Physical Activity,Self-Regulation,and Early Academic Achievement in Preschool Children

Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path analyses indicated that higher active play was associated with better self-regulation, which in turn was associated with higher scores on early reading and math assessments. Practice or Policy: Results point to the benefits of active play for promoting self-regulation and offer insight into possible interventions designed to promote self-regulation and academic achievement.     

Soziale Ungleichheiten beim Übergang von der Grundschule in die Sekundarstufe I: Theorie,Forschungsstand, Interventions- und Fördermöglichkeiten

Based on a theoretical model, which distinguishes between primary and secondary effects following Boudon, the present paper summarizes empirical evidence regarding the impact of family background on the transition from elementary into secondary school. In doing so, three types of secondary effects are distinguished: secondary effects of school grades, teacher recommendations, and the transition itself. The empirical literature suggests that both primary and secondary effects exist in the German school system: In addition to having lower achievement, children from disadvantaged backgrounds receive lower grades and fewer recommendations for higher tracks and are less likely to attend a high track even when controlling for their achievement. The paper closes by presenting findings from studies analyzing the relative importance of primary and secondary effects and a discussion on how effects of family background on the transition into secondary school can be reduced.     

Soziale Ungleichheiten in der Kompetenzentwicklung in der Grundschule und der Sekundarstufe I

The article focuses on the question how competencies of students with different social backgrounds develop during elementary and secondary school. In particular, it addresses if achievement disparities which exist before school entrance increase, remain stable, or even diminish during schooling. The article draws on both national and international studies with longitudinal designs examining the achievement development of students of different social backgrounds during primary or secondary school. Although the results are mixed to some extent, a large part indicates that differences in achievement increase during the time of schooling. The evidence seems more consistent for achievement development during elementary school. Additionally, there is some indication that schools and features of the educational system contribute to increasing achievement disparities between students of different social backgrounds.     

Distress and Suicidality in Higher Education: Implications for Population-Oriented Prevention Paradigms

College students respond to stressful experiences along a continuum of distress and suicidality. This study investigated, from students’ perspectives, the contributors to stress, nature of stress, coping strategies used, and role of drugs and alcohol during stressful periods—all with particular relevance for suicidality. Undergraduate and graduate students were sampled on an online survey from 73 institutions, totaling 26,292 respondents. The pervasiveness of stressful experiences students endorse appears to be more than traditional clinical interventions can manage on their own. Recommendations are, therefore, made about how to utilize population-based prevention to reduce students’ distress and suicidality and improve their mental health.     

The construct of resilience: a critical evaluation and guidelines for future work

This paper presents a critical appraisal of resilience, a construct connoting the maintenance of positive adaptation by individuals despite experiences of significant adversity. As empirical research on resilience has burgeoned in recent years, criticisms have been levied at work in this area. These critiques have generally focused on ambiguities in definitions and central terminology; heterogeneity in risks experienced and competence achieved by individuals viewed as resilient; instability of the phenomenon of resilience; and concerns regarding the usefulness of resilience as a theoretical construct. We address each identified criticism in turn, proposing solutions for those we view as legitimate and clarifying misunderstandings surrounding those we believe to be less valid. We conclude that work on resilience possesses substantial potential for augmenting the understanding of processes affecting at-risk individuals. Realization of the potential embodied by this construct, however, will remain constrained without continued scientific attention to some of the serious conceptual and methodological pitfalls that have been noted by skeptics and proponents alike.     

Geschlechtsspezifische Leistungsunterschiede in Abhängigkeit der sozialen Herkunft. Eine Untersuchung zur Interaktion zweier sozialer Kategorien

Gender differences in educational outcomes are often reported. However, some evidence suggests that these differences are not consistent but vary with social background. In quantitative research, however, the interaction between gender and social background has been underinvestigated. The present study investigates whether the effect of gender on achievement is moderated by socio-economic status (SES). The sample consists of N = 3935 primary school-children in Berlin (6th grade). The results show that the effect of gender on achievement varies with SES, with a stronger correlation between the achievement of boys and their SES. Taken together, the results of the study suggest a differentiated consideration of the achievement of boys and girls and the importance of considering multiple group identities.     

Computer-Based Classification of Preservice Physics Teachers’ Written Reflections

Journal of Science Education and Technology - Reflecting in written form on one’s teaching enactments has been considered a facilitator for teachers’ professional growth in...     

Preschoolers' use of number words to denote one-to-one correspondence

Preschoolers' use of number words to denote one-to-one correspondence was assessed by 2 tasks. In the matching task, the children matched 2 sets to determine whether they could be put in one-to-one correspondence and then judged whether the same number word should be used to denote both sets. In the counting task, the children counted 2 sets and used the final number words of the count to determine whether the sets could be put in one-to-one correspondence. Most 4-year-olds and some 3 1/2-year-olds use number words to denote one-to-one correspondence in each of these tasks. These findings are related to previous research.