Self-regulation in Preschool Children: Hot and Cool Executive Control as Predictors of Later Classroom Learning Behaviors [0.03%]
学龄前儿童的自我调节：热型和冷型 executive control 对后续课堂学习行为的影响预测作用
Todd M Wyatt,Susanne A Denham,Hideko H Bassett
Todd M Wyatt
We examined associations between aspects of preschoolers' executive control (both hot and cool), on-task involvement, and subsequent learning behaviors (attention/persistence, attitude toward learning, competence motivation) in kindergarten...
Does the Effectiveness of a Reading Intervention Differ Dependent on Students' Spanish or English Proficiencies? [0.03%]
阅读干预项目对学生英语或西班牙语水平的影响有所不同吗？
Erin Hogan,Sharon Vaughn,Anna-Mari Fall et al.
Erin Hogan et al.
This study investigated whether linguistic proficiencies in students' first language (L1)- Spanish-and English (L2) moderated the response to intensive reading intervention for sixth- and seventh-grade multilingual learners (MLs) with readi...
Do Performance Goals and Fixed Mindset Explicate the Relations Between Stereotype Threat and Achievement? Examining Differences Between Racially Marginalized and White Students in STEM [0.03%]
绩效目标和固定思维模式解释了刻板印象威胁与学业成就之间关系吗？在STEM领域探究少数族裔学生与白人学生的差异
Alexandra A Lee,Delaram A Totonchi,Stacy Priniski et al.
Alexandra A Lee et al.
This study examined whether performance goal orientations and mindset beliefs explicate the negative relation of ethnic stereotype threat with achievement and whether these processes vary depending on students' membership in a historically ...
Cognitive Predictors of the Overlap of Reading and Math in Middle School [0.03%]
认知预测因素与中学阶段阅读和数学的交叉关系
Paul T Cirino,Cassidy Salentine,Abby Farrell et al.
Paul T Cirino et al.
Math and reading skills are known to be related, and predictors of each are well researched. What is less understood is the extent to which these predictors, uniquely and collectively, overlap with one another, are differentially important ...
You-Kyung Lee,Yuanyuan Yue,Tony Perez et al.
You-Kyung Lee et al.
Dweck's social-cognitive model has long been used as a basis for achievement motivation research. However, few studies have examined the comprehensive model with interactions between perceived ability and achievement goals, and even fewer s...
Keep going, keep growing: A longitudinal analysis of grit, posttraumatic growth, and life satisfaction in school students under COVID-19 [0.03%]
坚毅、创伤后成长与疫情期间学生的生命满意度：纵向分析研究
Nicole Casali,Tommaso Feraco,Chiara Meneghetti
Nicole Casali
The COVID-19 pandemic disrupted students' daily life, but grit could have sustained students' wellbeing by helping them work hard and stay goal-oriented over time despite adversity. Gritty students may also have interpreted COVID-19-related...
COVID-19 meets control-value theory: Emotional reactions to canceled high-stakes examinations [0.03%]
新冠肺炎疫情下的控制-价值理论：大规模考试取消引起的情绪反应分析
David W Putwain,Wendy Symes,Zhané Marsh-Henry et al.
David W Putwain et al.
In many countries, examinations scheduled for summer 2020 were canceled as part of measures designed to curb the spread of the COVID-19 pandemic. To examine how four retrospective emotions about canceled examinations (relief, gratitude, dis...
Non-cognitive skills and social gaps in digital skills: Evidence from ICILS 2018 [0.03%]
非认知技能与数字技能的社交差距：来自ICILS 2018年的证据
Zbigniew Karpiński,Giorgio Di Pietro,Federico Biagi
Zbigniew Karpiński
Using data from the 2018 round of the International Computer and Literacy Survey (ICILS), this study looks at the effect of non-cognitive skills (e.g., motivation, ambition, and conscientiousness) on digital competences as measured by the C...
Reading Comprehension for Students With Reading Disabilities: Progress and Challenges [0.03%]
阅读障碍学生的学习理解进展与挑战分析
Sharon Vaughn,Marcia A Barnes
Sharon Vaughn
Student adaptability, emotions, and achievement: Navigating new academic terrains in a global crisis [0.03%]
学生的适应性、情感和成就：在全球危机中探索新的学术领域
Kristina Stockinger,Raven Rinas,Martin Daumiller
Kristina Stockinger
The COVID-19 pandemic forced students to abruptly shift from traditional and familiar, to largely improvised distance learning formats. This study examined whether individual differences in students' capacity to adjust to situational uncert...