Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Many scholars contribute their time and expertise to the quality of this journal by providing reviews of submitted manuscripts. We thank the individuals listed here, as well as members of the editorial board listed on the inside cover, for their recent work on behalf of this journal.The EditorsDaryaneh BadalyCatherine BagwellThomas BeauchaineAnn BigelowSandra BosackiLeanne ElliottAngela HennebergerJulie KingeryVanessa KurdiJamie LeachReinhard PekrunRyan PersramHariclia PetrakosCaroline RobenLuca RollèDavid SchwartzRhiannon SmithMarion UnderwoodClaire VallottonMelanie ... Read More PubDate: 2021-10-21T00:00:00-05:00
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Competitiveness is heralded as a trait that promotes productivity, prosperity, and innovation at a societal level (Cann, 2016), which is mirrored by its association with drive, agency, and achievement at an individual level within more economically advanced regions (Hibbard & Buhrmester, 2010). Yet, there is a dark side to competitiveness. Competitive individuals are more likely to suffer from depression, anxiety, stress, and engage in self-harm (Gilbert et al., 2009). Competitiveness has also been associated with poor interpersonal adjustment including relationships characterized by increased conflict, less closeness (Horney, 1937; see also Hibbard & Buhrmester, 2010; Schneider et al., 2005); and, importantly ... Read More PubDate: 2021-10-21T00:00:00-05:00
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Developmental psychologists have long held that peer exclusion influences—and is influenced by—children's social and academic functioning, such as prosocial behavior and academic competence (e.g., Buhs et al., 2006; Gazelle & Ladd, 2003; Menzer et al., 2010). Although much work has been devoted to the associations between peer exclusion with prosocial behavior and academic competence, little empirical research has investigated the dynamic cascade effects among peer exclusion, prosocial behavior, and academic competence. Thus, the current research is aimed at examining the process by which prosocial behavior, academic competence, and peer exclusion might sequentially affect one another.According to the ... Read More PubDate: 2021-10-21T00:00:00-05:00
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: The link between parent education and family income to children's academic outcomes has been well studied (Davis-Kean, 2005; Duncan et al., 2011; Harding, 2015; Smith et al., 1997), but there has been less focus on families in which education and income are less correlated. Over 40 million people in the United States live in poverty and low-income families are not homogeneous. Although the majority of low-income families lack a college education, a significant number of highly educated families live in or near poverty. In 2016, approximately 3.3 million college-educated adults lived in poverty (Semega et al., 2017). In 2015, 15 million children lived in low-income families where at least one parent had at least ... Read More PubDate: 2021-10-21T00:00:00-05:00
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: It is widely accepted that parents influence their children's literacy development during the early elementary years (e.g., Sénéchal & LeFevre, 2002; Sonnenschein & Sun, 2017). However, very little attention has been dedicated to understanding whether parental knowledge about the structure of oral and written language (reading-related knowledge; Piasta et al., 2019) influences their literacy-based interactions. Traditionally, reading-related knowledge has been defined as a teacher's facility with activities such as parsing words into smaller segments (e.g., syllables, morphemes, and phonemes), identifying irregularly spelled words, and defining terms related to literacy instruction (e.g., Cunningham & Ryan ... Read More PubDate: 2021-10-21T00:00:00-05:00
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