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Showing 1 to 15 of 198 results Save | Export
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Can He; Jie Xiong; Hua Wei – Early Education and Development, 2024
Research Findings: This study explored the relationship between family-work conflict and autonomy support among Chinese kindergarten teachers. Autonomous motivation and ego depletion were considered as the mediator and moderator, respectively. A total of 859 kindergarten teachers were recruited and surveyed online. The results showed that (1)…
Descriptors: Foreign Countries, Kindergarten, Family Work Relationship, Correlation
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Tania Clarke; Ros McLellan – School Psychology International, 2024
Childhood wellbeing is essential for positive outcomes in adulthood, as is academic attainment. Schools play a pivotal role in laying the foundations for children to live well. However, research investigating the relationship between wellbeing and attainment has relied on conceptualisations of wellbeing that are too broad (i.e. overall and…
Descriptors: Correlation, Well Being, Academic Achievement, Elementary School Students
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Annika Rademacher; Jelena Zumbach; Ute Koglin – Early Childhood Education Journal, 2025
Parenting styles act as a risk or a protective factor for the development of aggressive behavior problems in children. Moreover, children with deficits in emotion regulation often show increased aggressive behaviors. Previous studies confirm that parenting style also contributes to the development of emotion dysregulation. The present longitudinal…
Descriptors: Parenting Styles, Child Development, Child Behavior, Emotional Response
Lindsey Bryant – ProQuest LLC, 2022
Over two-thirds of youth participate in a structured sport, making it a vital context in which transactional relations with cognitive development can occur. Yet, little is known about how these constructs inform one another across childhood. Most previous studies have focused on health benefits of sport participation, or on demographic and family…
Descriptors: Cognitive Development, Executive Function, Academic Ability, Preschool Children
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Kälin, Sonja; Roebers, Claudia M. – Metacognition and Learning, 2022
Pronounced developmental progression during the transition to formal schooling can be found in executive functions (EF) and metacognition (MC). However, it is still unclear whether and how EF and MC influence each other during this transition. Previous research with young children suggests that inhibition may be a prerequisite for monitoring…
Descriptors: Longitudinal Studies, Executive Function, Kindergarten, Metacognition
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Zehra Gülseven; Kayla Puente; Nestor Tulagan; Nicole Zarrett; Sandra D. Simpkins; Deborah Lowe Vandell – Applied Developmental Science, 2024
Guided by the ecological model of civic development, this study examined the extent to which the growth in children's self-control during middle childhood predicted their civic engagement at age 26 directly and indirectly via their prosociality at age 15. We used data from 1,042 children (50% female, 77% White) in the NICHD Study of Early Child…
Descriptors: Self Control, Prosocial Behavior, Prediction, Volunteers
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Caoimhe Dempsey; Rory Devine; Elian Fink; Claire Hughes – British Journal of Educational Psychology, 2024
Background: Well-being is a key aspect of children's education, yet measurement issues have limited studies in early primary school. Aims: The current 12-month longitudinal study assesses the temporal stability of child- and parent-reported school well-being and examines developmental links with academic self-concept and parent-rated prosocial…
Descriptors: Well Being, Self Concept, Prosocial Behavior, Gender Differences
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Fung, Wing Kai; Chung, Kevin Kien Hoa – Early Education and Development, 2023
This study investigated the direct relationship between home play opportunity and prospective school readiness, and the indirect relationships as mediated through object and social mastery motivation among Hong Kong Chinese kindergarten children. Participants were 106 local children (44.4% girls, mean age = 60.0 months) and their parents and…
Descriptors: Correlation, Mastery Learning, School Readiness, Play
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Okada, Ryo – International Education Studies, 2021
This study investigated developmental changes in metacognitive strategies during elementary school years and examined the effects of intrinsic motivation on metacognitive strategies. A total of 113 Japanese elementary school children participated in a three-year longitudinal survey with eight times measurement occasions. Multilevel modeling…
Descriptors: Metacognition, Longitudinal Studies, Learning Strategies, Elementary School Students
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Valianto, Budi; Akhmad, Imran; Hariadi; Novita; Suharjo; Nurkadri – International Journal of Education in Mathematics, Science and Technology, 2023
This research aims to determine the impact of "Galah Asin" games with parental support on the fundamental movement skills of elementary school students. The sampling technique by dividing the population into two groups: a group that used the Galah Asin game (group I) and a group that used a modified Galah Asin game (group II) in the test…
Descriptors: Movement Education, Elementary School Students, Parent Child Relationship, Games
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Moron, Victória Branca; Barbosa, Débora Nice Ferrari; Sanfelice, Gustavo Roese; Barbosa, Jorge Luis Victória; Leithardt, Daiana R. F.; Leithardt, Valderi Reis Quietinho – Education Sciences, 2022
Studies show that executive functions and motor development are associated with each other and with learning ability. A more technological lifestyle combined with digital culture should be considered a viable alternative to stimulate children's development. Therefore, this study aimed to present a systematic mapping of the literature involving…
Descriptors: Executive Function, Motor Development, Correlation, Video Games
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Smedley, Sue; Hoskins, Kate – Early Years: An International Journal of Research and Development, 2022
How do early years practitioners construct what it means to be professional? How do they perceive the relationship between Froebelian theory and practice, if at all? What value do they attach to early years qualifications? This paper explores these questions drawing on data from thirty-three interviews with early years practitioners working in six…
Descriptors: Preschool Teachers, Professional Identity, Professionalism, Correlation
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Anat Klemer; Vered Vaknin-Nusbaum – Journal of Research in Childhood Education, 2024
The correlation between linguistic literacy and geometric thinking was investigated in this study, which was conducted among 99 native Hebrew-speaking 2nd-graders. Current results suggest a positive correlation between the study measures. Higher linguistic literacy achievement was linked to higher geometric thinking achievement. Significant…
Descriptors: Grade 2, Elementary School Students, Hebrew, Geometric Concepts
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Zare, Manzar; Kozak, Stephanie; Rodrigues, Monyka L.; Martin-Chang, Sandra – Literacy, 2023
Children's early literacy experiences are critical, yet it remains unclear whether memories of early reading instruction continue to be associated with reading habits into adulthood. We examined the association between recollections of reading experiences and present-day reading habits in an adult population. University students responded in…
Descriptors: Recreational Reading, Reading Habits, Cues, Reading Instruction
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Serje Robidoux; Kenneth Eklund; Genevieve M. McArthur; Deanna A. Francis; Tuija Aro; Minna Torppa – Reading and Writing: An Interdisciplinary Journal, 2025
Poor reading has been linked to negative outcomes on a wide range of emotional-behavioural dimensions in children. However, little is known about the time course of these associations. In this study we analyse data from a sample of Finnish children (N = 199; 106 boys) which included measures of reading fluency in grade 1 (age 7 or 8), and…
Descriptors: Foreign Countries, Reading Skills, Correlation, Emotional Problems
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