The goals of the study were to examine the predictive power of general cognitive ability, working memory, and self-efficacy in first grade for academic functioning of children at risk for learning disabilities in second grade. The study involved 82 children (age 6-7 years) from five local public elementary schools in middle-class neighborhoods in Jerusalem, including 41 children at risk for specific learning disabilities and 41 typically developing peers. In the first stage of the study, (performed at the end of first grade), general cognitive ability and working memory were assessed using subtests from the Wechsler Intelligence Scale for Children (the subtests consisted of:  Vocabulary and Block Design for general cognitive ability; Arithmetic and Digit Span for working memory). Academic self-efficacy was rated using a structural interview. At follow-up, academic functioning was assessed at the end of second grade. A serial-multiple mediation analysis revealed significant mediating roles for levels of performance in the Arithmetic subtest and for academic self-efficacy in predicting the academic functioning in second grade. The significance of the Arithmetic subtest, based on contemporary research on the structure of the intelligence was proposed. Educational implications call for sensitizing teachers to the unique role of academic self-efficacy in shaping trajectories of academic functioning development among children with RLD and in using effective strategies of promoting self-efficacy.

In this study, a cluster analysis was performed by creating a data set from students' personality traits and academic procrastination behaviours. Correlation analysis was done to examine the relationship between the variables, and the characteristics of the formed clusters and the association of the clusters with the perceived socioeconomic status were examined. Cluster analysis is a simple and practical method for classifying a set of complex data based on certain variables and making them more meaningful and using the results as an aid to decision-making. Clustering algorithms handle such data effectively, making it more meaningful. Following the analysis, it was revealed that two clusters had formed. The first of the clusters includes 65.2 % of the sample population; the level of procrastination and the mean score of neurotic personality traits were calculated higher than the other cluster. The remaining part of the sample population (34.8 %) constitutes the second cluster. The mean scores of studying systematically habits and extroversion, agreeableness, conscientiousness, and openness to experience personality traits of the students forming this cluster are higher than the other cluster. No association was observed between the clusters and the perceived socioeconomic levels of the students. The distributions of socioeconomic levels within the clusters are similar to each other. When the correlations of these variables are examined; positive relationships were found between the level of procrastination and neurotic personality traits. Procrastination behaviour and neurotic personality traits were also negatively correlated with other variables.

The Coronavirus disease (COVID-19) pandemic has affected people in multiple dimensions. In addition to the social, physical health, financial, and mental health impacts of the pandemic, many United States (U.S.) college students experienced an abrupt transition to online learning in Spring 2020, resulting in a significant disruption to their learning and life. In this study, we examined COVID-19 impacts as reported by college students enrolled in an online class in Spring 2020 via an extra-credit survey. Participants reported predominantly negative impacts, but positive impacts were also reported. A total of 61 aspects of impact were identified reflecting six major themes: academic, housing and travel related, physical health-related, financial and work-related, social life, and mental health related impacts. We found that females reported significantly more overall negative impacts and significantly more academic and housing/travel related impacts than males. Black students reported significantly fewer positive impacts compared to non-Black students in the sample. Asian students reported significantly more academic impacts than White students. In addition, participants in the fully online degree program had significantly fewer overall impacts and significantly fewer academic impacts than those in the residential degree program. Implications of the findings were discussed.

The current study aimed to investigate the effectiveness of an online dynamic test in reading and writing, differentiating in typically developing children (n = 47) and children diagnosed with dyslexia (n = 30) aged between nine and twelve years. In doing so, it was analysed whether visual working memory, auditory working memory, inhibition, cognitive flexibility, and reading self-concept were related to the outcomes of the online dynamic test. The study followed a pretest-training-posttest design with two conditions: experimental (n = 41), who received training between the pretest and posttest, and control (n = 37), who received training after the posttest. Results showed that typically developing children and children diagnosed with dyslexia in both conditions could improve their reading and writing accuracy scores, while the training in prosodic awareness might have tapped into children's potential for learning. Moreover, results revealed that in children diagnosed with dyslexia, training in the domain of writing competence could compensate for cognitive flexibility. However, training was not found to compensate for reading self-concept in children diagnosed with dyslexia.

In recent years, children and adolescents have spent more time sitting and engaging in less physical activity than recommended by health authorities. Despite widespread efforts to promote physical activity through school-based programs, the impact of specific intervention programs often remains untested. Therefore, in this pilot study, the effects of a national school-based physical activity program were assessed. A sample of 80 first- and second-grade primary school students aged between 7 and 9 years (M = 7.95, SD = 0.44) of eight classes was cluster randomly assigned to either the experimental group (EG; classroom-based physical activity breaks) or the control group (CG; conventional school lessons). Primary outcomes included objective measurements of sedentary behaviour, step counts, and moderate-to-vigorous physical activity (MVPA) during the intervention. Secondary outcomes encompassed assessments of aerobic fitness performance, executive functions, academic achievement, and scholastic well-being before and after the 20-week intervention. The results indicate that students of the EG spent less time sedentary and took more steps during school mornings than their counterparts of the CG. The physical activity program resulted in a 630-step increase and a 10-minute reduction in sitting time daily. However, there were no effects on MVPA level, aerobic fitness performance, or cognitive functions (including executive functions and academic achievement). The implications of these findings are discussed in light of comprehensive school physical activity approaches.

According to the systems perspective, the influence of various systems (e.g., family, school, community) on children's behavior at school is highly acknowledged. It is therefore accepted that problem behavior in the classroom originates from social interactions, providing a conceptual framework where problems are seen as indicative of dysfunction within the school system, thus removing blame from the individual child, the teacher, or the parents. Addressing the importance of interactions among students, teachers, and parents in this system, the present study aimed to identify and compare the types of behaviors that Greek primary and secondary teachers and parents view as problematic in the classroom. A sample of 378 teachers and 69 parents were asked to identify which behaviors were considered troublesome. Exploratory factor analysis revealed five categories of behaviors perceived as problematic by parents and teachers: Externalizing behaviors, School Difficulties, Internalizing behaviors, Attention seeking behaviors, and Hyperactivity/attention difficulties. Both teachers and parents considered externalizing behaviors to be more troublesome than other types of behavior. Teachers tend to worry less than parents about all types of children’s behaviors, except for school difficulties. The findings highlight the importance of considering diverse perspectives within the school system when designing interventions to address the specific needs of school communities while also promoting collaboration among all members of the school system.