Smiddy Nieuwenhuis, T. Janssen, D. J. van der Mee, F. A. Rahman, M. Meeter, N. V. van Atteveldt
{"title":"A Novel Approach to Investigate the Impact of Mindset and Physiology on the Choice to Invest Effort During an Arithmetic Task","authors":"Smiddy Nieuwenhuis, T. Janssen, D. J. van der Mee, F. A. Rahman, M. Meeter, N. V. van Atteveldt","doi":"10.1111/mbe.12356","DOIUrl":"https://doi.org/10.1111/mbe.12356","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48321075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“Acquired” Equals Addition? Associating Verbs with Arithmetic Operations Impacts Word Problem Performance","authors":"J. B. Jaffe, Troy Gharibani, D. Bolger","doi":"10.1111/mbe.12355","DOIUrl":"https://doi.org/10.1111/mbe.12355","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43225185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katie A. Gilligan-Lee, A. Bradbury, Charlotte Bradley, E. Farran, J. Van Herwegen, D. Wyse, L. Outhwaite
{"title":"Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom","authors":"Katie A. Gilligan-Lee, A. Bradbury, Charlotte Bradley, E. Farran, J. Van Herwegen, D. Wyse, L. Outhwaite","doi":"10.1111/mbe.12352","DOIUrl":"https://doi.org/10.1111/mbe.12352","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41702020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ilana Shlomov, N. Levit-Binnun, Tzipi Horowitz-Kraus
{"title":"Neurodevelopmental Effects of a Mindfulness and Kindness Curriculum on Executive Functions in Preschool Children—A Randomized,\u0000 Active‐Controlled\u0000 Study","authors":"Ilana Shlomov, N. Levit-Binnun, Tzipi Horowitz-Kraus","doi":"10.1111/mbe.12348","DOIUrl":"https://doi.org/10.1111/mbe.12348","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41598850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Leveraging Play for Learning and Development: Incorporating Cultural‐Evolutionary Insights into Early Educational Practices","authors":"Robin Samuelsson","doi":"10.1111/mbe.12347","DOIUrl":"https://doi.org/10.1111/mbe.12347","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41396877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elizabeth Baker, Tricia Choy, Elina Veytsman, A. Martin, J. Blacher, K. Stavropoulos
— Thirteen autistic teens, who were predominantly Latinx, completed the Program for the Education and Enrichment of Relational Skills (PEERS), a 16-week social skills intervention. Time-frequency decomposition was calculated using advanced electroencephalographic techniques to measure oscillatory brain activity during reward antic-ipation and processing before and after PEERS. Fourteen neurotypical teens participated but did not receive intervention. The perception of educational performance was also measured. The perception of educational performance did not differ between groups and did not change after participation in PEERS. Approach motivation increased after intervention in the autistic group. This suggests an enhancement of social motivation after learning social skills in a group composed of a majority of Latinx autistic teens. Identity-first language will be used throughout the text to reflect the preferred terminology of autistic
{"title":"Lessons Learned from a Predominantly Latinx Autistic Population: Preliminary Effects of the PEERS Intervention on Neural and Perceived Educational Performance","authors":"Elizabeth Baker, Tricia Choy, Elina Veytsman, A. Martin, J. Blacher, K. Stavropoulos","doi":"10.1111/mbe.12350","DOIUrl":"https://doi.org/10.1111/mbe.12350","url":null,"abstract":"— Thirteen autistic teens, who were predominantly Latinx, completed the Program for the Education and Enrichment of Relational Skills (PEERS), a 16-week social skills intervention. Time-frequency decomposition was calculated using advanced electroencephalographic techniques to measure oscillatory brain activity during reward antic-ipation and processing before and after PEERS. Fourteen neurotypical teens participated but did not receive intervention. The perception of educational performance was also measured. The perception of educational performance did not differ between groups and did not change after participation in PEERS. Approach motivation increased after intervention in the autistic group. This suggests an enhancement of social motivation after learning social skills in a group composed of a majority of Latinx autistic teens. Identity-first language will be used throughout the text to reflect the preferred terminology of autistic","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42287122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. M. Nurbaeva, A. Abylkassymova, Zh.M. Nurmukhamedova, Bulbul Erzhenbek
{"title":"The Role of Educational Programs in the Development of Secondary Education (on the Example of Training Mathematics Teacher)","authors":"D. M. Nurbaeva, A. Abylkassymova, Zh.M. Nurmukhamedova, Bulbul Erzhenbek","doi":"10.1111/mbe.12349","DOIUrl":"https://doi.org/10.1111/mbe.12349","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44881444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1007/978-3-031-33013-1
{"title":"Mind, Brain and Education","authors":"","doi":"10.1007/978-3-031-33013-1","DOIUrl":"https://doi.org/10.1007/978-3-031-33013-1","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"41 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84856114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aurélie Simoës-Perlant, Marion Barreau, Caroline Vezilier
This study examined the symptoms of exhaustion, school stress and anxious school refusal from a comparative developmental perspective in French adolescents enrolled in public and private general, technological and vocational schools. It is particularly important to consider academic stress levels, anxiety and school burnout in middle and high school students as they are linked to many mental health problems, such as depression or suicidal thoughts. In this study, four hundred and ninety-three adolescents completed an online questionnaire consisting of the School Burnout Inventory, the Echelle Toulousaine de Stress Scolaire percu and the School refusal evaluation was developed. The results show a very high percentage of suffering among teenagers. The young people most affected are high school students and more particularly students in 10th and 12th grade, with nearly three-quarters of them suffering from school burnout and/or high school stress, without any distinction between the sexes or the type of schooling.
这项研究从比较发展的角度考察了在公立和私立普通、技术和职业学校就读的法国青少年的疲惫、学校压力和焦虑拒学症状。考虑中学生的学业压力水平、焦虑和学校倦怠尤为重要，因为它们与许多心理健康问题有关，如抑郁或自杀念头。在这项研究中，493名青少年完成了一份在线问卷，其中包括学校倦怠量表、Echele Toulousaine de Stress Scolaire打击乐和学校拒绝评估。结果显示，青少年的痛苦比例非常高。受影响最大的年轻人是高中生，尤其是10年级和12年级的学生，其中近四分之三的人患有学校倦怠和/或高中压力，没有任何性别或学校教育类型的区别。
{"title":"Stress, Anxiety, and School Burnout Post\u0000 COVID\u0000 ‐19: A Study of French Adolescents","authors":"Aurélie Simoës-Perlant, Marion Barreau, Caroline Vezilier","doi":"10.1111/mbe.12346","DOIUrl":"https://doi.org/10.1111/mbe.12346","url":null,"abstract":"This study examined the symptoms of exhaustion, school stress and anxious school refusal from a comparative developmental perspective in French adolescents enrolled in public and private general, technological and vocational schools. It is particularly important to consider academic stress levels, anxiety and school burnout in middle and high school students as they are linked to many mental health problems, such as depression or suicidal thoughts. In this study, four hundred and ninety-three adolescents completed an online questionnaire consisting of the School Burnout Inventory, the Echelle Toulousaine de Stress Scolaire percu and the School refusal evaluation was developed. The results show a very high percentage of suffering among teenagers. The young people most affected are high school students and more particularly students in 10th and 12th grade, with nearly three-quarters of them suffering from school burnout and/or high school stress, without any distinction between the sexes or the type of schooling.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47929578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Simplest Shapes First! But Let's Use Cognitive Science to Reconceive and Specify What “Simple” Means","authors":"Julie Nurnberger-Haag, Clarissa A. Thompson","doi":"10.1111/mbe.12338","DOIUrl":"https://doi.org/10.1111/mbe.12338","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44606014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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