Article
Psychology, Multidisciplinary
Lin Deng, Nikoo Daverpanah, Siros Izadpanah
Summary: In recent years, there has been a growing interest in educational computer games (ECGs), but further analysis is needed to examine their effects on language learning. A study was conducted with 74 third-grade female high school students from two schools in Zanjan. The results showed that using computer training was effective in increasing AR, ASR, and AA. This research has important implications for teachers and learners in the EFL context, as well as administrators and curriculum developers.
FRONTIERS IN PSYCHOLOGY
(2023)
Article
Psychology, Multidisciplinary
Steven J. Howard, Elena Vasseleu, Cathrine Neilsen-Hewett, Marc de Rosnay, Amy Y. C. Chan, Stuart Johnstone, Myrto Mavilidi, Fred Paas, Edward C. Melhuish
Summary: The study indicates a bidirectional association between early executive function and self-regulation, with both abilities uniquely contributing to early academic skills.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Multidisciplinary Sciences
Kate E. Williams, Donna Berthelsen, Kristin R. Laurens
Summary: There is evidence that children who start school with strong developmental skills tend to maintain positive academic trajectories. This study explores the characteristics associated with academic resilience in children who have poorer developmental competencies initially but go on to achieve academically on par with, or above, their more competent peers. Factors such as attentional regulation, receptive vocabulary skills, paternal consistency, and fewer sleep problems were found to be associated with academic resilience. Resilient children also showed better social skills,peer relationships, parenting consistency, parenting anger, parental engagement in school, and teacher self-efficacy. Supporting vocabulary development, attentional regulation, social skills, and positive parenting is important for vulnerable children's academic resilience.
Article
Education & Educational Research
Jin Sun, Rong Kang
Summary: This study examined the early development of cool and hot self-regulation and their relationship with early achievement in Chinese preschoolers. The results revealed a complex relationship between cool and hot self-regulation, and their different effects on children's achievement.
EARLY CHILD DEVELOPMENT AND CARE
(2022)
Article
Psychology, Multidisciplinary
Kristoffer Buene Vabo, Katrine Nyvoll Aadland, Steven James Howard, Eivind Aadland
Summary: The intensity of physical activity in preschool children is weakly associated with numeracy and inhibition abilities.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Psychology, Multidisciplinary
Jennifer K. Finders, Robert J. Duncan, Irem Korucu, Lindsey B. Bryant, David J. Purpura, Sara A. Schmitt
Summary: The study found independent but not additive relations between self-regulation and executive function skills and academic achievement during the transition to kindergarten, with evidence of synergistic relations in some cases.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Multidisciplinary Sciences
Takamichi Ito, Takatoyo Umemoto
Summary: This study investigates the validity of path models in which interpersonal motivation predicts engagement and performance in collaborative learning. The results show that identified regulation positively predicts engagement in all three aspects, intrinsic motivation predicts emotional engagement, and behavioral engagement predicts superior performance. These findings have important implications for motivation theory and practice in higher education.
Article
Education & Educational Research
Nicholas J. Wagner, Steven Holochwost, Christina Danko, Cathi B. Propper, Jennifer L. Coffman
Summary: This study found that children's self-regulation significantly predicted both reading and math performance, and peer competence had a protective effect on academic performance.
EARLY CHILDHOOD RESEARCH QUARTERLY
(2021)
Article
Education & Educational Research
Elizabeth M. Frechette, Brooke M. Rumper, Daryl B. Greenfield
Summary: The number of Dual Language Learners (DLLs) in the United States is rapidly increasing, and Executive Control (EC) is found to be crucial for preschool children's development. The study suggests that EC can be divided into Cool Executive Control (CEC) and Hot Executive Control (HEC), which are associated with later academic outcomes.
EARLY CHILDHOOD RESEARCH QUARTERLY
(2021)
Article
Psychology, Clinical
Ying Liu, Yu Wang, Ru-De Liu, Yi Ding, Jia Wang, Xinyi Mu
Summary: In this study, a moderated mediation model was used to examine the relationship between classroom environment and enjoyment in mathematics, with academic self-concept as the mediating variable and academic achievement as the moderator. The results showed that academic self-concept partially mediated the association between classroom environment and enjoyment in mathematics, and this mediating effect was moderated by academic achievement. The findings suggest that classroom environment has a stronger impact on academic self-concept and enjoyment for higher achieving students.
PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT
(2022)
Article
Computer Science, Interdisciplinary Applications
Jose Hanham, Chwee Beng Lee, Timothy Teo
Summary: This study examined undergraduate students' experiences with a large-scale online tutoring service and their perceptions of academic capabilities and performance. A theoretical model was developed and tested, revealing that females had higher scores in facilitating conditions. Facilitating conditions were positively associated with perceived usefulness of technology, academic self-efficacy, and academic achievement.
COMPUTERS & EDUCATION
(2021)
Article
Psychology, Developmental
Carolina Guedes, Tiago Ferreira, Teresa Leal, Joana Cadima
Summary: This study examines the contributions of behavioral and emotional self-regulation to emergent literacy and early social skills, finding that behavioral self-regulation is more related to children's skills than emotional self-regulation. Child sex moderates the links between self-regulation and specific skills.
APPLIED DEVELOPMENTAL SCIENCE
(2023)
Article
Critical Care Medicine
Jesse T. Fischer, Paul T. Cirino, Dana DeMaster, Candice Alfano, Johanna Bick, Weihua Fan, Linda Ewing-Cobbs
Summary: This study looked at the impact of TBI on children's cool and hot self-regulation abilities, finding that children with cmsTBI had greater difficulties in both areas and lower FA in frontostriatal pathways. The results suggest that frontostriatal FA could serve as a biomarker for risk of SR difficulties and guide interventions in pediatric TBI and other neurodevelopmental populations.
JOURNAL OF NEUROTRAUMA
(2021)
Article
Education & Educational Research
Oguzhan Nacaroglu, Oktay Bektas
Summary: This research investigates the impact of the flipped classroom model on the academic achievement and self-regulation skills of gifted students. The study included 70 gifted students, with 35 in the experimental group and 35 in the control group. The findings showed that the experimental group outperformed the control group in terms of academic achievement and self-regulation skills. Therefore, the flipped classroom model is recommended for enhancing learning outcomes and self-regulation skills of gifted students in science education.
THINKING SKILLS AND CREATIVITY
(2023)
Article
Psychology, Multidisciplinary
Zhang Jian
Summary: This study examines the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement, highlighting the mediating role of learning agility. The study finds positive and significant relationships between academic self-efficacy, academic motivation, and student long-term engagement. It also reveals that learning agility mediates the relationships between academic self-efficacy, academic motivation, and long-term student engagement. Additionally, student sustainable engagement is positively related to student academic achievement.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Public, Environmental & Occupational Health
Lisa M. Gatzke-Kopp, Siri Warkentien, Michael Willoughby, Chris Fowler, David C. Folch, Clancy Blair
Summary: Despite reductions in airborne lead from gasoline, various industries still release lead into the air. This study found that children living close to documented sources of airborne lead showed small negative effects on cognitive development, indicating a meaningful association between lead exposure and cognitive deficits.
Article
Psychology, Developmental
W. Roger Mills-Koonce, Nissa Towe-Goodman, Margaret M. Swingler, Michael T. Willoughby
Summary: This study identified unique configurations of children's family-based social experiences and categorized them into four groups using latent profile analyses. It found that children in the positive exposure group had the highest developmental outcomes, while those in the problematic parenting group had the lowest outcomes.
DEVELOPMENTAL PSYCHOLOGY
(2022)
Article
Psychology, Educational
Desiree W. Murray, Laura J. Kuhn, Michael T. Willoughby, Dore R. LaForett, Alyson M. Cavanaugh
Summary: The study evaluated the efficacy of a clinical program in a school setting. The results showed that mental health programs implemented in schools may have reduced effectiveness compared to clinics, possibly due to neglecting the complexity and constraints of school environments.
SCHOOL MENTAL HEALTH
(2022)
Article
Psychology, Educational
Michael T. Willoughby, Desiree Murray, Laura J. Kuhn, Alyson M. Cavanaugh, Dore R. LaForett
Summary: This study examined the usefulness of including teacher-reported callous-unemotional (CU) behaviors in assessing disruptive behaviors in school-based research. The results showed that teachers could differentiate CU behaviors from traditional indicators of disruptive behavior. CU behaviors explained unique variation in teacher-reported social competence and global impairment, but did not explain unique variation in disciplinary infractions, classroom behavior, or academic functioning when accounting for ADHD and CP behaviors. Different patterns emerged when CU was considered alongside ADHD and CP behaviors.
Article
Education & Educational Research
Marcia A. Rosiek, Jennifer L. Etnier, Michael T. Willoughby
Summary: The aim of this study was to explore the effects of preschooler physical activity in indoor and outdoor environments on their executive functions. The results showed that outdoor physical activity can enhance the cognitive abilities of preschoolers, while indoor classroom activities can lead to a decline. Therefore, it is recommended to provide more scheduled time for physical activity for preschoolers.
INTERNATIONAL JOURNAL OF EARLY CHILDHOOD
(2022)
Article
Psychology, Developmental
Lynne Vernon-Feagans, Robert C. Carr, Mary Bratsch-Hines, Michael Willoughby
Summary: Both early childhood maternal language input and the quality of classroom instruction in elementary school are important factors in predicting children's literacy skill development. However, no studies have examined these two factors together in relation to children's language skills and literacy trajectories across elementary school.
DEVELOPMENTAL PSYCHOLOGY
(2022)
Article
Health Care Sciences & Services
William Roger Mills-Koonce, Michael T. Willoughby, Sarah J. Short, Cathi B. Propper
Summary: Children raised in poverty are at risk for poor mental health, education, and career outcomes, which may be influenced by differences in executive function skills that develop in early childhood. This study aims to examine the role of prenatal and postnatal experiences, including neural substrates, in mediating the association between poverty and executive function skills. The study design, recruitment strategy, participant characteristics, and assessment measures are described. Preliminary results indicate successful recruitment and diversity within the sample.
JMIR RESEARCH PROTOCOLS
(2022)
Article
Psychology, Clinical
Michael T. Willoughby, Jason Williams, Stephen J. Tueller, Erich M. Lauff, Kesha Hudson
Summary: Executive function assessments often involve multiple tasks. This study introduces a reliable component analysis method (RCA) for summarizing task performance and compares it to traditional methods. Results show that RCA provides a better representation of EF task data by summarizing it into three composites.
PSYCHOLOGICAL ASSESSMENT
(2023)
Article
Psychology, Multidisciplinary
Michael T. Willoughby, Marie Camerota, Katherine Merseth King, Tabitha Nduku, Benjamin Piper
Summary: The study examined preschool-aged children's performance on inhibitory control tasks and found that combining accuracy and reaction time information is beneficial in addressing ceiling effects and improving measurement precision. Results suggested that different scoring approaches have an impact on children's performance on inhibitory control tasks.
FRONTIERS IN PSYCHOLOGY
(2023)
Review
Psychology, Developmental
Michael T. Willoughby, Kesha Hudson
Summary: Supporting the development of executive function (EF) skills in early childhood is crucial for social, emotional, and academic success. Increasing the duration and intensity of children's physical activity has been suggested as a promising approach, but it remains a debated topic with limited research in early childhood. This critical review consolidates the recurring idea that children's motor development plays a significant role in engaging and practicing EF skills, with motor skill development being more strongly associated with EF skill development than the frequency, duration, or intensity of physical activity. Implications for research and practice are discussed.
DEVELOPMENTAL REVIEW
(2023)
Article
Psychology, Clinical
Kesha N. Hudson, Michael T. Willoughby
Summary: The study tested the factor structure and criterion validity of the Little DCDQ-CA in a sample of preschool-aged children in the United States. The results showed that the questionnaire demonstrated good criterion validity.
Article
Psychology, Developmental
Michael Willoughby, Kesha Hudson, Yihua Hong, Amanda Wylie
Summary: Efforts to increase MVPA in school-age children are associated with improved health, cognitive, and academic outcomes, but the study found that motor competence, rather than MVPA, is more strongly related to improved cognitive and academic skills development in early childhood.
DEVELOPMENTAL PSYCHOLOGY
(2021)
Article
Psychology, Multidisciplinary
Michael T. Willoughby, Benjamin Piper, Katherine Merseth King, Tabitha Nduku, Catherine Henny, Sarah Zimmermann
Summary: The study tested the efficacy of the Red-Light Purple-Light games for improving executive function skills in preprimary classrooms in Nairobi, Kenya, but found that the intervention did not lead to significant improvements in EF skills in children.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Psychology, Developmental
Kesha N. Hudson, Haley M. Ballou, Michael T. Willoughby
Summary: Previous studies have shown that participating in cognitively challenging motor skills activities is causally related to improvements in motor skills, executive function, and early numeracy skills in preschool-aged children. The motor skill program involved socially engaging activities delivered in a small group format, gradually challenging children based on their motor competencies. Treatment effects were significant for all outcomes, with stronger effects on inhibitory control for executive function and more pronounced improvements in numeracy for children with lower initial levels of ability.
DEVELOPMENTAL SCIENCE
(2021)
Article
Psychology, Developmental
Marie Camerota, Michael T. Willoughby
Summary: Modern developmental science draws upon shared principles and takes a lifespan approach. Disciplines outside psychology are increasingly prioritizing prenatal experience as a key driver of children's long-term health and developmental outcomes. While these new frameworks share core tenets with modern developmental theories, they also pose new questions and broaden the consideration of developmental influences, outcomes, and contexts.
CHILD DEVELOPMENT PERSPECTIVES
(2021)
