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Direct linkJiayi Li; Aitao Lu; Liwen Ye; Guoping Chen; Hong Ling; Wanyi Chen; Yingjie Zhong; Yuening An; Xiayao Ke – Psychology in the Schools, 2025
Mobile phone addiction (MPA) has become a prevalent issue among adolescents, which is closely associated with cognitive failure. The present study seeks to explore the network structure of the association between MPA and cognitive failure among adolescents by network analysis, as well as the mediating roles of self-control and mind wandering by…
Descriptors: Handheld Devices, Telecommunications, Addictive Behavior, Self Control
Raha Hassan; Louis A. Schmidt – Developmental Psychology, 2024
The risk potentiation model of cognitive control posits that inhibitory control heightens children's risk for problematic outcomes in the context of shyness because it limits shy children's ability to engage flexibly with their environment. Although there is empirical support for the risk potentiation model, most studies have been restricted to…
Descriptors: Foreign Countries, Young Children, Parents, Shyness
Tu, Hsing-Fen; Lindskog, Marcus; Gredebäck, Gustaf – Developmental Psychology, 2022
Attentional control in infancy has been postulated as foundational for self-regulation later in life. However, the empirical evidence supporting this claim is inconsistent. In the current study, we examined the longitudinal data from a sample of Swedish infants (6, 10, and 18 months, n = 118, 59 boys) across a broad set of eye-tracking tasks to…
Descriptors: Attention Control, Infants, Toddlers, Self Control
Karaca, Melek; Bektas, Oktay; Celikkiran, Aysegul T. – Psychology in the Schools, 2023
This research aims to examine the self-regulation of students with different achievement levels toward science learning based on Zimmerman's model including three phases: forethought, performance, and self-reflection. The research was conducted based on the case study from the qualitative research method. The study group consisted of 12 students…
Descriptors: Foreign Countries, Middle School Students, Science Instruction, Self Control
Dong, Shuyang; Wang, Zhengyan; Cheng, Nanhua – Early Child Development and Care, 2023
This study examined how maternal cognitive mind-mindedness, maternal time, and their interactions predict inhibitory control in Chinese children. Participants were 88 toddlers (59% girls) and their mothers from Beijing, China. Maternal cognitive mind-mindedness was coded in mother-child interactions and mothers reported weekly interaction duration…
Descriptors: Foreign Countries, Toddlers, Predictor Variables, Mothers
Rebecca J. Collie; Richard M. Ryan – Social Psychology of Education: An International Journal, 2025
In this study, we investigated perceived social-emotional competence (PSEC) among 373 Australian secondary school students in relation to parent ratings of social-emotional skills, and perceived teacher and parental autonomy support. Using bifactor exploratory structural equation modelling, we examined five dimensions of PSEC (perceived competence…
Descriptors: Foreign Countries, Secondary School Students, Interpersonal Competence, Social Development
Omarchevska, Yoana; Lachner, Andreas; Richter, Juliane; Scheiter, Katharina – Journal of the Learning Sciences, 2022
Background Improving scientific reasoning and argumentation are central aims of science education. Because of their complex nature, self-regulation is important for successful scientific reasoning. This study provides a first attempt to investigate how scientific reasoning and self-regulation processes conjointly impact argumentation quality.…
Descriptors: Thinking Skills, Science Process Skills, Scientific Attitudes, Sciences
Dutra, Natália B.; Chen, Lydia; Anum, Adote; Burger, Oskar; Davis, Helen E.; Dzokoto, Vivian A.; Fong, Frankie T. K.; Ghelardi, Sabrina; Mendez, Kimberly; Messer, Emily J. E.; Newhouse, Morgan; Nielsen, Mark G.; Ramos, Karlos; Rawlings, Bruce; dos Santos, Renan A. C.; Silveira, Lara G. S.; Tucker-Drob, Elliot M.; Legare, Cristine H. – Developmental Science, 2022
Self-regulation is a widely studied construct, generally assumed to be cognitively supported by executive functions (EFs). There is a lack of clarity and consensus over the roles of specific components of EFs in self-regulation. The current study examines the relations between performance on (a) a self-regulation task (Heads, Toes, Knees Shoulders…
Descriptors: Executive Function, Self Control, Short Term Memory, Visual Perception
Kokkinos, Constantinos M.; Voulgaridou, Ioanna – European Journal of Developmental Psychology, 2023
The present study investigated the indirect effects of personality (Big Five) on shyness through two emotion regulation strategies -- emotion suppression and cognitive reappraisal -- in a community sample of 256 Greek pre-adolescents. Results showed that shyness was positively predicted by both regulation strategies, with emotion suppression…
Descriptors: Foreign Countries, Urban Schools, Public Schools, Grade 5
Chen, Yuling; Wang, Sisi; Ling, Yu – Journal of Psychoeducational Assessment, 2023
To establish the factor structure of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA) in Chinese and American adolescent samples; to assess measurement invariance of the ERQ-CA in Chinese and American adolescent samples and latent means across early adolescents from two diverse cultural settings. The ERQ-CA was…
Descriptors: Foreign Countries, Children, Adolescents, Emotional Response
Francisco Javier Benítez Moren; Antonio Jesús Rodríguez Hidalgo; Mauricio Herrera-López – Electronic Journal of Research in Educational Psychology, 2024
Introduction: School mediation training is important because it teaches students to resolve differences in a non-violent way. Despite the benefits it offers, research on the subject is scarce and the background is mostly focused on theoretically understanding the conflict to develop specific techniques and tools that are useful for peer students,…
Descriptors: Social Emotional Learning, Peer Mediation, Conflict Resolution, Interpersonal Competence
Tim Hartelt; Helge Martens – Journal of Research in Science Teaching, 2024
Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to…
Descriptors: Self Evaluation (Individuals), Metacognition, Self Control, Intuition
The Relationship between Children's Sensory Processing and Executive Functions: An Exploratory Study
Brown, Ted; Swayn, Emma; Pérez Mármol, José Manuel – Journal of Occupational Therapy, Schools & Early Intervention, 2021
Sensory processing and executive functioning have been studied extensively as individual concepts in primary school children, yet little literature exists that has examined the relationship between these two factors. This study investigated the association between sensory processing and executive functioning in school-aged children. Parents of 40…
Descriptors: Sensory Experience, Elementary School Students, Executive Function, Correlation
Brevik Saethern, Beate; Glømmen, Anne Margrethe; Lugo, Ricardo; Ellingsen, Pål – International Journal of Mentoring and Coaching in Education, 2022
Purpose: The purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway. Design/methodology/approach: The study employed a descriptive and exploratory qualitative design where semi-structured interviews formed the basis for data collection. Thematic analysis was used as an analytic…
Descriptors: Student Experience, Academic Achievement, Coaching (Performance), Foreign Countries
Zhao, Gai; Zhang, Haibo; Hu, Mingming; Wang, Daoyang; Wang, Yanpei; Pan, Zhiying; Wang, Yao; Tao, Sha – Developmental Psychology, 2023
This study examined the longitudinal associations of various executive function components with subsequent psychiatric problems in Chinese school-age children. Data from 1,639 children (44.36% girls) ages 6-13 years were drawn from the Children School Functions and Brain Development project. Executive function components were assessed by the…
Descriptors: Predictor Variables, Executive Function, Mental Disorders, Correlation
