Early childhood is characterized by rapid increases in both motor skills and executive function skills. Rather than simply codeveloping, the development of motor and executive function skills may be linked causally. In this article, we introduce corticomuscular coherence as a paradigm for psychologists interested in testing mechanistic questions…

This study examines the mediating effects of parental attributions of children's academic failures in the relationship between maternal failure mind-sets and their parenting styles. Participants were 323 preschool children aged 4-6 years old, with their mothers completing online questionnaires on failure mind-sets, parenting styles, and…

The internal validity of observational study is often subject to debate. In this study, we define the counterfactuals as the unobserved sample and intend to quantify its relationship with the null hypothesis statistical testing (NHST). We propose the probability of a robust inference for internal validity, that is, the PIV, as a robustness index…

Preschool children are developing social and emotional skills, like recognizing and expressing emotions, building relationships with peers and adults, following directions, and solving problems. To develop these skills, young children rely on support from adults, including teachers, who model and teach children social and emotional skills in the…

Teachers' motivation and the conditions that support their resilience to sustain motivation in the profession impact on their decision-making and outcomes for students. Yet a less commonly explored issue in educational research is the interdependence of the contextual influences on being a teacher and those teachers' thoughts and behaviours. This…

This study aimed to explore the implicit theories of pre-service teachers in learning to write. A twofold study was conducted to cover the representational level and attributional level of the implicit theories. The first study analysed the representational level of different learning theories (e.g. psycholinguistic, behaviourist, maturation,…

This study examined the effects of a mindfulness-based intervention on the presence of disruptive behavior in children with autism spectrum disorder in the early childhood inclusion classroom. Students with emotional dysregulation are not equipped with the ability to manage their own behavior. This often leads to major disruptions in the general…

Early childhood practitioners frequently attempt to identify the cause of outcomes experienced by their learners. This is sometimes referred to as causal attribution. Causal attribution may be affected by prior success and failure of a learner, the amount of effort exerted by the learner, the ability level of the learner, and knowledge of any…

This study investigated how teachers' perceptions of students demonstrating challenging behaviors are influenced by the cause of the behavior. This study measured teacher perceptions of how successful a student would be in general education, the impact a student would have on the class, and the teachers' self-efficacy to support a student across…

Research Findings: Research with older children and adults reliably demonstrates that individuals raised in poverty tend to evaluate concerns related to moral concerns (i.e., related to harm, welfare, and justice) differently than do wealthier individuals. However, little work has examined these patterns in young children. Children (N=214, Mage =…

Lead poisoning has well-known impacts for the developing brain of young children, with a large literature documenting the negative effects of elevated blood lead levels on academic and behavioral outcomes. In April of 2014, the municipal water source in Flint, Michigan was changed, causing lead from aging pipes to leach into the city's drinking…

The ways in which teachers perceive and subsequently respond to preschoolers' behavior have significant implications for children's experience in the classroom. To further understand the nature and variability of teacher perception of young children's behavior, this study examined how teachers characterized the disruptive behaviors of a large and…

This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and Grade 12 from four…

Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS--Elementary (BEST in CLASS-E), a teacher-delivered Tier…

Despite their well-established connections to student motivation and to learning outcomes, attributions, particularly at the task-level, have not garnered much attention in L2 learning research. However, research evidence in educational psychology (e.g., Stajkovic & Sommer, 2000) suggests that L2 task attributions may affect subsequent task…