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Direct linkSteffani Saß; Olaf Köller; Friederike Zimmermann – Gifted Child Quarterly, 2025
The relationship between giftedness and psychological functioning has been studied extensively, but conflicting views persist. Whereas some studies have suggested that gifted children are at risk of developing emotional and behavioral disorders, others have proposed that they have superior socioemotional adjustment compared with average-ability…
Descriptors: Academically Gifted, Student Behavior, Academic Achievement, Behavior Problems
Peer reviewedHall, Garret J.; Garbacz, S. Andrew; Jordan, Phoebe; Zahn, Miranda; Smolkowski, Keith; Stormshak, Elizabeth A.; Seeley, John R. – School Psychology, 2022
The purpose of this study was to examine whether seventh-grade positive peer affiliation and conduct problems mediated the relationship between sixth-grade parental monitoring of behavior and eighth-grade school participation and grades among students with elevated behavior ratings (EBR; n = 821) and students with unelevated behavior ratings (UBR;…
Descriptors: Middle School Students, Behavior Rating Scales, Behavior Problems, Grade 6
Baardstu, S.; Wang, M. V.; Brandlistuen, R. E. – European Early Childhood Education Research Journal, 2022
Using data from more than 7000 children from the Norwegian Mother, Father and Child (MoBa) study, this study explored the role of school readiness and teacher-child closeness in the early child education and care (ECEC) setting for the prospective academic and social development of children with early externalizing problems. Mother, ECEC teachers,…
Descriptors: Foreign Countries, School Readiness, Teacher Student Relationship, Preschool Education
Eskandari, Hossein; Vahdani Asadi, Mohammad Reza; Khodabandelou, Rouhollah – Educational Psychology in Practice, 2023
This correlational study investigates the relationship between mobile phone use among elementary school students in Iran during the COVID-19 epidemic, and its effect on emotional-behavioural functioning and academic and social competencies. A researcher-devised questionnaire, and the Achenbach Child Behaviour Checklist (CBCL)-parental version, was…
Descriptors: Foreign Countries, Elementary School Students, Handheld Devices, Psychological Patterns
Download full textWhat Works Clearinghouse, 2021
The "Promoting Alternative THinking Strategies (PATHS®)" program is a curriculum that aims to promote emotional and social competencies and to reduce aggression and behavior problems in elementary school children. "PATHS"® is delivered through short lessons given two to three times a week over the school year. The program is…
Descriptors: Program Evaluation, Intervention, Program Implementation, Best Practices
Colomer, Carla; Wiener, Judith; Varma, Angela – Canadian Journal of School Psychology, 2020
The purpose of this study was to investigate the self-perception bias (SPB) in adolescents with attention-deficit hyperactivity disorder (ADHD). The SPB was defined as adolescent underestimation of their learning and behavior problems in comparison to parent- or teacher-reports or a standardized achievement test. The sample comprised 74…
Descriptors: Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders), Achievement Tests, Standardized Tests
Lansford, Jennifer E.; Godwin, Jennifer; Al-Hassan, Suha M.; Bacchini, Dario; Bornstein, Marc H.; Chang, Lei; Chen, Bin-Bin; Deater-Deckard, Kirby; Di Giunta, Laura; Dodge, Kenneth A.; Malone, Patrick S.; Oburu, Paul; Pastorelli, Concetta; Skinner, Ann T.; Sorbring, Emma; Steinberg, Laurence; Tapanya, Sombat; Alampay, Liane Peña; Uribe Tirado, Liliana Maria; Zelli, Arnaldo – Developmental Psychology, 2018
To examine whether the cultural normativeness of parents' beliefs and behaviors moderates the links between those beliefs and behaviors and youths' adjustment, mothers, fathers, and children (N = 1,298 families) from 12 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States) were…
Descriptors: Foreign Countries, Child Rearing, Adjustment (to Environment), Cross Cultural Studies
Lafavor, Theresa – Journal of Early Adolescence, 2018
Widening achievement gaps between homeless and highly mobile (HHM) youth and their peers highlight the need for research to understand effects of risk and adversity on development to promote resilience and positive adaptation. Youth living under the poverty line experience more risk and adversity, leading to difficulty in multiple domains…
Descriptors: Role, Executive Function, Reading Ability, Homeless People
Pianta, Robert C.; Ansari, Arya – Educational Researcher, 2018
By tracking longitudinally a sample of American children (n = 1,097), this study examined the extent to which enrollment in private schools between kindergarten and ninth grade was related to students' academic, social, psychological, and attainment outcomes at age 15. Results from this investigation revealed that in unadjusted models, children…
Descriptors: Private Schools, Academic Achievement, Social Development, Psychological Patterns
Becker, Stephen P.; Langberg, Joshua M. – Journal of Attention Disorders, 2013
Objective: This study investigated the role of sluggish cognitive tempo (SCT) in relation to externalizing and internalizing mental health problems, academic functioning, and social functioning among young adolescents with attention-deficit/hyperactivity disorder (ADHD). Method: In all, 57 youth ages 10 to 14 participated in the study. Parents…
Descriptors: Conceptual Tempo, Correlation, Behavior Problems, Symptoms (Individual Disorders)
Reynolds, Stacey; Bendixen, Roxanna M.; Lawrence, Tami; Lane, Shelly J. – Journal of Autism and Developmental Disorders, 2011
This pilot study explored activity patterns in children with and without ASD and examined the role of sensory responsiveness in determining children's level of competence in activity performance. Twenty-six children with high functioning ASD and twenty-six typically-developing children 6-12 years old were assessed using the Sensory Profile and the…
Descriptors: Check Lists, Autism, Child Behavior, Participation
Valiente, Carlos; Eisenberg, Nancy; Haugen, Rg; Spinrad, Tracy L.; Hofer, Claire; Liew, Jeffrey; Kupfer, Anne – Early Education and Development, 2011
Research Findings: The purpose of this study was to test the premise that children's effortful control (EC) is prospectively related to their academic achievement and to specify mechanisms through which EC is related to academic success. We used data from 214 children (M age at Time 1 [T1] = 73 months) to test whether social functioning (e.g.,…
Descriptors: Academic Achievement, Educational Change, Emotional Development, Interpersonal Competence
What Works Clearinghouse, 2012
"First Step to Success" is an early intervention program designed to help children who are at risk for developing aggressive or antisocial behavioral patterns. The program uses a trained behavior coach who works with each student and his or her class peers, teacher, and parents for approximately 50 to 60 hours over a three-month period.…
Descriptors: Early Intervention, Behavior Modification, Aggression, Antisocial Behavior
Leichtentritt, Judith; Shechtman, Zipora – Journal of Learning Disabilities, 2010
This study compared outcomes and processes in counseling groups of an expressive-supportive modality for children with learning disabilities (LD) and without them (NLD). Participants were 266 students (ages 10-18), all referred for emotional, social, and behavioral difficulties; of these, 123 were identified with LD and 143 were not. There were 40…
Descriptors: Learning Disabilities, Group Counseling, Interpersonal Competence, Counseling Effectiveness
Grimm, Kevin J.; Steele, Joel S.; Mashburn, Andrew J.; Burchinal, Margaret; Pianta, Robert C. – Developmental Psychology, 2010
Duncan et al. (2007) examined associations between early behavioral and cognitive skills with later achievement. These associations were examined in 6 different data sets and results converged to suggest that early behavioral competences or problems had little, if any, prediction to later achievement and that attentional competences had small…
Descriptors: Academic Achievement, Cognitive Ability, Thinking Skills, Interpersonal Competence
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