Using secondary analysis of existing data from the Montreal Longitudinal Preschool Study (MLPS, Canada), we examine the basic influence of early behavioral change upon later peer affiliation at the end of elementary school. We also verify the reliable nature of the teacher-ratings, as a more cost-effective alternative to socio-metric measures. Key child variables and their sources include kinde...

Children's interactions with peers in early childhood have been consistently linked to their academic and social outcomes. Although both child and classroom characteristics have been implicated as contributors to children's success, there has been scant research linking child temperament, teacher-child relationship quality, and peer interactions in the same study. The purpose of this study is t...

Research on students' motivation has shown that motivation can be enhanced or undermined by social factors. However, when interpreting such findings, interindividual differences, and intraindividual changes underlying students' perception of peers and teachers as a source of motivation are often neglected. The aim of the present study was to complement our understanding of socio-motivational de...

The research aimed at investigating types of scaffolding, the ways a teacher provides and benefits challenges scaffolding in teaching writing News Item text tenth graders senior high school Bandung. This employed qualitative design, embracing characteristic case study. data were obtained from non-participant classroom observation for six meetings, one interview. collected interview transcribed ...

OBJECTIVE To determine whether children with hemifacial microsomia (HFM) have higher risk for psychosocial problems than children without HFM. METHODS One hundred and thirty-six children with HFM (64% male, mean age = 6.9 years) were compared to 568 matched controls (50% male, mean age = 7.0 years) on parent and teacher measures of behavior problems and social competence, and teacher rankings...

Mi-Hwa Park is an assistant professor in the Department of Early Childhood and Elementary Education of the College of Education at Murray State University, Murray, Kentucky. tential for improvement in ELLs’ learning engagement. Indeed, learning engagement is a strong indicator of academic success (Hyson, 2008). In the context of teaching ELLs, however, little information is available on discuss...