Does a Preschool Social and Emotional Learning Intervention Pay Off for Classroom Instruction and Children's Behavior and Academic Skills? Evidence From the Foundations of Learning Project [0.03%]
学习准备阶段进行社交和情绪干预对课堂教育及儿童行为和学术能力的影响何在？来自学习准备项目的证据
Pamela Morris,Megan Millenky,C Cybele Raver et al.
Pamela Morris et al.
This article tests the hypothesis that children's learning environment will improve through a social and emotional learning (SEL) intervention that provides preschool teachers with new skills to manage children's disruptive behavior by repo...
Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations [0.03%]
自我调节和学业指标在小学早期年级的关联：探究纵向及互为因果的关系
Maciel M Hernández,Nancy Eisenberg,Carlos Valiente et al.
Maciel M Hernández et al.
This study evaluated the association between children's (N = 301) self-regulation and math and reading achievement in kindergarten, first grade, and second grade. Children's self-regulation was assessed using the Head-Toes-Knees-Shoulders (...
Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social-Emotional Competence and Approaches to Learning [0.03%]
评估入学准备的非认知因素：教师简短评价表中社交情感能力和学习方法量表的预测效度
Leah J Hunter,Karen L Bierman,Cristin M Hall
Leah J Hunter
Research findings: Head Start teachers completed brief rating scales measuring the social-emotional competence and approaches to learning of preschool children (Total N = 164; 14% Hispanic-American, 30% African-American, ...
Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse [0.03%]
低收入和语言背景多元化的学龄前儿童课堂语言环境的差异
Brook Sawyer,Sally Atkins-Burnett,Lia Sandilos et al.
Brook Sawyer et al.
Research findings: This study aimed to (a) provide an in-depth description of the frequency and type of language interactions that children who are low-income and/or dual language learners (DLL) experience in their classr...
Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start [0.03%]
“双语学习者头-start英语水平和母语水平与抑制作用和注意转移的关系”
Aya Williams,Yuuko Uchikoshi,Silvia A Bunge et al.
Aya Williams et al.
This study examined the concurrent relations of English (EL) and heritage language (HL) proficiency to executive functions (EF) among low-income dual language learners (DLLs) from immigrant families. In a sample of 90 children (age = 38 to ...
Kindergarten School Engagement: Linking Early Temperament and Academic Achievement at the Transition to School [0.03%]
入学前性格特征与入学后学业成就之间的关系：幼儿园的中介作用
Crystal I Bryce,Priscilla Goble,Jodi Swanson et al.
Crystal I Bryce et al.
Research findings: Although children's temperament contributes to their academic success, little is known regarding the mechanisms through which temperament is associated withacademic achievement during the transition to ...
Executive Function Mediates the Association between Toddler Negative Affectivity and Early Academic Achievement [0.03%]
学步期儿童消极情绪通过执行功能影响早期学业成就：一项追踪研究
Ran Liu,Tashauna L Blankenship,Alleyne P R Broomell et al.
Ran Liu et al.
Research findings: We examined the nature of association between toddler negative affectivity (NA) and later academic achievement by testing early childhood executive function (EF) as a mediator that links children's temp...
Temperamental Anger and Positive Reactivity and the Development of Social Skills: Implications for Academic Competence during Preadolescence [0.03%]
易怒气质和积极应对对社交技能发展及学龄期学业能力的影响关系研究
Jessica M Dollar,Nicole B Perry,Susan D Calkins et al.
Jessica M Dollar et al.
Research findings: This study examines whether the development of social skills during childhood serves as a mechanism through which temperamental anger and positive reactivity in toddlerhood influences children's academi...
Maternal Responsiveness Protects Exuberant Toddlers from Experiencing Behavior Problems in Kindergarten [0.03%]
母亲的反应性可以保护天性活泼的幼儿免于在幼儿园出现行为问题
Meghan E McDoniel,Kristin A Buss
Meghan E McDoniel
Research findings: Exuberant temperament, characterized by high approach and positive affect, is linked to socioemotional outcomes including risk for externalizing symptoms across development. Externalizing problems inter...
Sleep duration moderates the association between children's temperament and academic achievement [0.03%]
儿童睡眠时长对其气质与学业成就关系的调节作用
Rebecca H Berger,Anjolii Diaz,Carlos Valiente et al.
Rebecca H Berger et al.
The primary goal of this study was to determine whether sleep duration moderated the relations of two dimensions of children's temperament, shyness and negative emotion, to academic achievement. In the autumn, parents and teachers reported ...