Need for cognition (NFC) reflects the tendency to enjoy and engage in cognitive challenges. This study examines the relations between NFC and academic interest among 922 German secondary school students (academic track) assessed four times in Grades 5–7 (initial age M = 10.63, SD = 0.55; 41% female; 90% first language German) in mathematics, German, and English. Data were collected between 2008 and

Adjusting practice to different goals and characteristics is key to learning, but its development remains unclear. Across 2 preregistered experiments, 190 4-to-8-year-olds (106 female; mostly White; data collection: December 2021–September 2022) and 31 adults played an easy and a difficult game, then chose one to practice before a test on either the easy, difficult, or a randomly chosen game. All children

What are the psychological consequences of receiving direct and indirect help in childhood? We conducted three preregistered experiments (N = 619, 7–9 years, 80% Dutch, 51% girls, 49% boys, mostly higher socioeconomic status) in the Netherlands (July 2020–July 2022). Children received direct help (correct answer), indirect help (hint), or no help. An internal meta‐analysis showed that children who

Childhood adversity takes a toll on lifelong health. However, investigations of unpredictability as a form of adversity are lacking. Environmental unpredictability across multiple developmental periods and ecological levels was examined using a multiethnic, longitudinal birth cohort (1998–2000) oversampled for unmarried parents. Data were from the Future of Families and Child Wellbeing Study (N = 4898

Observed parental sensitivity during a parent–child teaching task and free‐play task was tested as mediators of the association between family socioeconomic risk and child receptive language at 48 months, consistent with family investment theory. Parents (n = 881 mothers; 624 fathers, data collected between 2006‐2008) and their 5‐month‐old children (52% male) were recruited from public health clinics

The present study assessed both concurrent and early influences of the maternal caregiving environment to examine unique contributions of each to variation in children's emotional responses to COVID‐19 pandemic. Preschoolers (3–5 years; M = 4.12, SD = 0.49) previously assessed in infancy, several years prior to pandemic outbreak, were re‐assessed during pandemic‐related nationwide lockdown (N = 200;

Eye‐tracking studies tested the understanding of two types of speech acts (questions and assertions) in 14‐, 18‐, and 30‐month‐olds (N = 280; 149 females; ethnicity data collection forbidden, testing in 2021–2024). Experiments involved objects either hidden or visible for a speaker. By 14 months, when the speaker asked questions, infants focused on hidden objects (rs > 0.31). Infants linked novel labels

This study examines the relationships between three accommodation strategies—Extended Time (ET) only, breaks only, and breaks bundled with ET—and academic performance, test-taking behavior, and attitudes among eighth-grade students with disabilities who participated in the 2017 National Assessment of Educational Progress (NAEP) mathematics assessment. Utilizing propensity score analysis to mitigate

Children with disabilities often receive accommodations, but teachers rarely explain them to typically‐developing (TD) classmates. How do TD students reason about these accommodations and evaluate their fairness? Five‐, seven‐, and nine‐year‐olds from the United States (N = 122; 50% female; 87.7% white; data collected April 2022 ‐ September 2023) heard stories where a child character with a cognitive

Music appears universally in human infancy with self‐evident effects: as many parents know intuitively, infants love to be sung to. The long‐term effects of parental singing remain unclear, however. In an offset‐design exploratory 10‐week randomized trial conducted in 2023 (110 families of young infants, Mage = 3.67 months, 53% female, 73% White), the study manipulated the frequency of infant‐directed

This longitudinal study (data collected from 2019 to 2023) examines the relation between Spanish‐English bilingual Latino toddlers' (n=46; F=22; M=24) early gesture production (Mage=18.67 months; SDage=1.02) and later language skills (Mage=36.87 months; SDage=0.81). Video recordings at child‐age 18‐months yielded counts of children's speech and gesture production; the latter included gesture words

Identifying the neural processes that underlie the association between children's early adverse experiences and cognitive development could inform more effective intervention strategies. The goal of the current study (data collected 2015–2021) was to examine relations among early experiences at 6 months, electroencephalography (EEG) theta power at 6 months and 2 years, and cognitive outcomes at 5 years

Autistic youth often face challenges with transitioning to adulthood. Although autistic students working toward a traditional diploma likely have unique educational and transition needs, little is known about special education services offered to this population. In this descriptive study, we used content analysis to analyze Individualized Education Programs (IEPs) of 48 traditional diploma-seeking

Retrieval practice is well-established as a powerful tool for reinforcing long-term learning. Most previous research has concentrated on the effectiveness of overt retrieval, involving recalling information from memory and generating overt responses by writing, typing, or speaking aloud the retrieved information. Here we ask whether covert retrieval, involving mentally retrieving information without

Human movement plays a foundational role in cognition and learning. This topical collection brings together theoretical and empirical work examining how gestures, physical activity, and virtual movement enhance learning in language, multimedia, and activity-based learning. Regarding language learning, interacting with virtual object improves vocabulary learning, especially for learners with low language

This meta-analysis investigates the impact of music teaching and learning activities (MTLAs) on musical-artistic outcomes. It intends to serve as a starting point for fostering evidence-based educational practices in this domain, a need that has been increasingly emphasized in recent years. Starting with 93,291 articles from online search engine queries, we included only the results of 20 articles

The purpose of this study was to examine Head Start (HS) teachers’ characteristics, working conditions, whole well-being, and classroom quality and their associations compared to other (non-HS) ECE teachers. The study collected survey and direct assessment data on a range of working conditions and whole well-being (physical, psychological, and professional well-being) from 262 teachers (112 HS teachers

This study investigated the role that daily communication between parents and teachers in childcare centers plays in enhancing parental self-efficacy, which in turn decreases the child’s problem behaviors and improves the parent–child relationship. The data were drawn from 239 children (boys: N = 141; girls: N = 98; mean (SD) age = 4.95 (0.99) years) in formal childcare settings from the Japan Child

The effect of the problem-based learning method on learning outcomes has been studied in various studies over the years. The fact that there are many meta-analyses on this subject in the literature requires determining how the method affects cognitive and affective learning outcomes. Therefore, this study aimed to reveal the effect of the problem-based learning method on students' cognitive and affective

Many autistic children receive special education services via Individualized Education Programs (IEPs) that include specific educational goals and needs. Prior research has examined programming options available to support autistic students, but less is known about their educational needs across academic and developmental educational goals. Additionally, existing approaches have often relied on small

The goal of this study was to determine whether the measurement of children’s externalizing behaviors, as rated by teachers on a short version of the Conners’ Rating Scale, was invariant for Latino and non-Latino children with different language backgrounds and whether those ratings displayed invariant prediction of academic outcomes. The sample included 1,174 children (592 boys, 582 girls) who ranged

Exceptional Children first published online March 12, 2021, published in print April 1, 2021 doi: 10.1177/0014402921990890

The generative learning strategy of learning by drawing has received increased attention in recent years. Although this strategy is regularly used by educators, the literature suggests that the effectiveness of the method depends on several factors. In this review, we highlight recent research trends and methodological progress within the field. Although recent developments have led to clearer and

Despite the recognized benefit of social studies instruction, emphasis on this subject has decreased over time, and has ultimately been termed a “dispensable subject.” Social studies is an even more marginalized subject area for students with disabilities. Graphic novels (GNs) are a popular independent reading choice for both children and adults; however, only recently have GNs started appearing as

Telehealth services, which are used effectively in teaching functional analysis and functional communication training to parents of children with autism spectrum disorder, have become more widespread and their importance has been better understood with the Covid-19 pandemic. This study aimed to examine the effectiveness of constant time delay (CTD) procedure via telehealth in teaching personal body

A growing body of evidence shows that positive student outcomes are associated with racial/ethnic diversity among university STEM instructors. However, few studies to date have been able to provide direct causal evidence identifying the specific mechanism(s) hypothesized to drive the benefits of instructor racial/ethnic diversity. Leaving these mechanisms unexplained may lead both receptive and critical

With the growth of the online higher education sector, educational institutions are increasingly creating asynchronous online courses resembling Massive Open Online Courses (MOOCs), characterised by reduced interpersonal interactions. While these courses offer higher flexibility for students, much remains unknown about how the design of these courses impacts student behaviour and performance. This

The qualifications, practices, and interactions of early childhood (EC) teachers with children have been widely researched as avenues for improving EC education. However, little is known about the work supports EC teachers need to be successful. Non-contact time is an important element of the work environment that supports teachers’ ability to meet their professional expectations. This exploratory

There are two divergent perspectives about how best to understand and serve students with disabilities: Traditional Special Education and Disability Studies in Education. These fields represent distinct epistemological, theoretical, methodological, and pedagogical ways of understanding education for students with disabilities. Researchers, teachers, and teacher educators are faced with navigating these

Little evidence exists on how best to support children’s alphabet knowledge, which is a foundational early literacy skill. In this study, we investigated the impact of multisensory alphabet instruction on the alphabet learning of English monolingual and emergent bilingual (EB) children aged 3:5 to 5 years old, compared to visual-auditory alphabet instruction (i.e., featuring visual and auditory modalities

This meta‐analytic review explored the characteristics and effectiveness of combined language (e.g., vocabulary) and code (e.g., phonological awareness) interventions, including synergistic intervention effects for at‐risk preschoolers. Data from 29 randomized controlled trials, published before March 2023, reporting on 43 interventions, including 9333 children (4–6 years; 55% male, 45% African American

Growing up with multiple siblings might negatively affect language development. This study examined the associations between birth order, sibling characteristics and parent‐reported vocabulary size in 6163 Norwegian 8‐ to 36‐month‐old children (51.4% female). Results confirmed that birth order was negatively associated with vocabulary, yet exhibited a U‐shaped pattern. A data‐driven measure of “child‐to‐caregiver

Examining young children’s progressions in drawing, from scribble lines to graphic representations of people, places, and objects—to their writing of alphabetic symbols—may open windows into knowledge of early cognitive, language, and motor development. In the present mixed-method investigation, we first review prior literature on such transitions, which includes discussion of the stages or sequences

In their commentary on our meta-analysis, Zitzmann and Orona (2025) used formal proof and cited methodological studies to argue that test reliability is important, Cronbach’s Alpha generally indicates test reliability, and cutoff values for alpha are indispensable. We agree that high reliability is important for all tests. Yet, alpha does not reflect the reliability of knowledge tests. Zitzmann and

The current study investigated the effects of the concrete-representational-abstract integrated (CRA-I) sequence to teach rounding and number decomposition. Five students in third grade participated; two students were eligible for services under the category of learning disabilities, and three students were at risk of having learning disabilities and received Tier 3 interventions through a multi-tiered

We use three studies to develop and validate the new concept of playful study design – the cognitive-behavioral orientation towards study tasks with the aim to make these tasks more fun and/or more challenging. Based on play and proactive motivation theories, we propose that playful study design can be assessed by items indicating two dimensions: designing fun and designing competition. Results of

Assessments of school achievement play a central role in education. For example, they are used in educational diagnostics to inform long-term placement decisions and are an important criterion in large-scale educational monitoring. Findings on the rank-order stability of students' school achievement are highly relevant to educational research and practice. While low stability undermines the validity

Sexually and gender-diverse secondary school students experience more bullying-victimization and feel less safe at school than their heterosexual, cisgender peers. Therefore, clarifying the associations of various LGBTQ-targeted school-based strategies (enumerated policies, school-staff training, inclusive curriculum, GSAs) with these school experiences is crucial. Furthermore, it is important to determine

Relational aggression and victimization experiences are prevalent among young children and can compromise their development. Although classroom social network characteristics have been found to predict relational aggression and victimization, few studies have been conducted in early childhood classrooms. This study examined the predictability of individual classroom social network characteristics (centralization

Grounded in the bioecological model of human development and attachment theory, this study examined whether the proportion of time children spend in activity settings in the kindergarten classroom moderated the relationship between teacher-child relationship quality and children's kindergarten academic and social-emotional outcomes. Participants included kindergarten students (n = 2439) and their teachers

The development of children’s emotion regulation (ER) is the result of a complex interplay of factors, among which parental influences play a significant role. Building on Morris et al.’s (2007; 2017) model, the present study aimed to investigate the contributions of parenting ER, emotion socialization, and parenting practices to children’s ER. The sample of the present study included 330 preschoolers

In this meta-analysis and narrative review, we investigated whether personality traits of children and adults (i.e., parents and teachers), as well as personality similarity, were associated with the affective quality of dyadic adult–child relationships. We conducted a systematic literature search following PRISMA guidelines. By performing a quantitative meta-analysis (k = 39), we examined the associations

Eviction cases are concentrated among renter households with children, yet we know little about the repercussions of evictions for children’s educational trajectories. In this study, we link eviction records in Harris County, Texas, to educational records of students enrolled in the Houston Independent School District between 2002 and 2016. At least 13,000 public school students in Houston lived in

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This study examines associations between enrollment in high‐quality PreK and growth in children's (N = 422; Mage = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social–emotional skills across kindergarten (2017–2018) and first grade (2018–2019). Associations between PreK enrollment and language and math skills were

Artificial intelligence (AI) holds significant potential for enhancing student learning. This reflection critically examines the promises and limitations of AI for cognitive learning processes and outcomes, drawing on empirical evidence and theoretical insights from research on AI-enhanced education and digital learning technologies. We critically discuss current publication trends in research on AI-enhanced

This study examined bidirectional changes in adolescents' awareness of inequality and race consciousness between 2017 and 2018 in the USA and whether discriminatory experiences informed developmental pathways. The sample (N = 2645; Mage = 14.6, SD = 2.14; 56.5% female; > 0.01% transgender and gender diverse) was White (35.8%), Latinx (31.4%), multiple racial and ethnic groups (13.5%), Black (7.3%)

Misinformation can have severe negative effects on people’s decisions, behaviors, and on society at large. This creates a need to develop and evaluate educational interventions that prepare people to recognize and respond to misinformation. We systematically review 107 articles describing educational interventions across various lines of research. In characterizing existing educational interventions

Learners’ attempts to regulate their own motivation for studying in the face of tedious or difficult tasks is an important aspect of self-regulated learning. Therefore, motivation regulation has received increasing attention over the past few years, resulting in numerous publications using different definitions of the construct, samples, operationalizations, and research designs. The aim of this systematic

Although the adoption of AI-generated content, such as ChatGPT, has extensively transformed traditional teaching and learning paradigms, the critical question of the effectiveness of ChatGPT content in lesson preparation remains largely unanswered. Therefore, this research aims to understand the determinants that drive or hinder this effectiveness, which is crucial to realizing the full potential of

Primal world beliefs (“primals”) capture understanding of general characteristics of the world, such as whether the world is Good and Enticing. Children (N = 1215, 50% girls), mothers, and fathers from Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and United States reported neighborhood danger, socioeconomic status, parental warmth, harsh parenting, psychological control, and autonomy

Adverse childhood experiences (ACEs) are highly impactful stressors that increase individuals' risk for a plethora of negative developmental and health outcomes. Furthermore, minoritized groups and under‐resourced individuals are at higher risk for ACEs, positioning these stressors as possible mechanisms driving health disparities. Given this fact, a strong methodological foundation is necessary to

We present results from meta-analyses of 68 experimental studies on digital learning prompts, examining what features constitute an effective prompt for learning achievement. First, a systematic review reveals the different features of prompts used across various studies. Second, a quantitative meta-analysis using a random-effects model shows that digital prompts significantly enhance learning achievement

Discussions about educational content on race and racism have captured widespread public and political attention, with much of this debate falling under the umbrella of critical race theory (CRT). Despite this attention, we currently do not know whether it is the content in these lessons or the CRT label that is influencing opinion on this issue. Are critics of CRT reacting to the content that CRT

This study examines three preschool educators’ perspectives and experiences implementing Spanish-English dual language bilingual education (DLBE) for young emergent multilinguals with disabilities (EMwDs) for the first time. Inclusive DLBE can provide both linguistic and disability-related support to EMwDs. However, several barriers, such as misconceptions about EMwDs’ bilingualism, the competing nature

Peer-feedback can be an effective method to support learning. However, students often require instructional support to provide and process peer-feedback effectively. Previous research used various types of instructional support to improve the quality of peer-feedback processes and outcomes. Yet, a comprehensive overview over their effects is missing. Therefore, this meta-analysis (based on N = 32 studies

Transversal skills describe a broad spectrum of skills that are considered to be essential for thriving in today’s society and tackling the challenges of the twenty-first century. Therefore, a high demand is placed on educators to teach these skills to their students. Unfortunately, the conceptualization of transversal skills remains vague with different frameworks reporting on various transversal

With the development of computer and information techniques, robotics education provides potential to reshape the instructional and learning process in the educational system. From the perspective of the educational system, it is essential to understand the roles of robotics in education as well as their relationships with learners. Specifically, this systematic review proposed a conceptual framework

Publicly funded prekindergarten (pre-K) has received substantial investments in recent decades. A robust literature base has shown that pre-K, in general, tends to be associated with shorter-term rather than longer-term impacts. Yet, these findings are not definitive across varying state contexts and student demographic groups. The current study examined state administrative literacy and absence data