions of teachers are considered to be factors that increase their teaching performance and overall teaching quality. The purpose of this study is to investigate the relationship between teachers' professional self-esteem and job security perceptions in Turkey and to determine the impact of demographic characteristics on this relationship. In the study, the nested embedded mixed research method was preferred. For quantitative data, the professional self-esteem and job security level of 660 respondent teachers were compared in terms of demographic characteristics (gender, marital status, education level, union membership, staff type, age, and years of service). For qualitative data, a structured interview form was utilized to examine the views of 54 participants about their profession. Our study reveals the intricate dynamics between teachers' professional self-esteem and job security, emphasizing the role of gender, union membership, and career stage. The findings of the study revealed that female teachers demonstrated higher professional self-esteem, likely due to their emotional intelligence and communication skills. Un-ionized teachers reported greater professional self-esteem, suggesting the positive influence of unions in safeguarding teachers' rights. Contract teachers, aware of job insecurity, exhibited elevated professional self-esteem, indicating a drive for continuous skill development. Younger teachers (aged 21-30) displayed higher professional self-esteem, emphasizing their enthusiasm and adaptability. These findings underscore the complex interplay between self-esteem, job security, and external factors, with significant implications for teacher support and policymaking.

This article reports on a multi-method study of a high school course in data science, finding that students who take data science take more mathematics courses than those who do not, there are more under-represented students in data science than is typical for other advanced mathematics courses; that the students who take data science are more positive about a future in STEM and they tend to be older. Analysis of writing from the students shows that students are very positive about the course, appreciating the relevance of the content, the opportunity to investigate ideas, the chance to learn challenging, applied content, and the opportunity to think creatively. In an assessment of data and functions given to students in data science and Algebra 2 courses, the students in data science scored at significantly higher levels.

21st-century EFL teachers are assumed to be properly trained to help develop future generations' language proficiency and digital literacy. Moreover, with the impact that the current pandemic has had on education, technology seems to be the only possible way to guarantee the continuity of teaching and learning. Considering that English is the most studied foreign language in Europe, it is necessary thus to analyse whether EFL teachers believe they are prepared for such a task and whether studying at a distance university improves their training in this respect. This study examines the perceptions of pre-service teachers of English studying at the Spanish National University of Distance Education regarding their digital literacy. Through a quasi-experimental, quantitative design, findings show that participants value their digital skills positively but consider they have not worked enough on their digital literacy despite studying at a distance university. Men show more positive self-perceptions than women, while respondents with less years of university experience value their digital skills more positively. Furthermore, respondents acknowledge not knowing how to assess or improve their digital literacy. The results suggest the need for distance universities like UNED to strengthen teacher training in digital skills.

This study explores the resilience of preschool and elementary school teachers (ISCED Level 1) in the Czech Republic. The data were gathered from a sample of 476 preschool teachers and 193 elementary school teachers using The Sense of Coherence Scale, a 29-item measure developed by Antonovsky. This scale consists of three dimensions, specifically comprehensibility, meaningfulness and manageability. The study related resilience with the school level (preschool or elementary school), education completed by teachers, duration of experience and age of teachers. As hypothesised, these teacher demographic variables are associated significantly with teacher resilience. Preschool teachers have significantly lower resilience than teachers from elementary schools. Teachers with higher education levels have higher resilience in the comprehensibility dimension. Finally, teachers with longer practice and with older age have significantly higher resilience than teachers with shorter practice and younger age. The findings are discussed within the Czech Republic educational and practice context.

There is evidence that mastery motivation contributes to developmental outcomes, both for typically developing individuals and for those with disabilities such as Down syndrome. Mastery motivation appears to be a stable trait, at least during early childhood, but research with adults has been restricted by the absence of an appropriate measure. The current study investigated the stability and consistency of parent-reported mastery motivation for 21 individuals with Down syndrome across 20 years. Parents completed the Dimensions of Mastery Motivation Questionnaire (DMQ) when their child was aged 4-6 years and 11-15 years. They completed the Dimensions of Adult Mastery Motivation Questionnaire (DAMMQ) when their son or daughter was 23-27 years old. There were strong positive correlations among measures of mastery motivation across the three time points. Persistence decreased significantly from early childhood to adolescence but increased from adolescence to adulthood. Most individual profiles fitted this pattern, with only one of the 21 participants showing continual declines in persistence. For individuals with Down syndrome, patterns of mastery motivation may be developed early in life and sustained into adulthood.

This longitudinal study examined age- and gender-related differences in autobiographical memory about the COVID-19 pandemic lockdowns and whether the content of these memories predicted psychological adjustment over time. A sample of 247 students (M[subscript age] = 11.94, range 8-16 years, 51.4% female, 85.4% White) was recruited from public and private schools in Denmark and assessed three times from June 2020 to June 2021. The findings showed that memories weakened over time in detail and emotional valence. Additionally, psychological well-being decreased over time, with adolescent females faring the worst. Critically, memories including higher levels of negative affect and factual information about COVID-19 and the lockdown predicted worse psychological well-being over time, underscoring aspects of autobiographical memory that might help attenuate the negative consequences of the lockdown.

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 generous than peers. In contrast, younger children displayed the worse-than-average effect by expecting peers to be more generous than themselves. However, both effects were attenuated ([partial eta-squared] = 0.16) when the recipient was described as "needy," leading to higher expectations of sharing from oneself and others. This implies that besides children's motivational tendency to self-evaluate as BTA, they also base their evaluations on actual environmental cues.

Research Findings: This study aims to examine the latent profiles of parents' mediation and their predictors, as well as links between different profiles and children's problematic media use. A total of 1415 children aged 3-6 years (47.8% boys) and their paired parents were recruited in Shanghai, China and surveyed demographic information, parents' mediation practice and marital conflict, and children's media use problems. Latent profile analyses, tests of variance, and logistic regression analyses were used for data analysis. The results indicated that: (1) four potential profiles of mediation were yielded: mother-dominated mediation, father-dominated mediation, coordinated high-level mediation, and coordinated low-level mediation; (2) there were significant associations between children's age, fathers' age, parents' educational backgrounds and marital conflict with mediation profiles; and (3) the likelihood of children experiencing problematic media use was lowest in the consistent high-level group, followed by the mother-dominated and the father-dominated group, and highest in the consistent low-level group. Practice or Policy: These findings imply that parents' digital parenting patterns are influenced by multiple factors, and that parents who are older, have less education, have older children, and experience more marital conflict should be given more support and assistance to improve parents' child-rearing and child development.

Research Findings: Empathy plays an important role in children's early social-emotional development. However, there are not many instruments available for measuring the different aspects/levels of empathy in preschool children. Moreover, few studies examined the validity of the existing measures for empathy in Chinese children. The present study tested the Chinese version of the Empathy Questionnaire (EmQue) upon a group of Chinese preschool children (N = 182) aged from 2 to 6 years. The Chinese EmQue is a parent-report translated from Dutch that assesses the behavioral manifestations of three distinct levels of empathy: emotion contagion, attention to others' feelings, and prosocial behaviors among preschool children. Confirmatory factor analysis showed satisfactory goodness-of-fit indexes for a three-level structure with 19 loading items. The results of concurrent validity showed that the three levels of empathy were functioning differently in the early social-emotional development. Practice or Policy: We could conclude that the 19-item Chinese EmQue is a valid, reliable instrument for measuring empathy in 2- to 6-year-old children in the Chinese context.

The aim was to explore potential explanatory factors for the three dimensions of willingness to intervene in cases of intimate partner violence (IPV) against women: police or personal involvement and noninvolvement. N = 280 students at a Spanish university (78.20% women) from the fields of educational, community, and interventions responded to a survey including the Willingness to Intervene in cases of Intimate Partner Violence Against Women and the Acceptance of Myths About Intimate partner Violence Against Women scales. Bivariate analyses and multiple linear regressions demonstrated that IPV experience implied greater personal involvement, while the higher the myth acceptance, the lower the probability of calling law enforcement. The likelihood of not intervening decreased with some IPV experience and training and lower myth acceptance. Results are discussed in terms of their relevance in developing bystander interventions.

Reading tutoring is a traditional technique to support the development of young readers. One relatively popular method of tutoring involves pairing a lower level reader with a higher level reader to synchronously read connected text aloud. We use the term Synchronous Paired Oral Reading Techniques (SPORT) to describe a family of related methods that use this approach to tutor readers. Specific methods include the Neurological Impress Method, Paired Reading, Dyad Reading, and Read Two Impress. Although considerable SPORT research has been reported across the last 60 years, the findings have not been quantitatively synthesized. As a result, the weighted effect of such techniques and the influence of key variables have remained unknown. This study systematically reviewed and multilevel meta-analyzed the eligible SPORT literature. Results indicate medium-to-large effects on student outcomes within the study corpus. Further, differential effects were found among key variables such as intervention duration, tutor type (adult/cross-age/peer) and outcome type (fluency/comprehension). The interpretations of findings yield implications for research and practice.

The present study aimed to identify gender and age differences in motivation toward physical education (PE) and to explore the relationship between bullying roles, in PE and in the educational context in general, and motivation toward PE. A total of 1352 schoolchildren (49.7% girls) from 5th year of Compulsory Primary Education to 1st year of Baccalaureate, completed 3 questionnaires to determine their attitude toward bullying and their motivation toward PE. The findings showed that being a girl and being older provoked a lower self-determined motivation toward PE. Regarding the attitude toward bullying, active defense behavior was a significant predictor of higher self-determined motivation. Conversely, victimization predicted lower self-determined motivation and increased demotivation toward PE. Motivation toward PE is influenced by gender, age, and bullying behavior, underscoring the need to implement programs that promote active defense behaviors and reduce victimization in the educational setting through PE.

The present study examines the mechanisms of lexical case acquisition in Russian by two-to-five-year-old Russian monolingual (n = 54) and Russian-English bilingual children (n = 38). Participants performed a picture-based sentence completion task. Sentences were constructed to elicit production of real Russian words (n = 24) and nonce words (n = 24) in different non-nominative cases (e.g., 'The boy is holding a . . . beetle-ACC/meetle-ACC'). We wanted to know if there are qualitative and/or quantitative differences in case assignment on complements of prepositions between monolingual and bilingual children, whether they can generalize case assignment rules to novel input, and whether monolingual and bilingual children show different developmental trajectories in terms of case acquisition at different ages. The results indicate that bilingual children make more errors with case forms than their monolingual peers in all tested age groups and inflectional paradigms, in both real word and nonce word productions. However, despite robust quantitative differences, bilinguals and monolinguals show strikingly similar patterns of case acquisition in that they make similar types of errors and struggle with the same case forms. Furthermore, we did not find significant differences in the accuracy of produced case forms for real versus nonce words, suggesting that both monolingual and bilingual children learn to generalize morphological rules to novel input early in language development. Finally, chronological age was a significant predictor of case form accuracy but did not interact with other variables. This means that both monolingual and bilingual children improved their case performance gradually over time with similar learning gains for real and nonce words.

Relative clauses (RCs) are complex syntactic structures because they consist of multiple clauses and involve syntactic movement. RCs are known as a reliable clinical marker of syntactic impairment across many different languages and populations. Children with autism spectrum disorders (ASD) struggle with the comprehension and production of RCs, and it remains unclear whether these difficulties stem from a pragmatic or a syntactic origin. The aim of the current study is to obtain evidence about the nature of the RC production difficulties of Hebrew-speaking children with ASD. To do so, we attempted to isolate the mechanism(s) that may be disrupting RC production by using a novel in-depth error analysis scheme. The current study tested 101 Hebrew-speaking children--37 children with ASD (M[subscript age] = 11.4, SD = 2.2) and 64 Typically Developing (TD) children; 25 children aged 8-9 years (M[subscript age] = 8.8, SD = 0.3) and 39 TD children aged 10-11 (M[subscript age] = 10.7, SD = 0.39) on an RC elicitation definition task. Responses were coded for correct RC production, and an error analysis scheme was built based on the productions seen among the ASD participants. TD children produced more RCs than children with ASD, and a significant difference was found between the two TD groups (older children produced more RCs). Children with ASD produced mainly pronoun errors and produced single words instead of sentences, patterns not seen among the TD group and sometimes characteristic of Hebrew-speaking children at younger ages. The current study contributes to the discussion regarding syntactic differences seen in the production of some children with ASD and whether such differences are a specific form of language deficit, or merely a delay in language acquisition.

Objective: Policymakers in many states are endeavoring to increase graduation rates among older community college students. However, we know little about how the factors that influence college completion among older students differ from their younger peers. We aim to identify features of institutional contexts in which adult community college students are more likely to prosper, as evidenced by an elevated likelihood of graduating. Methods: Using a multilevel statistical approach to analyze administrative data for Ohio's community colleges, we examine how associations between students' age and their likelihood of graduating differ as a function of dosage-weighted exposure to six contextual characteristics that align with the organizational, human aggregate, and socially constructed dimensions of Strange and Banning's (2015) socioecological framework for campus environments. Results: Contrary to expectations, we find more similarities than differences between older and younger students in how exposure to particular institutional characteristics is related to the likelihood of graduating. Only one of the six characteristics has a relationship of meaningful magnitude with the likelihood of graduating among students of any age. Specifically, exposure to classmates taking heavier course credit loads is positively related to the likelihood of graduating for students 40 years of age and older. Conclusion: Our findings point to two potential levers for strengthening outcomes of older students as community colleges seek to become adult-serving not just adult-enrolling. First, incentivize a full-time course load across the student population. Second, create opportunities for adult students, many of whom attend part-time, to take classes with a range of classmates, including younger classmates and classmates who are attending full-time.

Introduction: Persistence in treatment is important in balancing diabetes and preventing complications. ADHD impairs quality of life and functioning in many areas of life. The aim of this study is to evaluate the possible association of ADHD and diabetes glycemic control among adults with type 2 diabetes mellitus (T2DM). Methods: All data were obtained from Maccabi Healthcare Services (MHS) automated databases. This retrospective cross-sectional study uses electronic medical records from the Maccabi Healthcare Services database during the years 2010 to 2020. Using a propensity score with the variables of age, gender, and duration of diabetes, we compared a group of 1,582 patients with T2DM and ADHD to 1,582 patients with T2DM and without ADHD. We used a t-test to compare continuous variables and a Mann-Whitney "U" test for non-parametric testing. In addition, we used multivariate logistic regression with a cutoff of several HbA1c values in T2DM patients with and without ADHD during 2019 to 2020. The proportion of patients with HbA1c values above 10%, 9%, and 8% in the group of patients with ADHD was 4.7 to 5.9 times higher than in patients without ADHD. In addition, the OR in the multivariate logistic regression was 4.2 (95% CI [2.5, 6.8]), 4.3 (95% CI [3.1, 6.1]), and 2.7 (95% CI [2.2, 3.4]) for cutoff of HbA1c of 10%, 9%, and 8%, respectively. Conclusion: Patients with co-morbid ADHD and T2DM have a higher incidence of poor glycemic control. The findings extend the knowledge on the relationship between ADHD and diabetes and highlight the need for further research to improve treatment.

Despite high rates of mental health concerns among youth, they are unlikely to receive mental health care, with mental health stigma acting as a barrier. The present study explores youth perceptions of the influences of stigma and what should be done to address it, drawing on a large (n = 705) mixed methods dataset of youth aged 14 to 24 from the National MyVoice Text Message Cohort. Thematic analysis indicated four themes: (1) perceptions of high levels of ignorance about mental health, (2) a continuum from a desire for greater openness to a desire for privacy related to mental health, (3) feeling shamed and dismissed for mental health concerns, and (4) the role of adults in perpetuating of mental health stigma and adults' responsibility in combating it. Subgroup comparisons revealed variations in endorsement of themes based on gender, age, and race/ethnicity. Implications for research and practice are discussed.