This study examines the association between class size, teacher characteristics and five non-cognitive student outcomes (i.e., self-control, interpersonal skills, approaches to learning, externalizing and internalizing problem behaviors) in grades K-3. Individual fixed-effects, that control for observed and unobserved time-invariant factors,…

Research suggests that a childhood diagnosis of Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) is associated with poorer teacher-child relationship quality and higher rates of externalising behaviours. It is proposed that the socio-emotional problems experienced by those children with ASD and/or ADHD lead to poor…

Mental health issues affect learning and performance in profound ways. Schools tend to lack a comprehensive approach to address the needs of students with anxiety, due to the limited training staff receive in mental health identification and support. As teachers work to address barriers to learning, schools must develop a system to fully address…

This study employs data from both kindergarten cohorts of the Early Childhood Longitudinal Study (n ~ 12,450 in 1998; n ~ 11,000 in 2010) to assess whether associations between preschool participation and children's academic and behavioral outcomes--both at school entry (Mean age = 5.6 years in both cohorts) and through third grade--have changed…

Over the years, Catholic schools have been particularly committed to the formation of sound character, including the acquisition of self-discipline. Researchers at the Thomas B. Fordham Institute wanted to know whether students in Catholic school actually exhibit more self-discipline than their peers--and if so, what those schools can teach other…

In Muhoroni Sub-County, Kenya, pupils' academic performance has received little attention in relation to discipline. The objectives of this study were to determine the level of discipline and extent of impact of discipline on academic performance among class eight pupils in the sub-county's public primary schools. The study adopted descriptive…

Cognitive-behavioral interventions (CBIs) are effective in decreasing externalizing behavior in school-aged children. To ensure that CBIs meet the needs of a diverse student population, it is important to examine whether intervention effectiveness is influenced by characteristics common to students identified with problem behaviors. In this study,…

A substantial body of research has reported significant associations between children's levels of self-control and a variety of academic and behavioural outcomes. As a result, studies have begun to investigate the factors involved in the development of self-control. The current study builds on this body of research and examines the extent to which…

The purpose of this study was to examine the mediational effects of dysfunctional beliefs and difficulties in emotional regulation on children's perception of interparental conflict and subsequent internalizing and externalizing problems. The participants in this study were 335 fifth grade elementary school students in Korea. We hypothesized that…

Promoting Alternative Thinking Strategies (PATHS) is a school-based social and emotional learning (SEL) curriculum that aims to help children in primary school manage their behaviour, understand their emotions, and work well with others. PATHS consists of a series of lessons that cover topics such as identifying and labelling feelings, controlling…

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer…

Although the construct of student climate has been studied extensively in the United States, we know little about how school climate is perceived in other countries. With large class sizes yet higher academic achievement and less disruptive and aggressive student behaviors, schools in China present a contrast to many schools in the United States.…

Objective: The current study investigated relations among neurocognitive skills important for behavioral regulation, and the intake of fruit, vegetables, and snack food in children. Design: Participants completed surveys at a single time point. Setting: Assessments took place during school. Participants: Participants were 107 fourth-grade children…

Albert Bandura, the leading pioneer in the study of self-regulation, has defined the term as the child's ability to self-educate, self-direct, regulate motivation, and learn to think about what she is learning (1994). Lev Vygotsky's theory that children can be taught to think independently about how to solve problems expands upon Bandura's work…