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Direct linkSaswati Chaudhuri; Eija Pakarinen; Heli Muhonen; Marja-Kristiina Lerkkanen – Educational Psychology, 2024
This study investigated associations between quality of the teacher-student relationship (closeness and conflict) and teachers' (N = 48) visual focus of attention in Grade 1 classrooms in fall and spring, and it explored to what extent students' (N = 650) gender and task-avoidant behaviour moderated the associations. Results showed first that…
Descriptors: Correlation, Gender Differences, Teacher Student Relationship, Attention Control
Download full textKamonchanok Muengnakin; Arthitaya Narathakoon – LEARN Journal: Language Education and Acquisition Research Network, 2025
This study explored speaking anxiety and attitudes towards speaking English in the classroom setting. The data collected from 91 Thai EFL grade 11 students, using questionnaires, classroom observations, and semi-structured interviews. The findings showed moderate levels of speaking anxiety and attitudes among grade 11 students. The Pearson…
Descriptors: Anxiety, Communication (Thought Transfer), High School Students, Correlation
Accavitti, Maria R.; Williford, Amanda P. – Early Child Development and Care, 2022
Growing evidence demonstrates associations between child race, teacher-child race match, and teacher ratings of externalizing behaviour problems in the early years of school. The present study deepens understanding of the relations between child, teacher, and classroom racial factors and teacher-reported externalizing behaviours by examining…
Descriptors: Teacher Attitudes, Preschool Teachers, Preschool Children, Behavior Problems
Spinelli, Giacomo; Goldsmith, Samantha F.; Lupker, Stephen J.; Morton, J. Bruce – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
According to some accounts, the bilingual advantage is most pronounced in the domain of executive attention rather than inhibition and should therefore be more easily detected in conflict adaptation paradigms than in simple interference paradigms. We tested this idea using two conflict adaptation paradigms, one that elicits a list-wide…
Descriptors: Bilingualism, Executive Function, Attention Control, Interference (Language)
McCormick, Meghan P.; Neuhaus, Robin; Horn, E. Parham; O'Connor, Erin E.; White, Hope I.; Harding, Samantha; Cappella, Elise; McClowry, Sandee – AERA Open, 2019
Social-Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children's social-emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of…
Descriptors: Social Development, Emotional Development, Meta Analysis, Interpersonal Competence
McCormick, Meghan P.; Neuhaus, Robin; Horn, E. Parham; O'Connor, Erin E.; White, Hope S.; Harding, Samantha; Cappella, Elise; McClowry, Sandee – Grantee Submission, 2019
Social-Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children's social-emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of…
Descriptors: Social Development, Emotional Development, Interpersonal Competence, Kindergarten
Williams, Aya Inamori; Uchikoshi, Yuuko; Bunge, Silvia A.; Zhou, Qing – Early Education and Development, 2019
This study examined the concurrent relations of English (EL) and heritage language (HL) proficiency to executive functions (EF) among low-income dual language learners (DLLs) from immigrant families. In a sample of 90 children (age = 38-70 months) from Chinese-speaking Chinese American and Spanish-speaking Mexican American families recruited from…
Descriptors: Bilingual Students, Disadvantaged Youth, Receptive Language, Expressive Language
