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Sarah Collier Villaume; Jacquelyn E. Stephens; Michelle G. Craske; Richard E. Zinbarg; Emma K. Adam – Grantee Submission, 2024
Purpose: Poor sleep is associated with short-term dysregulation of mood and is a risk factor for major depressive disorder (MDD). This study examines whether objectively measured sleep in late adolescence prospectively predicts major depressive episode (MDE) onset in early adulthood as well as whether daily affect mediates this association.…
Descriptors: Sleep, Affective Behavior, Psychological Patterns, Depression (Psychology)
Dylan S. Harrison; Lyndsay N. Jenkins; Amanda B. Nickerson; Julianna Casella; Gina M. Bellavia – Grantee Submission, 2024
Objective: Some children and adolescents who have experienced bullying victimization may also be perpetrators, while others may defend their peers, although moderators of these relationships have rarely been examined. The current study examined the potential moderating effects of affective and cognitive empathy in the relationship between bullying…
Descriptors: Bullying, Victims, High School Students, Suburban Schools

Natalie Brezack; Wynnie Chan; Mingyu Feng – Grantee Submission, 2024
Perseverance is critical for students' achievement and may be particularly important after COVID-19. This paper includes analyses of teacher and principal interviews and student educational technology usage data to examine students' perseverance during math problem-solving across three cohorts of students during and after COVID-19. Data were…
Descriptors: COVID-19, Pandemics, Academic Persistence, Mathematics Education
Leigh McLean; Nathan Jones – Grantee Submission, 2025
Processes of classroom emotional transmission have been identified whereby the emotions expressed by an individual are induced in others, with particular attention paid to how this unfolds among teachers and their students. However, there is still much to be clarified about how teachers' and students' emotions transmit in the classroom, including…
Descriptors: Grade 4, Elementary School Teachers, Elementary School Students, Mathematics Instruction
Anushay Mazhar; Craig S. Bailey – Grantee Submission, 2024
The errors young children make when recognising others' emotions may be systematic over-identification biases and may partially explain the challenges some have socially. These biases and associations may be differential by emotion. In a sample of 871 ethnically and racially diverse preschool-aged children (i.e. 33-68 months; 49% Hispanic/Latine,…
Descriptors: Preschool Children, Preschool Teachers, Family Characteristics, Participant Characteristics