Current literature and research demonstrates that learning multiple languages allows for young learners to develop higher levels of executive functioning skills. Research also suggests that Dual Language Learners (DLLs) can surpass monolinguals in these executive functioning skills. Yet, there is a dearth of literature that explicitly discusses…

Self-regulation is an essential ability of children to cope with various developmental challenges. This study examines the developmental interplay between emotional and behavioral self-regulation during childhood and the relationship with academic achievement using data from the longitudinal Millennium Cohort Study (UK). Using cross-lagged panel…

Parenting influences child development, but it is unclear whether early parenting behavior can influence school-age outcomes in very preterm (VPT) children, and/or if certain groups of VPT children may be more affected by early parenting behavior. These research questions were examined. Participants were 147 children born <30 weeks' gestation…

Students in general chemistry were partitioned into three groups by cluster analysis of six affective characteristics (emotional satisfaction, intellectual accessibility, chemistry self-concept, math self-concept, self-efficacy, and test anxiety). The at-home study strategies for exam preparation and in-class learning strategies differed among the…

Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment--in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a…

Children with a history of maltreatment and placement into foster care face elevated risks of poor psychosocial outcomes including school failure, substance use, externalizing, and deviant peer association. For children in the general population, school engagement appears to be a promotive factor in preventing negative outcomes. In this study,…

Four socio-emotional New Zealand Curriculum key competencies (Managing Self, Participating and Contributing, Relating to Others and Thinking) were investigated in a two-part study. The first part used a questionnaire to quantitatively model the four key competencies in a sample of 995 secondary students. The second part examined whether the key…

The purpose of this paper is to provide educators and counselors with a framework for understanding the academic self-concepts of gifted students. As academic self-concept is theoretically linked with other constructs, including academic achievement and aspirations, it is vital that educators and counselors are aware of the experiences gifted…

A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools.…

Research Findings: Using longitudinal survey data from the Welfare, Children, and Families Study: A Three-City Study ("n" = 135), this study examines how congruence in maternal and child care provider sensitivities contributes to young children's social, emotional, and academic outcomes among low-income minority families. Congruence…

Examined how aspects of social-emotional learning (SEL)--specifically, emotion knowledge, emotional and social behaviors, social problem-solving, and self-regulation--clustered to typify groups of children who differ in terms of their motivation to learn, participation in the classroom, and other indices of early school adjustment and academic…

This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence…

This article describes key steps parents can take to develop an achievement orientation in gifted children: heal the gifted child within the parent; give consistent messages; develop early independence; utilize encouragement; develop multiple self-definitions; set challenging but realistic goals; and model persistence. (Author/CR)

Teachers with direct and indirect teaching styles were paired with students who were high or low on social-emotional development, to create congruent and incongruent matches. Congruency was consistently related to instructional outcome with the effect strongest for student affect, followed by achievement, and then attention to task. Findings…

Effects of inclusion programs in grades two to five were examined in a three-part study focusing on academic and affective outcomes of fifth-grade students who had specific learning disabilities (SLD) or normal achievement (NA), teacher and parent perceptions of SLD and NA students' growth in an inclusion context, and an analysis of anecdotal…