Results for 'Child and School Psychology. '

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  1.  16
    Child and Adolescent Social Adaptive Functioning Scale: Factorial Invariance, Latent Mean Differences, and Its Impact on School Refusal Behavior in Spanish Children.Carolina Gonzálvez, Cándido J. Inglés, Ainhoa Martínez-Palau, Ricardo Sanmartín, María Vicent & José M. García-Fernández - 2019 - Frontiers in Psychology 10.
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  2.  35
    School Psychology Students' Beliefs About Their Preparation and Concern With Ethical Issues.Georgiana Shick Tryon - 2001 - Ethics and Behavior 11 (4):375-394.
    This study investigated school psychology doctoral students' beliefs concerning their preparation for, and concern about, dealing with 12 ethical issues based on year in graduate school and whether they had taken an ethics course. Two hundred thirty-three doctoral students from 18 of the 44 American Psychological Association accredited programs in school psychology listed in the December 1996 issue of the American Psychologist completed ethical issues surveys. Results showed that students who had taken an ethics course and those (...)
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  3. Causality, interpretation, and the mind.William Child - 1994 - Oxford, UK: Oxford University Press.
    Philosophers of mind have long been interested in the relation between two ideas: that causality plays an essential role in our understanding of the mental; and that we can gain an understanding of belief and desire by considering the ascription of attitudes to people on the basis of what they say and do. Many have thought that those ideas are incompatible. William Child argues that there is in fact no tension between them, and that we should accept both. He (...)
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  4.  31
    Wittgenstein.William Child - 2011 - New York: Routledge.
    Life and works -- The Tractatus, language and logic -- The Tractatus, reality and the limits of language -- From the Tractatus to philosophical investigations -- Intentionality and rule-following -- Mind and psychology -- Knowledge and certainty -- Religion and anthropology -- Legacy and influence.
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  5.  12
    The Oxford Handbook of School Psychology.Melissa A. Bray & Thomas J. Kehle - 2013 - Oxford University Press USA.
    With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents.Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change (...)
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  6.  5
    Learning From the Inside-Out: Child Development and School Choice.Manya Catrice Whitaker - 2016 - Rowman & Littlefield Publishers.
    Learning from the Inside-Out: Child Development and School Choice is the first book of its kind to marry child development, educational psychology, neuroscience, and pedagogy. This book goes beyond the now banal conversation of differentiating students based upon gender, race, and class. This book is about the cognitive and social needs of students throughout the developmental span and how to identify schools that meet those needs. In essence, this book rejects the one-size-fits-all discourse of education reform in (...)
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  7.  22
    Young People Who Meaningfully Improve Are More Likely to Mutually Agree to End Treatment.Julian Edbrooke-Childs, Luís Costa da Silva, Anja Čuš, Shaun Liverpool, Catarina Pinheiro Mota, Giada Pietrabissa, Thomas Bardsley, Celia M. D. Sales, Randi Ulberg, Jenna Jacob & Nuno Ferreira - 2021 - Frontiers in Psychology 12.
    Objective: Symptom improvement is often examined as an indicator of a good outcome of accessing mental health services. However, there is little evidence of whether symptom improvement is associated with other indicators of a good outcome, such as a mutual agreement to end treatment. The aim of this study was to examine whether young people accessing mental health services who meaningfully improved were more likely to mutually agree to end treatment.Methods: Multilevel multinomial regression analysis controlling for age, gender, ethnicity, and (...)
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  8. Wittgenstein, Scientism, and Anti-Scientism in the Philosophy of Mind.William Child - 2017 - In Jonathan Beale & Ian James Kidd (eds.), Wittgenstein and Scientism. Abingdon: Routledge. pp. 81-100.
    Part 1 of this paper sketches Wittgenstein’s opposition to scientism in general. Part 2 explores his opposition to scientism in philosophy focusing, in particular, on philosophy of mind; how must philosophy of mind proceed if it is to avoid the kind of scientism that Wittgenstein complains about? Part 3 examines a central anti-scientistic strand in Wittgenstein’s Last Writings on the Philosophy of Psychology volume II: his treatment of the ‘uncertainty’ of the relation between ‘outer’ behaviour and ‘inner’ experiences and mental (...)
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  9. Causation and Interpretation: Some Questions in the Philosophy of Mind.T. W. Child - 1989 - Dissertation, University of Oxford (United Kingdom)
    Available from UMI in association with The British Library. Requires signed TDF. ;I deal with two themes: the idea that an account of thought should be given by giving an account of the ascription of thoughts by a radical interpreter--which I call interpretationism; and the idea that psychological concepts like action and perception are essentially causal. It has often been thought that these two themes conflict; or at least, that if they can co-exist, then they must be kept separate, and (...)
     
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  10. Reply to Simulation Theory and Mental Concepts.William Child - 2002 - In Jerome Dokic & Joelle Proust (eds.), Simulation and Knowledge of Action. John Benjamins.
     
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  11. The unconscious.Charles Manning Child (ed.) - 1928 - Freeport, N.Y.,: Books for Libraries Press.
    The beginnings of unity and order in living things, by C. M. Child.--On the structure of the unconscious, by K. Koffka.--The genesis of social reactions in the young child, by J. E. Anderson.--The unconscious of the behaviorist, by J. B. Watson.--The unconscious patterning of behavior in society by E. Sapir.--The configurations of personality, by W. I. Thomas.--The prenatal and early postnatal phenomena of consciousness, by M. E. Kenworthy.--Values in social psychology, by F. L. Wells.--Higher levels of mental integration, (...)
     
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  12.  9
    The Inner and the Outer.William Child - 2017 - In Hans-Johann Glock & John Hyman (eds.), A Companion to Wittgenstein. Chichester, West Sussex, UK: Wiley-Blackwell. pp. 465–477.
    This chapter distinguishes two uses of the terms “inner” and “outer” in Wittgenstein's writings on philosophy of mind. It discusses the inner‐outer picture by exploring Wittgenstein's account of the origin and appeal of the picture, his reasons for rejecting it, and his own very different way of thinking of common‐sense psychology. The chapter considers his account of our relation to our own experiences and attitudes, and discusses his suggestion that utterances like 'I'm in pain' or 'I want an apple' are (...)
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  13.  40
    Reply to Alvin I. Goldman.William Child - 2002 - In Jérôme Dokic & Joëlle Proust (eds.), Simulation and Knowledge of Action. Amsterdam: John Benjamins. pp. 45--21.
  14.  7
    Frustration and the quality of performance: II. A theoretical statement.Irvin L. Child & Ian K. Waterhouse - 1953 - Psychological Review 60 (2):127-139.
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  15.  2
    Causalism and Interpretationism: The Problem of Compatibility.William Child - 1994 - In Causality, interpretation, and the mind. Oxford, UK: Oxford University Press.
    Interpretationism in the philosophy of mind is often thought to conflict with the idea that beliefs and desires play a genuinely causal role. It is argued that there is in fact no such conflict and that a causal understanding of the mental is essential for realism about mental phenomena and about the relations between thought and reality. First, the chapter considers and responds to various reasons for thinking that the metaphysics of interpretationism is incompatible with a causal view of the (...)
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  16. Steiner education in theory and practice.Gilbert Childs - 1991 - Edinburgh: Floris Books.
    Rudolf Steiner is perhaps most widely known as the founder of the Waldorf schools and for his challenging and innovative ideas on children's mental development and education. What these ideas are and how they are put into practice are not so well known. Steiner (Waldorf) Education is a clear exposition of Steiner's view of the child as a developing personality based on body, soul, and spirit. It describes the stages of the child's development and gives a detailed account (...)
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  17.  10
    Frustration and the quality of performance: I. A critique of the Barker, Dembo, and Lewin experiment.Irvin L. Child & Ian K. Waterhouse - 1952 - Psychological Review 59 (5):351-362.
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  18.  22
    Child and Adolescent Depression: A Review of Theories, Evaluation Instruments, Prevention Programs, and Treatments. [REVIEW]Elena Bernaras, Joana Jaureguizar & Maite Garaigordobil - 2019 - Frontiers in Psychology 10.
    Depression is the principal cause of illness and disability in the world. Studies charting the prevalence of depression among children and adolescents report high percentages of youngsters in both groups with depressive symptoms. This review analyzes the construct and explanatory theories of depression and offers a succinct overview of the main evaluation instruments used to measure this disorder in children and adolescents, as well as the prevention programs developed for the school environment and the different types of clinical treatment (...)
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  19.  4
    ‘I’m not X, I just want Y’: Formulating ‘wants’ in interaction.Carrie Childs - 2012 - Discourse Studies 14 (2):181-196.
    This article provides a conversation analytic description of a two-part structure, ‘I don’t want X, I want/just want Y’. Drawing on a corpus of recordings of family mealtimes and television documentary data, I show how speakers use the structure in two recurrent environments. First, speakers may use the structure to reject a proposal regarding their actions made by an interlocutor. Second, speakers may deliver the structure following a co-interactant’s formulation of their actions or motivations. Both uses decrease the likelihood of (...)
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  20.  9
    Longitudinal Association Between Child Psychological Abuse and Neglect and Academic Achievement in Chinese Primary School Children: A Moderated Mediation Model.Jiajing Li, Ziying Li, Xiuya Lei, Jingyuan Yang, Xiao Yu & Haoning Liu - 2022 - Frontiers in Psychology 13.
    To investigate the relationships among child psychological abuse and neglect, children’s learning engagement, family socioeconomic status, and children’s academic achievement, 271 children and their parents participated in this study with a longitudinal design. Results revealed that learning engagement at T1 mediated the relationship between CPAN at T1 and academic achievement at T2 when gender, age, grade, and academic achievement at T1 were under control. Family SES at T1 moderated the relationship between children’s learning engagement at T1 and academic achievement (...)
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  21.  45
    From Reading Minds to Social Interaction: Respecifying Theory of Mind. [REVIEW]Carrie Childs - 2014 - Human Studies 37 (1):103-122.
    The aim of this paper is to show some of the limitations of the Theory of Mind approach to interaction compared to a conversation analytic alternative. In the former, mental state terms are examined as words that signify internal referents. This study examines children’s uses of ‘I want’ in situ. The data are taken from a corpus of family mealtimes. ‘I want’ constructions are shown to be interactionally occasioned. The analysis suggests that (a) a referential view of language does not (...)
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  22.  5
    School Belonging in Adolescents: Theory, Research and Practice.Kelly-Ann Allen - 2017 - Singapore: Imprint: Springer. Edited by Margaret L. Kern.
    This book explores the concept of school belonging in adolescents from a socio-ecological perspective, acknowledging that young people are uniquely connected to a broad network of groups and systems within a school system. Using a socio-ecological framework, it positions belonging as an essential aspect of psychological functioning for which schools offer unique opportunities to improve. It also offers insights into the factors that influence school belonging at the student level during adolescence in educational settings. Taking a socio-ecological (...)
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  23.  19
    The Schooling of Women: Maternal Behavior and Child Environments.Robert A. LeVine & Sarah E. LeVine - 2001 - Ethos: Journal of the Society for Psychological Anthropology 29 (3):259-270.
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  24.  28
    Everyday Life and Public Elementary School in Brazil: A Critical Psychological Intervention Model.Raquel Guzzo, Ana Paula Moreira & Adinete Mezzalira - 2015 - Outlines. Critical Practice Studies 16 (2):71-87.
    Brazil has one of the highest levels of economic disparity in the world. The educational system plays a large role in this reality, acting as a mechanism of social exclusion. Neoliberalism has resulted in the commodification of education, empowering private schools while undermining the public system. This has created a vicious cycle, whereby educational inequality reflects and reinforces social inequality. Such a system violates the rights of children not lucky enough to be born into wealth – the right to equal (...)
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  25. Workshop participants.Janette Atkinson, Edoardo Bisiach, Oliver Braddick, Bill Brewer, Michele Brouchon, Peter Bryant, George Butterworth, John Campbell, Bill Child & Lynn A. Cooper - 1993 - In Naomi Eilan, Rosaleen A. McCarthy & Bill Brewer (eds.), Spatial representation: problems in philosophy and psychology. Blackwell. pp. 400.
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  26.  46
    Culture, History, Biology, and Body: Native and Non‐Native Acquisition of Technological Skill.Ashley E. Maynard, Patricia M. Greenfield & Carla P. Childs - 1999 - Ethos: Journal of the Society for Psychological Anthropology 27 (3):379-402.
  27.  25
    Suicidal Ideation, Psychological Distress and Child-To-Parent Violence: A Gender Analysis.Belén Martínez-Ferrer, Ana Romero-Abrio, Celeste León-Moreno, María Elena Villarreal-González & Daniel Musitu-Ferrer - 2020 - Frontiers in Psychology 11.
    Child-to-parent violence is a growing public health problem with consequences for perpetrators and families. Most research has focused on individual and family risk factors. However, little is known about its links with individual outcomes. The aim of this study was to analyze the relationships between CPV and psychological distress, suicidal ideation, and self-concept in school-aged adolescents, taking into account the gender perspective. A study was conducted with a sample of 8,115 adolescents, aged between 11 and 16 years from (...)
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  28.  13
    The Impact of Differential Parenting: Study Protocol on a Longitudinal Study Investigating Child and Parent Factors on Children’s Psychosocial Health in Hong Kong.Catalina Sau Man Ng, Ming Ming Chiu, Qing Zhou & Gail Heyman - 2020 - Frontiers in Psychology 11:524556.
    Adolescents who believe that their parents treat them differently from their siblings have poorer psychosocial well-being than otherwise. This phenomenon, which is known as parental differential treatment or PDT occurs in up to 65% of families. Past studies have examined socio-demographic variables (e.g., child gender, age, and birth order) as predictors of PDT, but these immutable characteristics do little to inform interventions and help these adolescents. Hence, this study extends past research by investigating links among parent empathy, parent perception (...)
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  29.  20
    Influences of Teacher–Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years.Jing Chen, Hui Jiang, Laura M. Justice, Tzu-Jung Lin, Kelly M. Purtell & Arya Ansari - 2020 - Frontiers in Psychology 11:586991.
    Interactions with teachers and peers are critical for children’s social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which teachers influence child-perceived peer social support and peer victimization for 2,678 children within 183 classrooms in preschool through grade three. Two levels of teacher influence are considered, namely teacher- (...) closeness and conflict relationships at the child-level, and teacher management of interpersonal interactions at the classroom-level. Results of multilevel regression models showed that teacher-child closeness was associated with the growth of child-perceived peer social support from fall to spring, whereas teacher-child conflict and teachers’ behavior management practices were associated with the change in child-perceived peer victimization across the academic year. These associations were unique and above and beyond the influence of children’s actual peer social interactions, including reciprocal friendships and the collective classroom reputation of peer victimization. Collectively, findings highlight the multi-faceted teacher roles in shaping children’s perceptions of their peer social experiences during the earliest years of schooling. (shrink)
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  30.  9
    Parental Beliefs and Knowledge, Children’s Home Language Experiences, and School Readiness: The Dual Language Perspective.Rufan Luo, Lulu Song, Carla Villacis & Gloria Santiago-Bonilla - 2021 - Frontiers in Psychology 12.
    Parental beliefs and knowledge about child development affect how they construct children’s home learning experiences, which in turn impact children’s developmental outcomes. A rapidly growing population of dual language learners (DLLs) highlights the need for a better understanding of parents’ beliefs and knowledge about dual language development and practices to support DLLs. The current study examined the dual language beliefs and knowledge of parents of Spanish-English preschool DLLs (n= 32). We further asked how socioeconomic and sociocultural factors were associated (...)
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  31.  10
    Child Abuse at an Ecuadorian School in Ambato.Katherine Romero Viamonte, Marina Isabel Villacís Salazar & Ernesto Jara Vázquez - 2016 - Humanidades Médicas 16 (2):215-226.
    Introducción: El maltrato infantil se define como el abuso y la desatención de que son objeto los menores de 18 años; incluye el maltrato físico o psicológico, abuso sexual, desatención, negligencia y explotación comercial o de otro tipo que puedan causar un daño a la salud, al desarrollo o la dignidad del niño, y poner en peligro su supervivencia, en el contexto de una relación de responsabilidad, confianza o poder. Método: Se realizó un estudio prospectivo, con enfoque cuali-cuantitativo, modalidad de (...)
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  32.  2
    Child Psychopathology: Diagnostic Criteria and Clinical Assessment.Stephen R. Hooper, George W. Hynd & Richard E. Mattison (eds.) - 1991 - Psychology Press.
    These two companion volumes provide a comprehensive review and critical evaluation of the major DSM-III and DSM-III-R child disorders. Their major goal is to provide diagnostic and assessment guidelines that are based on scientific literature in specific clinical domains. Each chapter contains a discussion of the historical background of a particular diagnosis, definitional issues, a critical but selective review of the literature addressing the diagnosis in question, proposed changes in the diagnostic criteria based on the available literature, and proposed (...)
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  33.  4
    Child Psychopathology: Diagnostic Criteria and Clinical Assessment.Stephen R. Hooper, George W. Hynd & Richard E. Mattison (eds.) - 1991 - Psychology Press.
    These two companion volumes provide a comprehensive review and critical evaluation of the major DSM-III and DSM-III-R child disorders. Their major goal is to provide diagnostic and assessment guidelines that are based on scientific literature in specific clinical domains. Each chapter contains a discussion of the historical background of a particular diagnosis, definitional issues, a critical but selective review of the literature addressing the diagnosis in question, proposed changes in the diagnostic criteria based on the available literature, and proposed (...)
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  34.  4
    The student’s drawing of teacher’s pictorial Value as a predictor of the student–teacher relationship and school adjustment.Anna Di Norcia, Anna Silvia Bombi, Giuliana Pinto & Eleonora Cannoni - 2022 - Frontiers in Psychology 13.
    This study employs the scale of Value from Pictorial Assessment of Interpersonal Relationships to investigate the links between the importance attributed by primary students to their teachers and two independent measures of scholastic wellbeing, provided by teachers and parents. During middle childhood, the teacher is one of the most significant adults with whom children interact daily; a student–teacher relationship warm and free from excessive dependency and conflict is very important for children wellbeing; however, children’s recognition of teacher importance as an (...)
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  35.  39
    The Child and the Curriculum And; The School and the Society.John Dewey - 2021 - Hassell Street Press.
    This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...)
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  36. The school and society.John Dewey - 1930 - London: Feffer & Simons. Edited by Jo Ann Boydston & John Dewey.
    First published in 1899, The School and Society describes John Dewey’s experiences with his own famous Laboratory School, started in 1896. Dewey’s experiments at the Labora­tory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey’s per­vasive concern with the need for a rich, dynamic, and viable society. In his introduction to this volume, Joe R. (...)
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  37.  15
    The relationship between parental phubbing and learning burnout of elementary and secondary school students: The mediating roles of parent-child attachment and ego depletion.Qingqing He, Bihua Zhao, Hua Wei & Feng Huang - 2022 - Frontiers in Psychology 13.
    In this study, we examined the effects of parental phubbing on learning burnout in elementary and secondary school students and its mechanism of action. A questionnaire method was applied to investigate parental phubbing, parent–child attachment, ego depletion, and learning burnout among 2090 elementary and secondary school students in Anhui Province, China. The results are as follows: Parental phubbing was significantly correlated with parent–child attachment, ego depletion, and learning burnout; Parental phubbing has an indirect impact on learning (...)
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  38.  8
    Emotional Stress During Pregnancy – Associations With Maternal Anxiety Disorders, Infant Cortisol Reactivity, and Mother–Child Interaction at Pre-school Age.Anna-Lena Zietlow, Nora Nonnenmacher, Corinna Reck, Beate Ditzen & Mitho Müller - 2019 - Frontiers in Psychology 10.
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  39.  18
    Inquiry and Critical Thinking in School-Based Problem Solving.Christine M. Bonfiglio, Iii Edward J. Daly & Ruth A. Ervin - 2002 - Inquiry: Critical Thinking Across the Disciplines 21 (4):5-7.
    This report describes a consultation case between a special education teacher and a school psychology student for a first grade student with a diagnosis of educable mental impairment. Adherence to data-based decision making and direct manipulation of hypothesized variables believed to be maintaining problem behaviors in the classroom revealed factors that were influencing the child’s behavior in the classroom. The teacher changed her behavior toward the student before a formal intervention plan could be developed and changes in student (...)
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  40.  6
    Tendencies in Child and Educational Psychology.M. V. O'shea - 1907 - Journal of Philosophy, Psychology and Scientific Methods 4 (8):219-220.
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  41.  6
    The School and Society.Joe R. Burnett - 1980 - Southern Illinois University Press.
    First published in 1899, The School and Society describes John Dewey's experiences with his own famous Laboratory School, started in 1896. Dewey's experiments at the Labora­tory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey's per­vasive concern with the need for a rich, dynamic, and viable society. In his introduction to this volume, Joe R. (...)
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  42.  5
    The School and Society.Jo Ann Boydston (ed.) - 1980 - Southern Illinois University Press.
    First published in 1899,_ __The School and Society _describes John Dewey’s experiences with his own famous Laboratory School, started in 1896. Dewey’s experiments at the Labora­tory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey’s per­vasive concern with the need for a rich, dynamic, and viable society. In his introduction to this volume, Joe R. (...)
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  43.  4
    A Further Look at Reading the Mind in the Eyes-Child Version: Association With Fluid Intelligence, Receptive Language, and Intergenerational Transmission in Typically Developing School-Aged Children.Anna Maria Rosso & Arianna Riolfo - 2020 - Frontiers in Psychology 11.
    A number of tasks have been developed to measure the affective theory of mind, nevertheless, recent studies found that different affective ToM tasks do not correlate with each other, suggesting that further studies on affective ToM and its measurement are needed. More in-depth knowledge of the tools that are available to assess affective ToM is needed to decide which should be used in research and in clinical practice, and how to interpret results. The current study focuses on the Reading the (...)
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  44.  5
    Positive Psychology Interventions in Practice.Carmel Proctor (ed.) - 2017 - Cham: Imprint: Springer.
    This book presents recent advancements in positive psychology, specifically its application across broad areas of current interest. Chapters include submissions from various international authors in the field and cover discussion and presentation of relevant research, theories, and applications. The volume covers topics such as CBT, Student Resilience, Active Aging, Humour, Mindfulness, Character Strengths, Education, Health, Relationships, Workplaces, Performance, Technology, Design, and Communities. With the growing interest in the applications of positive psychology across diverse fields within psychology and beyond, this book (...)
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  45.  12
    A bioecological systems review of ethical practice in educational and school psychology.Paula Prendeville & William Kinsella - forthcoming - Ethics and Behavior.
    This narrative scoping review examines ethical practice in educational and school psychology from a bioecological systems’ perspective. A search of four databases yielded 34 articles in the final narrative synthesis. Informed by Bronfenbrenner and Morris’ bioecological systems theory, the ethical experiences of educational and school psychologists were analyzed using the concepts of Process, Person, Context and Time. The complexity, intensity and frequency of ethical dilemmas are reviewed in Process. The demand, resource, and force characteristics impacting on psychologists as (...)
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  46.  29
    The Relation between Maternal Work Hours and Primary School Students’ Affect in China: The Role of the Frequency of Mother–Child Communication and Maternal Education.Huan Zhou, Bo Lv, Xiaolin Guo, Chunhui Liu, Bing Qi, Weiping Hu, Zhaomin Liu & Liang Luo - 2017 - Frontiers in Psychology 8.
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  47.  20
    Who Benefits From Being an Only Child? A Study of Parent–Child Relationship Among Chinese Junior High School Students.Yixiao Liu & Quanbao Jiang - 2021 - Frontiers in Psychology 11.
    After more than three decades of implementation, China’s one-child policy has generated a large number of only children. Although extensive research has documented the developmental outcomes of being an only child, research on the parent–child relational quality of the only child is somewhat limited. Using China Education Panel Survey (2014), this study examined whether the only child status was associated with parent–child relationships among Chinese junior high school students. It further explored whether children’s (...)
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  48.  12
    Tendencies in Child and Educational Psychology. [REVIEW]Naomi Norsworthy - 1907 - Journal of Philosophy, Psychology and Scientific Methods 4 (8):219-220.
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  49.  71
    Why Educational Neuroscience Needs Educational and School Psychology to Effectively Translate Neuroscience to Educational Practice.Gabrielle Wilcox, Laura M. Morett, Zachary Hawes & Eleanor J. Dommett - 2021 - Frontiers in Psychology 11.
    The emerging discipline of educational neuroscience stands at a crossroads between those who see great promise in integrating neuroscience and education and those who see the disciplinary divide as insurmountable. However, such tension is at least partly due to the hitherto predominance of philosophy and theory over the establishment of concrete mechanisms and agents of change. If educational neuroscience is to move forward and emerge as a distinct discipline in its own right, the traditional boundaries and methods must be bridged, (...)
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  50.  14
    Exploring Children’s Creative Self-Efficacy Affected by After-School Program and Parent–Child Relationships.Chen-Chu Liang & Yu-Hsi Yuan - 2020 - Frontiers in Psychology 11.
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