Sibling effects on problem and prosocial behavior in childhood: Patterns of intrafamilial "contagion" by birth order.

We investigated longitudinal relations between siblings' problem and prosocial behavior, measured by the Strengths and Difficulties Questionnaire, among different sibship sizes in the UK's Millennium Cohort Study. We identified 3436 families with two children and 1188 families with three children. All children (cohort members and their older sibling [OS]) had valid data on behavior at two time points (in 2004 and 2006). Using structural equation model, we found that for internalizing and externalizing problems, OSs (MOS1 = 6.3 years, MOS2 = 9.1 years at T1) exerted a dominant effect on younger siblings (Mage = 3.12 years at T1; 49.7% boys) across sibship sizes. For prosocial behavior, there was OS dominance in two-child families and youngest sibling dominance in three-child families.

The potential of biophysiology for understanding motivation, engagement and learning experiences.

BACKGROUND AND AIMS: Integrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho-educational and psycho-social factors in motivation, engagement and learning, but do not often consider the biophysiological factors. RESULTS: This Editorial and Special Issue advances current understanding on the role of biophysiological factors and processes in students' and teachers' motivation, engagement, and learning experiences, by showcasing recent educational research that included biophysiological measures and methods. CONCLUSIONS: As we discuss, conducting integrative biophysiological and psycho-educational research has potential to derive vital substantive, methodological, and applied insights that provide a rigorous basis for more effective educational theory, research, and practice.

Teachers' situational physiological stress and affect.

Since teaching is a demanding and stressful profession, the study of teachers' physiological stress in the classroom setting is an emerging field. In cross-sectional studies self-reported stress and affect are related, but less is known about the intraindividual relations between situational physiological stress and corresponding positive and negative affect. The aim of our study was to investigate the associations between situational physiological stress (six salivary cortisol samples per day) and self-reported situational affect (Positive and Negative Affect Schedule four times a day) among 61 Finnish primary school teachers over two workdays. We present a novel multilevel structural equation model (MSEM) that includes cortisol, with time since awakening as a flexibly coded time-varying covariate and affect with time since cortisol measurement as a time-varying covariate. Higher levels of teachers' situational physiological stress were related to lower situational positive affect (e.g., enthusiasm) and higher negative affect (e.g., nervousness), demonstrating the acute/situational effects of stress on affect. In our discussion, we emphasize the importance of the sequence of sampling and observations for further theoretical modeling of relations between stress and affect. We also propose practical implications for improving teachers' awareness of their well-being.

Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom: A within-person experiment.

AIM: We investigated the dose-response relationship between acute physical activity (PA) intensity during physical education (PE) lessons (dose), and task behaviour and learning experiences in the classroom after PE (response), and mediation effects of acute PA on-task behaviour via learning experiences. METHOD: A total of 78 children (Mage  = 9.30 years; 43 females) took part. Participants reported learning experiences (tiredness, positive and negative affect) during one afternoon per week for 6 weeks. Their task behaviour was observed (on-task, active off-task and passive off-task) during two classroom lessons. Between the classroom lessons, they took part in a PE lesson, with experimentally induced PA intensity (low, medium and high). Accelerometers were worn for 24 h leading up to and during every intervention afternoon. Participants completed self-reports three times per classroom lesson, both before and after PE. Intra- and interindividual differences in PA, task behaviour and learning experiences were analysed with multilevel structural equation models. RESULTS: Moderate PA directly increased on-task behaviour and reduced passive off-task behaviour, whereas light PA increased active off-task behaviour and reduced on-task behaviour. We found no direct effects of vigorous PA or mediated effects of any PA intensity on-task-related behaviour. However, a greater positive affect during PE indirectly led to more on-task and less passive off-task behaviour. Regularly active children reported less tiredness in the classroom. CONCLUSION: PE lessons can increase on-task behaviour and reduce both passive and active off-task behaviours. Positive affect and tiredness are indirectly involved in the impact of PA on task-related behaviour. The greatest benefits were found for moderate PA and for PE lessons, which left children feeling positive. Moreover, regular participation in moderate-to-vigorous PA leads children to feel less tired during school lessons.

Academic help-seeking interactions in the classroom: A microlongitudinal study.

BACKGROUND: Help-seeking research has traditionally inferred behavioural responses to the need for help from post-hoc reflections and experiments outside of the classroom context. AIM: We aimed to gain an ecologically valid understanding of the help-seeking process by examining the association between pupils' task-specific perceptions and their help-seeking interactions with teachers and peers during lessons. SAMPLE: Participants were 290 pupils in Years 4-6 (aged 8.22-11.48) and 12 teachers in 12 classrooms in three schools across two local authorities in South East England, UK. METHOD: The microlongitudinal data consisted of 6,592 task-specific reports. Pupils reported on their task understanding and need for help and their help-seeking (teacher and peer) and help-giving behaviours at the end of each lesson. On average, pupils completed 25.44 reports across 14.64 lessons, 13 school subjects and 4.80 days. Teachers reported on pupils' academic performance. Data were analysed using two-level logistic and multinomial logistic regressions. RESULTS AND CONCLUSIONS: Task-specific understanding and need for help were associated with help-seeking and help-giving behaviour during lessons. Understanding was associated also with the type of help sought and given among classmates and appeared to influence whether pupils were help-seekers or help-givers during peer interactions. There was an apparent reciprocity in peer help-seeking interactions, occurring namely among girls and higher performers. Overall, girls were more likely than boys to seek and give help across tasks. Pupils for whom English was an additional language were less likely than classmates to seek help when they needed it. The study (1) sheds new light on the dynamics of everyday help-seeking interactions in the classroom, (2) provides a conceptual framework for researchers interested in reciprocal processes of social interaction in self-regulated learning, and (3) highlights groups who might benefit from intervention.

Exploring children's exposure to voice assistants and their ontological conceptualizations of life and technology.

Digital Voice Assistants (DVAs) have become a ubiquitous technology in today's home and childhood environments. Inspired by (Bernstein and Crowley, J Learn Sci 17:225-247, 2008) original study (n = 60, age 4-7 years) on how children's ontological conceptualizations of life and technology were systematically associated with their real-world exposure to robotic entities, the current study explored this association for children in their middle childhood (n = 143, age 7-11 years) and with different levels of DVA-exposure. We analyzed correlational survey data from 143 parent-child dyads who were recruited on 'Amazon Mechanical Turk' (MTurk). Children's ontological conceptualization patterns of life and technology were measured by asking them to conceptualize nine prototypical organically living and technological entities (e.g., humans, cats, smartphones, DVAs) with respect to their biology, intelligence, and psychology. Their ontological conceptualization patterns were then associated with their DVA-exposure and additional control variables (e.g., children's technological affinity, demographic/individual characteristics). Compared to biology and psychology, intelligence was a less differentiating factor for children to differentiate between organically living and technological entities. This differentiation pattern became more pronounced with technological affinity. There was some evidence that children with higher DVA-exposure differentiated more rigorously between organically living and technological entities on the basis of psychology. To the best of our knowledge, this is the first study exploring children's real-world exposure to DVAs and how it is associated with their conceptual understandings of life and technology. Findings suggest although psychological conceptualizations of technology may become more pronounced with DVA-exposure, it is far from clear such tendencies blur ontological boundaries between life and technology from children's perspective. Supplementary Information: The online version contains supplementary material available at 10.1007/s00146-022-01555-3.

A Multilevel Person-Centered Examination of Teachers' Workplace Experiences: Replication and Extension With Links to Instructional Support and Achievement.

In a replication and extension of an earlier study, we relied on person-centered analyses to identify teacher (Level 1) and school (Level 2) profiles based on teachers' experiences of job demands (barriers to professional development, disruptive student behavior), job resources (teacher collaboration, input in decision-making), and personal resources (self-efficacy). We examined data from 5,439 teachers working in 364 schools in Australia and 2,216 teachers working in 149 schools in England. Latent profile analysis revealed six teacher profiles: Low-Demand-Flourisher (11%), Mixed-Demand-Flourisher (17%), Job-Resourced-Average (11%), Balanced-Average (14%), Mixed-Resourced-Struggler (11%), and Low-Resourced-Struggler (36%). Two school profiles were identified: an Unsupportive school profile (43%) and a Supportive school profile (57%). Several significant relations between these profiles and teacher/school characteristics and work-related outcomes were also identified at both levels. Although our results generally replicated prior findings, some differences were also observed, possibly as a results of recent changes in policies regarding in teacher support and accountability. Next, we extended prior work using a subsample of the Australian teachers for whom we had matching student data. This second set of results revealed that schools with a greater proportion of low-SES students were more likely to present an Unsupportive school profile. Moreover, the Supportive school profile was associated with higher levels of student-reported instructional support and school-average achievement in reading, mathematics, and science.

Intra-individual dynamics of lesson-specific engagement: Lagged and cross-lagged effects from one lesson to the next.

BACKGROUND: Student engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process-oriented analyses were conducted to examine lower secondary school students' engagement experiences and the stability of those experiences from one lesson to the next. AIMS: (1) To what extent are students' engagement experiences, in terms of behavioural and cognitive engagement, emotional engagement, and disaffection, stable from one lesson to the next (autoregressive cyclic effects)? (2) What are the cross-lagged relationships (dynamic effects) between engagement experiences from one lesson to the next? SAMPLE: The sample consisted of 56 Finnish lower secondary school students. The students provided ratings of their engagement experiences at the end of each lesson for one week (5 days, 975 ratings). Each student rated, on average, 17.4 lessons (SD = 5.67). METHODS: We specified multilevel dynamic structural equation models with random slopes. RESULTS: The models showed small significant sustainability in behavioural and cognitive engagement, emotional engagement, and disaffection from one lesson to the next, regardless of subject matter and teacher continuity. Higher behavioural and cognitive engagement in a lesson also had a self-diminishing effect on disaffection. CONCLUSIONS: The present study provides valuable information to teachers by showing that an experience in one lesson can have an effect on subsequent ones.

A Multilevel Person-Centered Examination of Teachers' Workplace Demands and Resources: Links With Work-Related Well-Being.

Teachers' healthy and effective functioning at work is impacted by the demands they face and the resources they can access. In this study, person-centered analysis was adopted to identify distinct teacher profiles of demands and resources. We investigated teachers' experiences of two job demands (barriers to professional development and disruptive student behavior), two job resources (teacher collaboration and input in decision-making), and one personal resource (self-efficacy for teaching). Using data from the Teaching and Learning International Survey (TALIS) 2013, the study involved 6,411 teachers from 369 schools in Australia and 2,400 teachers from 154 schools in England. In phase one, latent profile analysis revealed five teacher profiles that were similar across the two countries: the Low-Demand-Flourisher (12%), Mixed-Demand-Flourisher (17%), Job-Resourced-Average (34%), Balanced-Average (15%), and Struggler (21%). The profiles were differently associated with two background characteristics (teacher gender and teaching experience) and two work-related well-being outcomes (job satisfaction and occupational commitment). In phase two, we extended our analysis to the school-level to identify school profiles based on the relative prevalence of the five teacher profiles within a school. Indeed, a yield of large scale datasets such as TALIS is that there are sufficient units at the school-level to enable institutional insights, beyond insights garnered at the individual teacher-level. Two school profiles that were similar in both countries were revealed: the Unsupportive school profile (58%) and the Supportive school profile (42%). The Supportive school profile was associated with higher school-average teacher job satisfaction and occupational commitment than the Unsupportive school profile. Taken together, the findings yield knowledge about salient teacher and school profiles, and provide guidance for possible interventions at the teacher- and school level.

The effect of physical education lesson intensity and cognitive demand on subsequent learning behaviour.

OBJECTIVES: To investigate the effect of (i) physical education (PE) lesson intensity and (ii) skill complexity, and (iii) their interaction on students' on-task behaviour in the classroom. DESIGN: Within-subject repeated-measures. METHODS: Participants were children (N=101, age 7-11) recruited from four elementary schools in Oxfordshire, United Kingdom. The experiment consisted of manipulating the aerobic intensity (low/medium/high) and skill complexity (low/high) of PE lessons. Children participated in all six conditions of the experiment: low intensity-low complexity (flexibility), medium intensity-low complexity (health related exercise), high intensity-low complexity (sprinting games), low intensity-high complexity (bi-lateral ball skills), medium intensity-high complexity (ball games), high intensity-high complexity (aerobics). Children's behaviour in the classroom was observed every 30s for 25min before and after each PE lesson and rated as on-task or off-task. RESULTS: A main effect of intensity on children's on-task behaviour was found (F(2,51634)=11.07, p<0.001), with greater on-task behaviour following high intensity PE lessons (thigh=2.85, p<0.01, d=0.2). No main effect of complexity on on-task behaviour was observed (F(1,51636)=1.89, p=0.17). The interaction of intensity and complexity was significant (F(2,51628)=69.19, p<0.001). CONCLUSIONS: These findings suggest that participation in PE lessons can improve children's on-task behaviour in the classroom. PE lessons involving high complexity and high intensity, or low complexity and medium intensity appear to have the greatest benefits for students' behaviour in the classroom.

Evaluating Measurement Invariance Between Parents Using the Strengths and Difficulties Questionnaire (SDQ).

Parent ratings of their children's behavioral and emotional difficulties are commonly collected via the Strength and Difficulties Questionnaire (SDQ). For the first time, this study addressed the issue of interparent agreement using a measurement invariance approach. Data from 695 English couples (mothers and fathers) who had rated the behavior of their 4.25-year-old child were used. Given the inconsistency of previous results about the SDQ factor structure, alternative measurement models were tested. A five-factor Exploratory Structural Equation Model allowing for nonzero cross-loadings fitted data best. Subsequent invariance analyses revealed that the SDQ factor structure is adequately invariant across parents, with interrater correlations ranging from .67 to .78. Fathers reported significantly higher levels of child conduct problems, hyperactivity, and emotional symptoms, and lower levels of prosocial behavior. This suggests that mothers and fathers each provide unique information across a range of their child's behavioral and emotional problems.

Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students.

BACKGROUND: Previous research has indicated that although academic buoyancy and student's achievement are associated, the relationship is relatively modest. AIMS: We sought to determine whether another construct might link academic buoyancy and student's achievement. Based on prior theoretical and empirical work, we examined a sense of control as one possible linking mechanism. SAMPLE: The study analysed data from 2,971 students attending 21 Australian high schools. METHODS: We conducted a cross-lagged panel design as a first means of disentangling the relative salience of academic buoyancy, control, and achievement (Phase 1). Based upon these results, we proceeded with follow-up analyses of an ordered process model linking the constructs over time (Phase 2). RESULTS: Findings showed that buoyancy and achievement were associated with control over time, but not with one another (Phase 1). In addition, control appeared to play a role in how buoyancy influenced achievement and that a cyclical process may operate among the three factors over time (Phase 2). CONCLUSION: The findings suggest that control may play an important role in linking past experiences of academic buoyancy and achievement to subsequent academic buoyancy and achievement.

An approximate measurement invariance approach to within-couple relationship quality.

This study aimed at demonstrating the usefulness and flexibility of the Bayesian structural equation modeling approximate measurement invariance (BSEM-AMI) approach to within-couple data. The substantive aim of the study was investigating partner differences in the perception of relationship quality (RQ) in a sample of intact couples (n = 435) drawn from the first sweep of the Millenium Cohort Study. Configural, weak and strong invariance models were tested using both maximum likelihood (ML) and BSEM approaches. As evidence of a lack of strong invariance was found, full and partial AMI models were specified, allowing nine different prior variances or "wiggle rooms." Although we could find an adequately fitting BSEM-AMI model allowing for approximate invariance of all the intercepts, the two-step approach proposed by Muthén and Asparouhov (2013b) for identifying problematic parameters and applying AMI only to them provided less biased results. Findings similar to the ML partial invariance model, led us to conclude that women reported a higher RQ than men. The results of this study highlight the need to inspect parameterization indeterminacy (or alignment) and support the efficacy of the two-step approach to BSEM-AMI.

Toddlers' transition to out-of-home day care: settling into a new care environment.

This study investigates toddlers' initial reaction to day care entry and their behaviour change over the first few months in care. One hundred and four toddlers (10-33 months of age) in Viennese childcare centres participated in the study. One-hour video observations were carried out at 3 time points during the first 4 months in the setting and coded into a total of 36 5-min observation segments. Multilevel models (observation segments nested within children) with an autoregressive error structure fitted data well. Two weeks after entry into care, toddlers' levels of affect and interaction were low. Overall, changes in all areas of observed behaviour were less than expected. There were considerable individual differences in change over time, mostly unrelated to child characteristics. Significant associations between children's positive affect, their dynamic interactions and their explorative and investigative interest were found.

The comparison and interdependence of maternal and paternal influences on young children's behavior and resilience.

We investigated how mothers' and fathers' depressed mood and father-child and mother-child relationship predicted preschool children's problem behavior. The sample was 11,286 continuously intact, two-parent biological families of the United Kingdom's Millennium Cohort Study. We found that mother-child relationship and maternal depressed mood had larger effects on children's problem behavior than father-child relationship and paternal depressed mood. The effect of paternal depressed mood was completely mediated by quality of father-child relationship. There were significant moderator effects but only on internalizing problems. There was little evidence to suggest that, among children of this developmental stage, quality of father-child relationship buffers the effect of contextual risk (i.e., promotes resilience). Quality of mother-child relationship, in contrast, buffered the effect of socioeconomic disadvantage but only on emotional symptoms.

Effects of early child-care on cognition, language, and task-related behaviours at 18 months: an English study.

This study investigated the effects of different characteristics of early child-care in England on the development of cognition, language, and task-related attention and behaviour (orientation/engagement and emotion regulation during the Bayley assessment) at 18 months. Data were drawn from a prospective longitudinal study of 1,201 infants. As found in previous studies, socio-demographic characteristics and maternal caregiving (especially 'opportunities for stimulation') were significant predictors of all child outcomes. There were also effects of quantity of individual and group care, and quality of non-maternal care. Controlling for demographics and maternal caregiving, more hours of group care (nurseries) were related to higher cognitive scores, while more hours of individual care (e.g., grandparents, nannies etc.) were related to lower orientation/engagement scores. Non-maternal caregiving was observed in a subsample of 345 children, and after controlling for all covariates as well as quantity and stability of care, quality of care was found to be predictive of higher cognitive ability and better orientation/engagement. Although the effect sizes were small in magnitude, in line with other similar studies, such modest effects from a large English sample are important when viewed in light of the widespread use of non-maternal care during infancy and early childhood.

Gender differences in the effects of childhood psychopathology and maternal distress on mental health in adult life.

PURPOSE: To investigate gender differences in how emotional and behavioural problems (hyperactivity, emotional problems, and conduct problems) and maternal psychological distress, all measured at three time points in childhood (ages 5, 10, and 16), predict psychological distress in adult life (age 30). METHODS: Longitudinal data from 10,444 cohort members of the 1970 British Cohort Study (BCS70) were used. RESULTS: Emotional problems in adolescence tended to be more strongly associated with adult psychological distress in men than in women. No gender differences in the association of adult psychological distress with maternal psychological distress in adolescence were found. In childhood and adolescence boys' externalizing behaviour problems tended to show more homotypic continuity than girls', but all heterotypic continuity (although very little) of behaviour problems was seen in girls. Maternal psychological distress in childhood tended to have a stronger effect on girls' than boys' emotional problems in adolescence. CONCLUSIONS: In general there was little evidence for gender differences either in the association of adult psychological distress with adolescent psychopathology or in the association of adult psychological distress with maternal psychological distress in adolescence. The continuity of emotional problems from childhood to adolescence to adult life was strong and similar for both sexes.

Child temperament and paternal transition to non-residence.

Using the Millennium Cohort Study data this study showed that, even after adjustment, resident biological fathers of high-regularity children at 9 months were less likely than resident biological fathers of low-regularity children at 9 months to become non-resident by the time these children were 3 years old.

Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences.

BACKGROUND: Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. AIM: We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum. SAMPLES: Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnaire (18 men 48 women; mean age 26.4 years), 30 were observed during teaching, and 20 completed a 4-day short form diary. METHODS: Confirmatory factor analysis validated two agency belief constructs. Multi-level models for change investigated individual differences in change over time. Multi-level path models related observation and diary responses to agency beliefs. RESULTS: Supportive agency belief was high and stable across time. Instructional agency belief increased over time, suggesting a beneficial effect of teacher education. This increase was predicted by observed classroom quality (emotional support and student engagement) and daily positive affect and agency beliefs. CONCLUSIONS: Teacher education is successful in creating a context in which student teachers' supportive agency beliefs can be maintained and instructional agency beliefs can increase during the course.

Parent-infant interaction: a growth model approach.

The aim of this study is to compare the interaction of fathers and mothers with their 10-12 months old infants (n=97; parental sensitivity and mood, and infant mood) during five structured contiguous play segments, and to examine the utility of individual growth modeling. Conventional comparison of means across play-segments showed that parents were equally responsive, but mothers were happier than fathers, and infants were equally happy during interaction with both parents. Sensitivity and mood were more strongly related for mothers than for fathers. Uni- and multivariate growth models revealed fine-grained patterns not seen in conventional analysis: (a) parental and infant mood decreased across play more for mothers than for fathers, (b) parental sensitivity in one play-segment predicted parental mood and infant mood in the next segment, (c) change in infants' mood was related to change in sensitivity in mothers, and to change in mood in fathers, and (d) mothers' sensitive interaction with the infant was predicted by family socio-demographic background.