Preschoolers’ Profiles of Self-regulation, Social-emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary School
Annika Rademacher, Naska Goagoses, Sören Schmidt, Jelena Zumbach & Ute Koglin
This week's compelling study identifies profiles in preschool children based on their self-regulation skills, socio-emotional competencies, and externalizing behaviors, comparing these profiles with regards to their impact on the transition from preschool to elementary school. The results indicate the importance of preschool interventions that foster self-regulatory skills, especially for children at risk of developing difficulties in behavioral adaptation.
Peers and teachers as the best source of social support for school engagement for both advantaged and priority education area students
Delphine Martinot, Alyson Sicard, Birsen Gul, Sonya Yakimova, Anne Taillandier-Schmitt & Célia Maintenant
Our compelling research of the week explores links among students' main sources of social support and their influence on school engagement in adolescence. For both groups, peer support was the only source to have a significant and positive effect on social engagement. The study suggests the benefits of SEL programs that strengthen peer support and prosocial behavior.
Embodied and Social-Emotional Learning (SEL) in Early Childhood
Akiko Hayashi, Jeffrey Liew, Samantha Dyanne Aguilar, Juliet M. Nyanamba & Yingying Zhao
Our compelling research of the week explains how culturally-relevant and embodied learning can promote social emotional learning (SEL). SEL curriculum policies should situate SEL within students’ lived experiences, physical environments, and community contexts.
Growth mindsets of anxiety: Do the benefits to individual flourishing come with societal costs?
Crystal L. Hoyt
This week's compelling study in the Journal of Positive Psychology explores the duality that growth mindsets serve as a protective role in directly predicting psychological flourishing and indirectly predicting reduced activism against social threats.
Fifty years of parental involvement and achievement research: A second-order meta-analysis (Nov 2022)
Department of Education, Yonsei University, Seoul, South Korea
"The main goal of this study is to synthesize the results of past meta-analyses including studies published over the past 50 years examining the relation between parental involvement and student academic achievement for school-age children (grades K-12) in naturally occurring and intervention studies."