The Benefits of Combining Value for the Self and Others in Utility-Value Interventions [0.03%]
兼顾利己与利他的好处：实用性干预措施的利弊分析
Stacy J Priniski,Emily Q Rosenzweig,Elizabeth A Canning et al.
Stacy J Priniski et al.
Utility-value interventions, in which students complete writing assignments about the personal usefulness of course material, show great promise for promoting interest and performance in introductory college science courses, as well as pers...
Sex Differences in Mathematics Anxiety and Attitudes: Concurrent and Longitudinal Relations to Mathematical Competence [0.03%]
数学焦虑与态度的性别差异及其与数学能力的同时和纵向关系
David C Geary,Mary K Hoard,Lara Nugent et al.
David C Geary et al.
Sex differences in the strength of the relations between mathematics anxiety, mathematics attitudes and mathematics achievement were assessed concurrently in sixth grade (n = 1,091, 545 boys) and longitudinally from sixth- to seventh-grade ...
Examining Sources and Mechanisms of Reading Comprehension Difficulties: Comparing English Learners and Non-English Learners within the Simple View of Reading [0.03%]
从简单阅读观视角比较英语学习者和非英语学习者的阅读理解困难的原因及机制
Eunsoo Cho,Philip Capin,Greg Roberts et al.
Eunsoo Cho et al.
In the present study, we compared the extent to which linguistic comprehension (vocabulary and listening comprehension) and word reading explain reading comprehension differentially for English learners (ELs) and non-ELs with reading diffic...
Prediction of Children's Early Academic Adjustment from Their Temperament: The Moderating Role of Peer Temperament [0.03%]
同伴气质的调节作用：儿童性格与学业适应的关系研究
Sarah K Johns,Carlos Valiente,Nancy Eisenberg et al.
Sarah K Johns et al.
The goal of the study was to examine whether target children's temperamental negative emotional expressivity (NEE) and effortful control in the fall of kindergarten predicted academic adjustment in the spring and whether a classmate's NEE a...
The Roles of Transfer of Learning and Forgetting in the Persistence and Fadeout of Early Childhood Mathematics Interventions [0.03%]
学习迁移和遗忘在早期儿童数学干预中的作用——从长期效果的持久性和衰减性看
Connie Y Kang,Greg J Duncan,Douglas H Clements et al.
Connie Y Kang et al.
Although many interventions have generated immediate positive effects on mathematics achievement, these effects often diminish over time, leading to the important question of what causes fadeout and persistence of intervention effects. This...
Cooperative Learning in Middle School: A Means to Improve Peer Relations and Reduce Victimization, Bullying, and Related Outcomes [0.03%]
合作学习在中学教育中的应用：改善同伴关系和减少被害、欺凌及相关结果的一种手段
Mark J Van Ryzin,Cary J Roseth
Mark J Van Ryzin
Peer victimization is a highly stressful experience that impacts up to a third of all adolescents and can contribute to a variety of negative outcomes, including elevated anxiety, depression, drug use, and delinquency, as well as reduced se...
THE PERSISTENCE OF PRESCHOOL EFFECTS FROM EARLY CHILDHOOD THROUGH ADOLESCENCE [0.03%]
学前教育效果持续影响儿童早期发展至青少年时期的研究
Arya Ansari
Arya Ansari
Using data from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998 (n = 15,070), this study used propensity scores to examine the short- and long-term academic and psychosocial benefits of preschool education for a diverse s...
Effect of Early Grade Retention on School Completion: A Prospective Study [0.03%]
关于低年级留级对完成学业影响的前瞻性研究
Jan N Hughes,Stephen G West,Hanjoe Kim et al.
Jan N Hughes et al.
This 14 year prospective study investigated the effect of retention in grades 1-5 on high school completion (diploma, GED, or drop out). Participants were 734 (52.7% males) ethnically diverse, academically at-risk students recruited from Te...
Raising Early Achievement in Math With Interactive Apps: A Randomized Control Trial [0.03%]
具有互动应用程序的早期数学成就提升：随机对照试验
Laura A Outhwaite,Marc Faulder,Anthea Gulliford et al.
Laura A Outhwaite et al.
Improving provision and raising achievement in early math for young children is of national importance. Child-centered apps offer an opportunity to develop strong foundations in learning math as they deliver one-to-one instruction. Reported...
The Reading Comprehension and Vocabulary Knowledge of Children with Poor Reading Comprehension despite Adequate Decoding: Evidence from a Regression-Based Matching Approach [0.03%]
基于回归分析的匹配方法对阅读理解不良但解码良好的儿童阅读理解力和词汇量的研究证据
Mercedes Spencer,Richard K Wagner,Yaacov Petscher
Mercedes Spencer
The present study examined the reading comprehension and receptive vocabulary skills of children with poor reading comprehension despite adequate decoding using a regression-based matching technique. Participants included five cohorts of ch...