Pub Date : 2022-06-19DOI: 10.1080/20590776.2022.2079405
Tan Chee Soon, Imelda S. Caleon, Munirah Binte Shaik Kadir, J. Chua, Nur Qamarina Binte Ilham
ABSTRACT Objectives This study explores the experiences and coping strategies of secondary students as they engaged in learning activities during the pandemic. It investigated the sources of student stress during the pandemic, and the extent to which the pandemic influenced the stress that they usually experience. Method Semi-structured interviews were used to elicit details of the students’ lived experiences as they navigated learning via an online platform, their coping strategies in managing stress. Results With regards to academic experiences, many students found online learning challenging and ineffective and were concerned about their examinations. Under social experiences, many students shared that they missed social and recreational activities during the “circuit breaker”. However, some students demonstrated resilience and were able to see the benefits of going through the pandemic. More students reported academic-related than social-related stress. The students coped with stress in three ways: (1) disengagement, (2) taking active steps and (3) turning to others. Conclusion Academic concerns were a major source of distress among adolescents. Insights that were drawn from the results of the study can be utilized to support students in managing stress and mitigate its adverse effects on student learning and functioning.
{"title":"Navigating challenges during Covid-19 pandemic: experiences and coping strategies of Singapore students","authors":"Tan Chee Soon, Imelda S. Caleon, Munirah Binte Shaik Kadir, J. Chua, Nur Qamarina Binte Ilham","doi":"10.1080/20590776.2022.2079405","DOIUrl":"https://doi.org/10.1080/20590776.2022.2079405","url":null,"abstract":"ABSTRACT Objectives This study explores the experiences and coping strategies of secondary students as they engaged in learning activities during the pandemic. It investigated the sources of student stress during the pandemic, and the extent to which the pandemic influenced the stress that they usually experience. Method Semi-structured interviews were used to elicit details of the students’ lived experiences as they navigated learning via an online platform, their coping strategies in managing stress. Results With regards to academic experiences, many students found online learning challenging and ineffective and were concerned about their examinations. Under social experiences, many students shared that they missed social and recreational activities during the “circuit breaker”. However, some students demonstrated resilience and were able to see the benefits of going through the pandemic. More students reported academic-related than social-related stress. The students coped with stress in three ways: (1) disengagement, (2) taking active steps and (3) turning to others. Conclusion Academic concerns were a major source of distress among adolescents. Insights that were drawn from the results of the study can be utilized to support students in managing stress and mitigate its adverse effects on student learning and functioning.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"16 1","pages":"63 - 73"},"PeriodicalIF":1.5,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81512149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-15DOI: 10.1080/20590776.2022.2081072
B. Vekety, R. Kassai, Z. Takacs
ABSTRACT Objective As the number of mindfulness-based interventions (MBIs) for children has been constantly growing, there is a benefit to be derived for a comprehensive study that gathers what mindfulness activities have been reported to be effective at particular developmental stages, and how these practices have been modified to make them age-appropriate. Method To address this problem, the content of 26 (cluster-) randomised controlled studies was analysed to identify any quantitative and qualitative differences. Results The duration of MBIs varied greatly ranging from 4 to 25 weeks, 8 to 144 sessions, and 3 to 45 h, with session duration from 3 to 90 min, which is an important factor to take into account. However, there were no age group differences due to number of sessions or program length. MBIs for early childhood were more likely to use mindful movement practice, psychoeducation, and story-based context. In case of other components, such as breathing awareness or working with thoughts and emotions, qualitative differences were found between early and middle childhood regarding how the activities were implemented age appropriately. Conclusions The present study offers practical implications and distinguishes differences in mindfulness activities for early and middle childhood. Important developmental considerations have been raised for future program developers and practitioners. KEY POINTS What is already known about this topic: (1) Mindfulness-based interventions for children have gained popularity in the last decade. (2) Adult mindfulness program components have been modified to make them developmentally appropriate for children. (3) There is a lack of clarity concerning age-appropriate components for children in different developmental stages and how these components were modified. What this topic adds: (1) Early childhood mindfulness programs used mindful movement and body practices, story-based context, and psychoeducation more frequently than middle childhood programs. (2) Age–related qualitative differences were identified between younger and older children regarding many mindfulness components and activities, such as breathing awareness or psychoeducation. (3) The lack of mindful movement practices and psychoeducation in many middle childhood programs raises some important development–related questions which might be considered by future program developers and practitioners.
{"title":"Mindfulness with children: a content analysis of evidence-based interventions from a developmental perspective","authors":"B. Vekety, R. Kassai, Z. Takacs","doi":"10.1080/20590776.2022.2081072","DOIUrl":"https://doi.org/10.1080/20590776.2022.2081072","url":null,"abstract":"ABSTRACT Objective As the number of mindfulness-based interventions (MBIs) for children has been constantly growing, there is a benefit to be derived for a comprehensive study that gathers what mindfulness activities have been reported to be effective at particular developmental stages, and how these practices have been modified to make them age-appropriate. Method To address this problem, the content of 26 (cluster-) randomised controlled studies was analysed to identify any quantitative and qualitative differences. Results The duration of MBIs varied greatly ranging from 4 to 25 weeks, 8 to 144 sessions, and 3 to 45 h, with session duration from 3 to 90 min, which is an important factor to take into account. However, there were no age group differences due to number of sessions or program length. MBIs for early childhood were more likely to use mindful movement practice, psychoeducation, and story-based context. In case of other components, such as breathing awareness or working with thoughts and emotions, qualitative differences were found between early and middle childhood regarding how the activities were implemented age appropriately. Conclusions The present study offers practical implications and distinguishes differences in mindfulness activities for early and middle childhood. Important developmental considerations have been raised for future program developers and practitioners. KEY POINTS What is already known about this topic: (1) Mindfulness-based interventions for children have gained popularity in the last decade. (2) Adult mindfulness program components have been modified to make them developmentally appropriate for children. (3) There is a lack of clarity concerning age-appropriate components for children in different developmental stages and how these components were modified. What this topic adds: (1) Early childhood mindfulness programs used mindful movement and body practices, story-based context, and psychoeducation more frequently than middle childhood programs. (2) Age–related qualitative differences were identified between younger and older children regarding many mindfulness components and activities, such as breathing awareness or psychoeducation. (3) The lack of mindful movement practices and psychoeducation in many middle childhood programs raises some important development–related questions which might be considered by future program developers and practitioners.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"31 1","pages":"231 - 244"},"PeriodicalIF":1.5,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74037450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/20590776.2022.2079408
Edna Orr
ABSTRACT Objective The tendency to vocalize toward objects is ubiquitous among young infants. However, little is known about the range of this tendency and its contribution to language development. Therefore, this longitudinal study objective was to explore the role of three forms of vocal behavior (vocalization, babbling, and speech) directed toward objects in communication with caregiver. Method To measure the spontaneous usage of vocal behaviors, 14 infants observed for 9 months and between the ages of 8 and 17 months, in their natural home environments once a month for a one-hour session with their mothers sitting nearby. Results A total of 1,961 vignettes were gathered and analyzed. It was found that, among the three forms of vocal behavior, object-directed vocalization was the most extensive at the age of 8 months. Repeated measures analysis showed that the frequency of each type of vocal output directed toward an object was associated with a rate of similar vocal output that was later directed toward the mother. Conclusions The discussion explains the change in vocal behavior rates and discusses the role of auditory feedback and contribution of the engagement with objects to explain the role of object-directed vocal outputs in later communication with others. KEY POINTS What is already known about this topic (1) Between the ages of 8 and 17 months, infants produce three types of vocal outputs: vocalisation (consonants and consonant-vowel repetition), babbling (baba, dada) and speech (one-word utterances). (2) Infants may direct their vocal outputs towards an object or a caregiver. (3) Vocal outputs play a key role in language development through auditory feedback when infants vocalise when alone and through caregivers’ verbal responses. What this topic adds (1) Vocalisation towards objects was the predominant tendency until infants approached their first birthday. (2) There is an association between the rate of object-directed vocalisation and later mother-directed vocalisation. (3) Object-directed vocalisation is an opportunity for rehearsing and mastering lingual forms that befit language development.
{"title":"The nature of infant vocal behaviour development between 8 and 17 months and its role in communication with mother","authors":"Edna Orr","doi":"10.1080/20590776.2022.2079408","DOIUrl":"https://doi.org/10.1080/20590776.2022.2079408","url":null,"abstract":"ABSTRACT Objective The tendency to vocalize toward objects is ubiquitous among young infants. However, little is known about the range of this tendency and its contribution to language development. Therefore, this longitudinal study objective was to explore the role of three forms of vocal behavior (vocalization, babbling, and speech) directed toward objects in communication with caregiver. Method To measure the spontaneous usage of vocal behaviors, 14 infants observed for 9 months and between the ages of 8 and 17 months, in their natural home environments once a month for a one-hour session with their mothers sitting nearby. Results A total of 1,961 vignettes were gathered and analyzed. It was found that, among the three forms of vocal behavior, object-directed vocalization was the most extensive at the age of 8 months. Repeated measures analysis showed that the frequency of each type of vocal output directed toward an object was associated with a rate of similar vocal output that was later directed toward the mother. Conclusions The discussion explains the change in vocal behavior rates and discusses the role of auditory feedback and contribution of the engagement with objects to explain the role of object-directed vocal outputs in later communication with others. KEY POINTS What is already known about this topic (1) Between the ages of 8 and 17 months, infants produce three types of vocal outputs: vocalisation (consonants and consonant-vowel repetition), babbling (baba, dada) and speech (one-word utterances). (2) Infants may direct their vocal outputs towards an object or a caregiver. (3) Vocal outputs play a key role in language development through auditory feedback when infants vocalise when alone and through caregivers’ verbal responses. What this topic adds (1) Vocalisation towards objects was the predominant tendency until infants approached their first birthday. (2) There is an association between the rate of object-directed vocalisation and later mother-directed vocalisation. (3) Object-directed vocalisation is an opportunity for rehearsing and mastering lingual forms that befit language development.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"9 1","pages":"219 - 230"},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81794663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.1080/20590776.2022.2066994
P. Chan, B. Furlonger, E. S. Leif, L. D’Souza, K. Phillips, M. Di mattia
ABSTRACT Objective To evaluate the behaviour change techniques (BCT) of anxiety-related stand-alone apps accessible to individuals who wish to use apps to assist in the self-management of their anxiety. Methods Apps that met the inclusion criterion were downloaded and subjected to content analysis. Specific categories were coded using the BCTTv1 (behaviour change technique taxonomy) and the Mobile Application Rating Scale: User version (uMARS). Results Overall, the reviewed apps included low levels of BCTs, which moderately correlated with app quality. When comparing apps that claimed to facilitate self-management of anxiety symptoms and those which did not, there were no significant differences in the BCT and overall quality between the two groups. Three stand-alone anxiety-related apps were identified as of better quality than the others. They had higher scores on both the level of behaviour change content and overall quality. Conclusions The BCTTv1 framework was a time efficient method for assessing the behaviour change content of the apps. Implications The BCTTv1 framework allows psychologists to make evidence-based decisions about the type of anxiety-related stand-alone apps to recommend to their clients.
{"title":"An evaluation of the behaviour change content and quality of smartphone apps designed for individuals experiencing anxiety: an illustrative example for school psychologists","authors":"P. Chan, B. Furlonger, E. S. Leif, L. D’Souza, K. Phillips, M. Di mattia","doi":"10.1080/20590776.2022.2066994","DOIUrl":"https://doi.org/10.1080/20590776.2022.2066994","url":null,"abstract":"ABSTRACT Objective To evaluate the behaviour change techniques (BCT) of anxiety-related stand-alone apps accessible to individuals who wish to use apps to assist in the self-management of their anxiety. Methods Apps that met the inclusion criterion were downloaded and subjected to content analysis. Specific categories were coded using the BCTTv1 (behaviour change technique taxonomy) and the Mobile Application Rating Scale: User version (uMARS). Results Overall, the reviewed apps included low levels of BCTs, which moderately correlated with app quality. When comparing apps that claimed to facilitate self-management of anxiety symptoms and those which did not, there were no significant differences in the BCT and overall quality between the two groups. Three stand-alone anxiety-related apps were identified as of better quality than the others. They had higher scores on both the level of behaviour change content and overall quality. Conclusions The BCTTv1 framework was a time efficient method for assessing the behaviour change content of the apps. Implications The BCTTv1 framework allows psychologists to make evidence-based decisions about the type of anxiety-related stand-alone apps to recommend to their clients.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"30 1","pages":"209 - 218"},"PeriodicalIF":1.5,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77993455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-20DOI: 10.1080/20590776.2022.2050460
Seher Akdeniz, Zeynep Gültekin Ahçı
ABSTRACT Objectives The COVID-19 pandemic caused people to suffer from secondary problems such as social isolation and loneliness as well as experiencing anxiety about catching and spreading the virus. Existing research emphasizes the roles of cognitive flexibility and hope for psychological adjustment but the mediating and moderating mechanisms have not yet been researched widely. Therefore, this study examined whether hope mediated the relationship between loneliness and psychological adjustment problems and whether cognitive flexibility moderated this mediation effect of hope in the relationship between loneliness and psychological adjustment problems during the COVID-19 pandemic curfew in Turkey. Methods A total of 512 Turkish students and young adults completed UCLA Loneliness Scale, Brief Psychological Adjustment Scale, Dispositional Hope Scale, and Cognitive Flexibility Inventory for this cross-sectional study. Results The results indicated that loneliness had a significant and positive predictive effect on the psychological adjustment problems and that this relationship was partially mediated by hope. Further, psychological flexibility moderated the relationship between loneliness and hope. Conclusions The current study contributes a better understanding of the influence of loneliness on psychological adjustment, especially during the COVID-19 curfew period. KEY POINTS What is already known about this topic: (1) Loneliness is positively associated with psychological adjustment problems. (2) Hope proved to play an important role in psychological adjustment during the COVID-19 pandemic. (3) Cognitive flexibility is positively related to hope. What this topic adds: (1) Hope mediates the relationship between loneliness and psychological adjustment problems during the COVID-19 curfew. (2) The association between loneliness and hope is moderated by cognitive flexibility, such that the association becomes weaker for those who report higher levels of cognitive flexibility. (3) The indirect effect of loneliness on psychological adjustment problems via hope is conditional on the levels of cognitive flexibility.
{"title":"The role of cognitive flexibility and hope in the relationship between loneliness and psychological adjustment: a moderated mediation model","authors":"Seher Akdeniz, Zeynep Gültekin Ahçı","doi":"10.1080/20590776.2022.2050460","DOIUrl":"https://doi.org/10.1080/20590776.2022.2050460","url":null,"abstract":"ABSTRACT Objectives The COVID-19 pandemic caused people to suffer from secondary problems such as social isolation and loneliness as well as experiencing anxiety about catching and spreading the virus. Existing research emphasizes the roles of cognitive flexibility and hope for psychological adjustment but the mediating and moderating mechanisms have not yet been researched widely. Therefore, this study examined whether hope mediated the relationship between loneliness and psychological adjustment problems and whether cognitive flexibility moderated this mediation effect of hope in the relationship between loneliness and psychological adjustment problems during the COVID-19 pandemic curfew in Turkey. Methods A total of 512 Turkish students and young adults completed UCLA Loneliness Scale, Brief Psychological Adjustment Scale, Dispositional Hope Scale, and Cognitive Flexibility Inventory for this cross-sectional study. Results The results indicated that loneliness had a significant and positive predictive effect on the psychological adjustment problems and that this relationship was partially mediated by hope. Further, psychological flexibility moderated the relationship between loneliness and hope. Conclusions The current study contributes a better understanding of the influence of loneliness on psychological adjustment, especially during the COVID-19 curfew period. KEY POINTS What is already known about this topic: (1) Loneliness is positively associated with psychological adjustment problems. (2) Hope proved to play an important role in psychological adjustment during the COVID-19 pandemic. (3) Cognitive flexibility is positively related to hope. What this topic adds: (1) Hope mediates the relationship between loneliness and psychological adjustment problems during the COVID-19 curfew. (2) The association between loneliness and hope is moderated by cognitive flexibility, such that the association becomes weaker for those who report higher levels of cognitive flexibility. (3) The indirect effect of loneliness on psychological adjustment problems via hope is conditional on the levels of cognitive flexibility.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"23 1","pages":"74 - 85"},"PeriodicalIF":1.5,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82642666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-20DOI: 10.1080/20590776.2022.2049444
R. Baird, C. Grové, E. Berger
ABSTRACT Objective This systematic review examined the impacts of therapy dogs on the social and emotional wellbeing of K-12 students. Procedure Five electronic databases (PsycINFO, Informit A+ Education, PubMed, Web of Science and ProQuest Dissertations & Theses Global) were searched to find English language, grey literature and peer-reviewed articles up to November 2020. Results A narrative synthesis of 23 articles indicated that therapy dogs may enhance students’ mood and positive emotionality, social and communication skills, confidence and their relationship with teachers. Inconsistently, other studies reported that therapy dogs may not enhance the social and emotional wellbeing of students. Conclusion The current research is characterised by methodological limitations and an over-reliance on the perceptions of students and teachers. To enhance the quality and reliability of the evidence, future researchers are encouraged to adopt more rigorous methodologies with larger sample sizes and control procedures. It is also recommended that the perceptions of school leaders, other educational personnel and interdisciplinary health professionals are incorporated into future studies. This may contribute to a greater level of consensus in the educational sector about the impacts of therapy dogs on the social and emotional wellbeing of K-12 students.
摘要目的研究治疗犬对K-12学生社交和情绪健康的影响。检索5个电子数据库(PsycINFO、Informit A+ Education、PubMed、Web of Science和ProQuest dissert&theses Global)，查找截至2020年11月的英文、灰色文献和同行评议文章。结果对23篇文章的综合叙述表明，治疗犬可以提高学生的情绪和积极情绪、社交和沟通能力、自信心和与老师的关系。与此不一致的是，其他研究报告称，治疗犬可能不会增强学生的社交和情感健康。当前研究的特点是方法上的局限性和过度依赖学生和教师的看法。为了提高证据的质量和可靠性，鼓励未来的研究人员采用更严格的方法和更大的样本量和控制程序。还建议在今后的研究中纳入学校领导、其他教育人员和跨学科卫生专业人员的看法。这可能有助于教育部门就治疗犬对K-12学生的社会和情感健康的影响达成更大程度的共识。
{"title":"The impact of therapy dogs on the social and emotional wellbeing of students: a systematic review","authors":"R. Baird, C. Grové, E. Berger","doi":"10.1080/20590776.2022.2049444","DOIUrl":"https://doi.org/10.1080/20590776.2022.2049444","url":null,"abstract":"ABSTRACT Objective This systematic review examined the impacts of therapy dogs on the social and emotional wellbeing of K-12 students. Procedure Five electronic databases (PsycINFO, Informit A+ Education, PubMed, Web of Science and ProQuest Dissertations & Theses Global) were searched to find English language, grey literature and peer-reviewed articles up to November 2020. Results A narrative synthesis of 23 articles indicated that therapy dogs may enhance students’ mood and positive emotionality, social and communication skills, confidence and their relationship with teachers. Inconsistently, other studies reported that therapy dogs may not enhance the social and emotional wellbeing of students. Conclusion The current research is characterised by methodological limitations and an over-reliance on the perceptions of students and teachers. To enhance the quality and reliability of the evidence, future researchers are encouraged to adopt more rigorous methodologies with larger sample sizes and control procedures. It is also recommended that the perceptions of school leaders, other educational personnel and interdisciplinary health professionals are incorporated into future studies. This may contribute to a greater level of consensus in the educational sector about the impacts of therapy dogs on the social and emotional wellbeing of K-12 students.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"51 1","pages":"180 - 208"},"PeriodicalIF":1.5,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90127356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-02DOI: 10.1080/20590776.2022.2040335
Shinnosuke Ikeda
ABSTRACT Objective It has been observed that toddlers tend to miscategorize several negative emotions (e.g., sadness, anger). On the other hand, when we infer others’ emotions, an approach-avoidance tendency toward facial expressions is perceived antecedently before linguistically categorizing them into emotion-word-based categories, such as sadness, anger, and fear. Therefore, children may have categorized facial expressions in an approach-avoidance framework before they were able to classify them in emotion-word-based categories. Method The present study explored this possibility by asking 3-year-old Japanese children (N = 36) to categorize facial expressions using both an emotion label and action response (i.e., approach-avoidance) in the same procedure. Results Results revealed that while toddlers were confused by negative facial expressions using emotion labels, they could distinguish them using action responses like adults. Furthermore, children’s categorization of facial expression by emotion label was partially similar to categorization by approach-avoidance framework. Conclusions These findings suggest that although toddlers have difficulties in distinguishing between several negative facial expressions by emotion-word-category, they can distinguish how to react to these facial expressions just like an adult. Furthermore, toddlers might construct emotion-word-based categories based on approach-avoidance in early childhood. Finally, the developmental trajectories of categorization of facial expression by emotion-word-based category and approach-avoidance response are discussed. KEY POINTS What is already known about this topic: The skill of reading emotions from facial expressions develops in early childhood. In early childhood, some negative facial expressions are confused with each other. Early young children might recognize facial expressions based on the axis of approaching or avoiding. What this topic adds: This study examines how to classify facial expressions in 3-year-old children. While 3-year-olds confused negative emotions such as anger and fear, they differentiated between facial expressions on the axis of approaching or avoiding the facial expression. Categorizations based on emotional categories and approach-avoidance are similar, suggesting that children may categorize facial expressions based on the approach-avoidance axis in early childhood.
{"title":"Toddlers‘ categorization of emotional facial expressions by emotion category and approach-avoidance orientation","authors":"Shinnosuke Ikeda","doi":"10.1080/20590776.2022.2040335","DOIUrl":"https://doi.org/10.1080/20590776.2022.2040335","url":null,"abstract":"ABSTRACT Objective It has been observed that toddlers tend to miscategorize several negative emotions (e.g., sadness, anger). On the other hand, when we infer others’ emotions, an approach-avoidance tendency toward facial expressions is perceived antecedently before linguistically categorizing them into emotion-word-based categories, such as sadness, anger, and fear. Therefore, children may have categorized facial expressions in an approach-avoidance framework before they were able to classify them in emotion-word-based categories. Method The present study explored this possibility by asking 3-year-old Japanese children (N = 36) to categorize facial expressions using both an emotion label and action response (i.e., approach-avoidance) in the same procedure. Results Results revealed that while toddlers were confused by negative facial expressions using emotion labels, they could distinguish them using action responses like adults. Furthermore, children’s categorization of facial expression by emotion label was partially similar to categorization by approach-avoidance framework. Conclusions These findings suggest that although toddlers have difficulties in distinguishing between several negative facial expressions by emotion-word-category, they can distinguish how to react to these facial expressions just like an adult. Furthermore, toddlers might construct emotion-word-based categories based on approach-avoidance in early childhood. Finally, the developmental trajectories of categorization of facial expression by emotion-word-based category and approach-avoidance response are discussed. KEY POINTS What is already known about this topic: The skill of reading emotions from facial expressions develops in early childhood. In early childhood, some negative facial expressions are confused with each other. Early young children might recognize facial expressions based on the axis of approaching or avoiding. What this topic adds: This study examines how to classify facial expressions in 3-year-old children. While 3-year-olds confused negative emotions such as anger and fear, they differentiated between facial expressions on the axis of approaching or avoiding the facial expression. Categorizations based on emotional categories and approach-avoidance are similar, suggesting that children may categorize facial expressions based on the approach-avoidance axis in early childhood.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"35 1","pages":"171 - 179"},"PeriodicalIF":1.5,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88861427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.1080/20590776.2021.2024759
Jane Spiteri, Josephine Deguara, Tania Muscat, Charmaine Bonello, Rosienne C. Farrugia, J. Milton, S. Gatt, Lara Said
ABSTRACT Objective While it is widely acknowledged that the COVID-19 pandemic has created disruptions in children’s learning trajectories, the literature suggests that there is little empirical research to support this claim. Method This rapid review of the literature was carried out to explore the impact of the COVID-19 pandemic on children’s learning, whether there has been a loss in learning during the COVID-19 pandemic, and if so, what recommendations can be made to mitigate these losses, now and in the future. Results The studies reviewed imply that the significant disruption in children’s education as a result of school closure during the COVID-19 pandemic has been problematic and has resulted in learning losses. Conclusions It is recommended that education systems worldwide should train teachers for online learning in order to maximise learning and minimise inequalities. The paper concludes with implications for policymakers, researchers and educators.
{"title":"The impact of COVID-19 on children’s learning: a rapid review","authors":"Jane Spiteri, Josephine Deguara, Tania Muscat, Charmaine Bonello, Rosienne C. Farrugia, J. Milton, S. Gatt, Lara Said","doi":"10.1080/20590776.2021.2024759","DOIUrl":"https://doi.org/10.1080/20590776.2021.2024759","url":null,"abstract":"ABSTRACT Objective While it is widely acknowledged that the COVID-19 pandemic has created disruptions in children’s learning trajectories, the literature suggests that there is little empirical research to support this claim. Method This rapid review of the literature was carried out to explore the impact of the COVID-19 pandemic on children’s learning, whether there has been a loss in learning during the COVID-19 pandemic, and if so, what recommendations can be made to mitigate these losses, now and in the future. Results The studies reviewed imply that the significant disruption in children’s education as a result of school closure during the COVID-19 pandemic has been problematic and has resulted in learning losses. Conclusions It is recommended that education systems worldwide should train teachers for online learning in order to maximise learning and minimise inequalities. The paper concludes with implications for policymakers, researchers and educators.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"14 1","pages":"5 - 17"},"PeriodicalIF":1.5,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90308864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-20DOI: 10.1080/20590776.2021.2014281
M. Easterbrook, L. Doyle, Vladislav H. Grozev, Natasza Kosakowska-Berezecka, P. Harris, Karen Phalet
ABSTRACT Objective School closures due to the COVID-19 pandemic left millions of pupils to continue their education at home. We investigated gender and socioeconomic inequalities in pupils’ home learning, and some mechanisms underlying those inequalities. Method We analysed online survey responses from 3,167 parents collected between May and July 2020 in the UK, when most schools were closed. Results Boys, pupils who were eligible for free school meals (FSM), pupils from families that were financially struggling, and pupils whose parents had not graduated from university were less engaged and spent less time home learning. Pupils of non-graduate parents found home learning challenging because they were less likely to have someone in their home who could supervise their work. Pupils eligible for FSM and from financially struggling families found home learning challenging because of noise, a lack of space, lack of technology and insufficient internet in their homes. The quality of educational resources schools provided positively predicted engagement and learning for all pupils. Conclusion Pupils from lower socioeconomic status families and boys were less involved with home learning, although for different reasons. We discuss how these findings can inform policy and practice to reduce educational inequalities resulting from school closures.
{"title":"Socioeconomic and gender inequalities in home learning during the COVID-19 pandemic: examining the roles of the home environment, parent supervision, and educational provisions","authors":"M. Easterbrook, L. Doyle, Vladislav H. Grozev, Natasza Kosakowska-Berezecka, P. Harris, Karen Phalet","doi":"10.1080/20590776.2021.2014281","DOIUrl":"https://doi.org/10.1080/20590776.2021.2014281","url":null,"abstract":"ABSTRACT Objective School closures due to the COVID-19 pandemic left millions of pupils to continue their education at home. We investigated gender and socioeconomic inequalities in pupils’ home learning, and some mechanisms underlying those inequalities. Method We analysed online survey responses from 3,167 parents collected between May and July 2020 in the UK, when most schools were closed. Results Boys, pupils who were eligible for free school meals (FSM), pupils from families that were financially struggling, and pupils whose parents had not graduated from university were less engaged and spent less time home learning. Pupils of non-graduate parents found home learning challenging because they were less likely to have someone in their home who could supervise their work. Pupils eligible for FSM and from financially struggling families found home learning challenging because of noise, a lack of space, lack of technology and insufficient internet in their homes. The quality of educational resources schools provided positively predicted engagement and learning for all pupils. Conclusion Pupils from lower socioeconomic status families and boys were less involved with home learning, although for different reasons. We discuss how these findings can inform policy and practice to reduce educational inequalities resulting from school closures.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"102 1","pages":"27 - 39"},"PeriodicalIF":1.5,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80621406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-16DOI: 10.1080/20590776.2021.2023494
Gökmen Arslan, J. Burke, Silvia Majerčáková Albertová
ABSTRACT Objective While a link between strength-based parenting and social-emotional wellbeing has been previously established, little is known about the role that school belonging plays in moderating this relationship. The present study examined the mediating and moderating role of school belonging in the association of strength-based parenting with social-emotional wellbeing among young people Method The current study surveyed 343 students in grades 6-8 from Turkey, using the Strength-Based Parenting scale, Social and Emotional Health Survey-Primary, and School Belongingness Scale. Results Mediation analyses showed that strength-based parenting predicted school belonging, gratitude, zest, optimism, and persistence and that school belonging mediated the effect of strength-based parenting on social-emotional wellbeing. Moderation analysis identified the predictive impact of strength-based parenting on student social-emotional wellbeing, only for those whose belonging was low to moderate. Conclusions Overall, these results indicate the importance of school belonging on youth social-emotional wellbeing in the context of parental experiences. Discussed are the implications of the current study that can inform the policy and practice. KEY POINTS What is already known about this topic: Strength-based parenting is an essential positive psychological construct for youth mental health and wellbeing. School belonging is associated with various school-based and quality of life outcomes, and a satisfied need for belonging in school foster youth social-emotional health. The strongest predictors of school belonging are teacher support and positive personal characteristics; however, it is recommended that schools actively engage parents in fostering their children’s school belonging. What this topic adds: The present study emphasizes the importance of strength-based parenting strategies targeting to promote social-emotional wellbeing in school settings. School belonging is an essential mechanism that may help to understand the effect of strength-based parenting on social-emotional wellbeing among young people. The study results suggest there is a need to design more comprehensive strategies for improving adolescent mental health and wellbeing.
{"title":"Strength-based parenting and social-emotional wellbeing in Turkish young people: does school belonging matter?","authors":"Gökmen Arslan, J. Burke, Silvia Majerčáková Albertová","doi":"10.1080/20590776.2021.2023494","DOIUrl":"https://doi.org/10.1080/20590776.2021.2023494","url":null,"abstract":"ABSTRACT Objective While a link between strength-based parenting and social-emotional wellbeing has been previously established, little is known about the role that school belonging plays in moderating this relationship. The present study examined the mediating and moderating role of school belonging in the association of strength-based parenting with social-emotional wellbeing among young people Method The current study surveyed 343 students in grades 6-8 from Turkey, using the Strength-Based Parenting scale, Social and Emotional Health Survey-Primary, and School Belongingness Scale. Results Mediation analyses showed that strength-based parenting predicted school belonging, gratitude, zest, optimism, and persistence and that school belonging mediated the effect of strength-based parenting on social-emotional wellbeing. Moderation analysis identified the predictive impact of strength-based parenting on student social-emotional wellbeing, only for those whose belonging was low to moderate. Conclusions Overall, these results indicate the importance of school belonging on youth social-emotional wellbeing in the context of parental experiences. Discussed are the implications of the current study that can inform the policy and practice. KEY POINTS What is already known about this topic: Strength-based parenting is an essential positive psychological construct for youth mental health and wellbeing. School belonging is associated with various school-based and quality of life outcomes, and a satisfied need for belonging in school foster youth social-emotional health. The strongest predictors of school belonging are teacher support and positive personal characteristics; however, it is recommended that schools actively engage parents in fostering their children’s school belonging. What this topic adds: The present study emphasizes the importance of strength-based parenting strategies targeting to promote social-emotional wellbeing in school settings. School belonging is an essential mechanism that may help to understand the effect of strength-based parenting on social-emotional wellbeing among young people. The study results suggest there is a need to design more comprehensive strategies for improving adolescent mental health and wellbeing.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"43 1","pages":"161 - 170"},"PeriodicalIF":1.5,"publicationDate":"2022-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90392110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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