Sentences with phrase «of socioemotional»

adolescents» perceptions of their socioemotional adjustment.

«Socio - emotional learning framework: evolution and challenges,» in Evaluation and Promotion of Socioemotional Skills in Portugal, eds A. Pinto and R. Raimundo (Lisboa: Coisas de Ler), 15 — 36.

A theory of socioemotional selectivity / The American Psychologist 54: 165 ~ 181

Salivary cortisol as a predictor of socioemotional adjustment during kindergarten: a prospective study.

Taking time seriously: A theory of socioemotional selectivity.

Evidence for a life - span theory of socioemotional selectivity.

How gene - environment interactions can shape the development of socioemotional regulation in rhesus monkeys

TITLE: Adolescents» Subtypes of Attachment Security with Fathers and Mothers and Self - Perceptions of Socioemotional Adjustment

ABSTRACT: The study examined adolescents» secure attachment with both versus one parent, for deeper understanding of adolescents» perceptions of their socioemotional adjustment.

Finally, let's not forget the importance of experience when it comes to handling challenges appropriately, says developmental psychologist Claire Kopp, co-author of Socioemotional Development in the Toddler Years.

Adolescents» subtypes of attachment security with fathers and mothers and self - perceptions of socioemotional adjustment.

Not exact matches

LEVINE: I think we need socioemotional learning in every classroom - Chicago's doing a good job of integrating it - which means that, not as a separate course, but as part of how everything is taught.

The Fallacious Assumptions and Unrealistic Prescriptions of Attachment Theory: A Comment on «Parents» Socioemotional Investment in Children Journal of Marriage and the Family 60 (3): 782 - 790.

Behavioral and Socioemotional Outcomes Through Age 5 of the Legacy for Children ™ Parenting Program Learn how the Legacy program affected children (Published: April 18, 2013)

This study examined the feasibility of the SWYC, a new screening tool for socioemotional and developmental problems and family risk in children birth to 5 years old, for use in American Indian and Alaska Native communities.

Fathers have an array of impacts on children's socioemotional outcomes.2, 26 Studies testing for these potential types of influences have considered both dichotomized father absence / presence and more continuous assessments of paternal care.

Much of contemporary social science and policy research is concerned with fathers» impacts on children's socioemotional development.1, 2 Yet material contributions made by fathers («breadwinning») remain central to an array of impacts on children, 3 including with respect to children's educational attainment and prospects for social success.

Socioemotional Selectivity Theory (Carstensen, 1995; Carstensen Fung, & Charles, 2003; Carstensen, Isaacowitz, & Charles, 1999) posits that time perspective affects goal setting and selection such that the salience of different goals varies across the lifespan.

Based on Socioemotional Selectivity Theory and a consideration of the ways in which Internet dating may provide convenient solutions to some of the particular dating challenges older adults may face, we have argued that there are grounds for expecting that age may be associated with increasing involvement in online dating pursuits.

If we further assume that — for reasons we will outline next — older adults may also be more motivated than younger adults to take advantage of technological advances that might facilitate achieving their romantic objectives, Socioemotional Selectivity Theory provides a theoretical justification for predicting that, compared to younger adults, older adults should be more motivated to invest in online dating activity.

With respect to the pursuit of romance, if we assume that individuals who use the Internet for this purpose are either single or dissatisfied with some aspect of their existing intimate involvements, Socioemotional Selectivity Theory has important implications for understanding whether and how age will affect their approach to the opportunities that Internet dating offers.

«I definitely use my qualitative and quantitative skills from HGSE, as well as the constructivist, contextualized approach to understanding neurological, socioemotional, and psychological dimensions of learning.»

For younger students, research has shown that chronic absenteeism in kindergarten is associated with lower achievement in reading and math in later grades, even when controlling for a child's family income, race, disability status, attitudes toward school, socioemotional development, age at kindergarten entry, type of kindergarten program, and preschool experience.

Teachers and socioemotional learning specialists at Anchorage School District and Cleveland Metropolitan School District have years of experience implementing social and emotional learning curriculum, and Cleveland educators highly recommend the Pre-Referral Intervention Manual (McCarney & Wunderlich, 2006) as an ongoing invaluable resource.

The poor track record of GED recipients reflects weaknesses in socioemotional skills such as motivation and persistence, skills that high school graduates demonstrate by completing course requirements.

«Research has shown that community violence has large, short - term impacts on children's attention and impulse control, both of which are central to students» ability to learn in school,» says Dana Charles McCoy, assistant professor of education at Harvard University's Graduate School of Education, who has studied the impact of neighborhood environments on the development of children's cognitive and socioemotional skills...

Summary of Results Predicting Later Achievement With Earlier Math and Reading Readiness and Socioemotional and Motor Skills

The scale and rapidity of the changes were grounded in the conviction of the New York City Department of Education, the Bill & Melinda Gates Foundation, and other key local stakeholders that small schools could more effectively meet the academic and socioemotional needs of disadvantaged students.

Using a nationally representative dataset of kindergarten students from the 2010 - 2011 school year, this study evaluates the effect of chronic absenteeism on both achievement and socioemotional outcomes.

One reason is that a large percentage of the economically disadvantaged students most affected by the more stringent graduation requirements enter school with weak cognitive and socioemotional skills, which tend to trail them throughout their school careers.

Districts should invest in the development of successful learning models for diverse schools, including professional development for school personnel that empowers them to address students» socioemotional needs and create inclusive school communities.

We aim to create schools and classrooms that can meet the socioemotional and academic needs of not one or two students who have been exposed to traumatic levels of chronic stress, but the needs of a classroom full of traumatized children.

A key goal of the study is to provide researchers and policymakers with enhanced understanding of the school and non-school influences associated with mathematics and reading achievement, socioemotional health, and positive life development during the middle grades years and beyond.

Julian Betts, Ronald G. Rode, Peter D. Bell, Karen Volz Bachofer, Andrew Zau, and Dina Policar University of California, San Diego «The Relation Between School Climate and Student Outcomes in San Diego: Using Research to Tailor Socioemotional Supports in a Large Urban District»

In the review, Mindfulness - Based Interventions for Improving Cognition, Academic Achievement, Behavior and Socioemotional Functioning of Primary and Secondary Students, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academiSocioemotional Functioning of Primary and Secondary Students, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academisocioemotional processes for students, but that they do not improve behavior or academic performance.

For example, for the first time in the beginning of the 2017 — 2018 school year, all students at each sixth -, seventh -, and eighth - grade level received a unique Starting Strong growth mindset intervention within in the first month of school and each grade received a unique Staying Strong three - week growth mindset intervention during a school - wide socioemotional learning unit.

Thus, the causes and consequences of disparities in students» non-cognitive outcomes (known variously as socioemotional skills, character skills, social skills, and 21st - century skills), remains under - studied.

CLASS (Pianta & La Paro, 2003) describes and measures classroom quality from PreK to Grade 3 using a common set of dimensions and rating scales, with grade - specific examples reflecting both instructional and socioemotional aspects of the classroom environment.

Regents of the University of California Santa Barbara, Santa Barbara, CA $ 144,000 over two years to support Michael Gottfried's study, «The Role of Full - Day Kindergarten for Children with Disabilities: Effects on Achievement and Socioemotional Development.»

A person - oriented approach examined patterns of functioning in social and executive function domains at 54 months and in turn forecasted 5th - grade socioemotional and achievement outcomes for 944

Unfortunately these sources of information are extremely blunt instruments that cause students to misperceive the academic, socioemotional, and financial fit of a college.

Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school.

Socioemotional development may be the domain of development most affected by the Neglectful / Uninvolved Parenting style.

In bivariate and multivariate logistic regression models, 8 social risk factors were tested as independent predictors of 4 parent - reported child health outcomes: global health status, dental health, socioemotional health, and overweight.

Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten?

Family physicians are usually one of the first professionals that young parents refer to for counsel on the care of their young child, particularly with physical and socioemotional development.

Socioemotional and behavioral adjustment among school - age children with learning disabilities: The moderating role of maternal personal resources.

However, as a consequence of young mothers being required to work, infants may be placed in child care at a very early age, and mothers often require a patchwork of solutions, some of which may be substandard.40 Quality child care and early childhood education are extremely important for the promotion of cognitive and socioemotional development of infants and toddlers.41 Yet, child care may cost as much as housing in most areas of the United States, 25 % of the budget of a family with 2 children, and infant care can cost as much as college.42 Many working families benefit from the dependent care tax credit for the cost of child care, allowing those families to place their children in a certified or higher - quality environment.43 However, working families who do not have sufficient income to pay taxes are not able to realize this support for their children, because the credit is not refundable or paid to families before taxation.44 Therefore, some of the most at - risk children who might benefit from high - quality early childhood education are not eligible for financial support.

«The impact of poverty and low socioeconomic status on the socioemotional functioning of African - American children and adolescents: mediating effects,» in Social and Emotional Adjustment and Family Relations in Ethnic Minority Families, eds R. D. Taylor and M. Wang (Mahwah, NJ: Erlbaum), 7 — 34.

The impact of maternal depression on child academic and socioemotional outcomes.