Research has shown links between parent-child emotion reminiscing and socio-emotional outcomes, yet little research has investigated why parents talk about emotions with their children and how this relates to children's development. The purpose of this study was to explore how parents' self-reported goals and observed behavior in emotion…

Aim: To investigate developmental trajectories in early childhood and predictors of class assignment. Methods: Data were available for Gen2 infants at 12 (n = 2275), 24 (n = 1845) and 36 (n = 2110) months of age in the Raine Study. Latent growth class analysis was used to identify developmental trajectories based on the Ages and Stages…

Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5-12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social-Focus, Self-Focus,…

Objective: There remains a need for effective and ethical development in students, for cohesive and connected societies of moral actors. This paper adopts an authentic leadership development in students perspective as a possible complement to discipline expertise. This research explored whether taking leadership roles while studying had a positive…

'High functioning autism' is a term often used for individuals with autism spectrum disorder without an intellectual disability. Over time, this term has become synonymous with expectations of greater functional skills and better long-term outcomes, despite contradictory clinical observations. This study investigated the relationship between…

School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the…

Some aspects of child non-cognitive development in pre-school have independently been shown to predict academic outcomes in later primary and early high school. However, the extent to which each aspect uniquely predicts these outcomes remains unclear. It is also unclear as to what mechanisms may predict these aspects of non-cognitive development.…

Past research has demonstrated an association between financial hardships and risk-taking behaviors (defined as delinquent or transgressive acts). However, this effect may differ based upon the provision of protective spaces, like those offered in extracurricular activities. In the current study, we examined the longitudinal effect of financial…

Background: Language outcomes for children with cochlear implants (CIs) vary widely, even for those implanted before 2 years of age. Identifying the main influencing factors that account for some of the variability is important in order to provide information to guide appropriate clinical and intervention services for young children with CIs.…

Background: Research on academic development has mainly focused on early time periods with less attention on individual differences in development in the later school years. Methods: To improve our knowledge of how students develop academically during later school years, this study used a multivariate growth model to investigate the developmental…

Exposure to intimate partner violence (IPV) during childhood is a risk factor for poor emotional-behavioral functioning. Despite this, many children show resilience in the face of IPV exposure. The current study aimed to identify characteristics associated with positive emotional-behavioral outcomes in 4-year-old children exposed to IPV in early…

Insufficient access to specialised career development within many rural, regional and remote (RRR) areas contributes to persistent differences in the higher education participation rates of young people from these areas. This paper reports on research conducted with 4,993 students at a university in Western Australia who self-assessed their…

This study examined the longitudinal relationship between early handwriting skills and the growth of spelling and reading skills in a large sample (N = 569) of 5- to 6-year-old children unselected for ability. The quality of children's handwriting was assessed using five indicators (letter form, slant, rhythm, ability, general appearance).…

We assessed a range of theoretically critical predictors (numerosity discrimination, number knowledge, counting, language, executive function and finger gnosis) of early arithmetic development in a large unselected sample of 569 children at school entry. Assessments were repeated 12 months later. Although all predictors (except finger gnosis) were…

Background: Developmental language disorder (DLD) is common in children, but little is known about its association with quality of life (QoL) in middle childhood. QoL is a complex construct, aligning with an individual's sense of well-being and is related to functional limitations associated with DLD. Biopsychosocial models of disability account…