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- Academic achievement (1)
- Aggression (1)
- Campus targeted violence (1)
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- Cross cultural (1)
- Elementary school (1)
- Executive functions (1)
- Legal interventions (1)
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- Parent-infant relationships (1)
- Pre-incident behavior (1)
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- Self-regulated learning (1)
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Articles 1 - 4 of 4
Full-Text Articles in Education
Moving Beyond Executive Functions: Challenge Preference As A Predictor Of Academic Achievement In Elementary School, Michael J. Sulik, Jenna E. Finch, Jelena Obradović
Moving Beyond Executive Functions: Challenge Preference As A Predictor Of Academic Achievement In Elementary School, Michael J. Sulik, Jenna E. Finch, Jelena Obradović
Department of Psychology: Faculty Publications
Intrinsic motivation and executive functions (EFs) have been independently studied as predictors of academic achievement in elementary school. The goal of this investigation was to understand how students’ challenge preference (CP), an aspect of intrinsic motivation, is related to academic achievement while accounting for EFs as a confounding variable. Using data from a longitudinal study of 569 third-, fourth-, and fifth-graders (50% female), we tested students’ self-reported CP as a predictor of mathematics and English language arts (ELA) achievement in multilevel models that controlled for school fixed effects and student demographic characteristics. CP was positively associated with mathematics and ELA …
Broadening Campus Threat Assessment Beyond Mass Shootings, Brandon A. Hollister, Mario Scalora
Broadening Campus Threat Assessment Beyond Mass Shootings, Brandon A. Hollister, Mario Scalora
Department of Psychology: Faculty Publications
Record reviews of public figure, primary/secondary school, and workplace threateners and attackers displayed the importance of noticing pre-incident behaviors and intervening to prevent violence. General crime prevention strategies did not appear applicable. Similarly, campus threat assessment research has considered targeted violence as distinctive and unable to be reviewed within general collegiate samples, which has related to questions about the prevalence, predictiveness, applicability, and reporting of pre-incident behaviors. This article applies general criminological and crime prevention findings to these questions and presents campus threat assessment methodologies informed by these fields. With college student surveys, pre-incident behaviors have appeared predictive of general …
Bullying, Eve Brank, Lori Hoetger, Katherine Hazen
Bullying, Eve Brank, Lori Hoetger, Katherine Hazen
Department of Psychology: Faculty Publications
The effects of bullying on the bully and the victim can be wide reaching, impacting schoolwork, familial and peer relationships, psychological well-being, and physical health. As such, schools work to implement different intervention and prevention programs. Additionally, a variety of both criminal and civil legal interventions have recently been used to prevent or punish bullying. Most US states have enacted antibullying legislation that prohibits bullying behaviors, but definitional issues that are present in the empirical research are also present in such statutes. For instance, some states focus only on physical forms of bullying or leave definitions entirely up to individual …
Parent-Child Relationships In Early Learning., Carolyn P. Edwards, Susan M. Sheridan Dr., Lisa Knoche
Parent-Child Relationships In Early Learning., Carolyn P. Edwards, Susan M. Sheridan Dr., Lisa Knoche
Department of Psychology: Faculty Publications
Parental behavior during a child’s first five years of life is critical for the development of important social and cognitive outcomes in children that set the stage for life-long adaptation and functioning. This chapter will review some of the key findings about the importance of parent-child relationships in early learning. Three dimensions of parent behavior will be described as “parental engagement”: (a) warmth and sensitivity, (b) support for a child’s emerging autonomy, and (c) active participation in learning. Cross cultural variations in which the styles of these behaviors are expressed are also considered, contrasting physical, social, and cognitive styles of …