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Associations between neighborhood characteristics and adjustment of 168 urban fifth-grade children were explored. High neighborhood risk was associated with parent and teacher reports of child misconduct, and with parent and child reports of child psychological distress, while child and parent perceptions of neighborhood dangers appeared to mediate these(More)
The article presents a framework for explaining how teachers’ perspectives and knowledge about child development contribute to classroom practices and considers the implications of that framework for teacher education and for research on teacher education. The framework describes relations among different theoretical views on children’s cognitive and social(More)
This study analyzes the PISA 2003 data to describe the family demographic and educational process characteristics of immigrant adolescents in Canada, France, Germany and the United States of America (USA) and investigates the relationship between family circumstances and the adolescents’ educational success. The four countries are among those that receive(More)
Demographic and psychological predictors of parent involvement with their children’s science education both at home and at school were examined during high school. Associations between both types of parent involvement and numerous academic outcomes were tested. Data were collected from 244 high school students in 12 different science classrooms using(More)
One's beliefs about whether ability is fixed or malleable-also known as fixed or growth mindset-can impact academic outcomes. This quasi-experimental study investigated effects of a six-week classroom intervention targeting growth mindset on students' daily quality of experience in science classrooms. Seventh grade (N = 370) and 9th grade (N = 356) students(More)
Youth who participate in service activities differ from those who do not on a number of key demographic characteristics like socio-economic status and other indicators of risk; and most studies demonstrating positive outcomes among service participants employ small non-representative samples. Thus, there is little evidence as to whether the outcomes(More)
Perceived utility value has been related to students’ motivation in academic domains, and a selfgenerated utility intervention has been found to promote academic interest and performance among students with low expectancies for success. This study tested the effects of a selfgenerated utility intervention among 7 and 9 grade science students. Students given(More)
When the public, elected officials, and child advocates focus on the risks and opportunities inherent in after-school hours, discussions quickly hone in on the benefits that after-school programs might offer. This article points out, however, that parents and children consider a wide variety of options for the after-school hours. Children may be with a(More)
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