Across countries, the age and timing of when children navigate school transition varies, as does provision of support during this challenging time. These two factors can heavily shape young people's adjustment, yet to date there is minimal research which has investigated how this period is navigated in different cultures. The aim of the present…

In the study reported here, the authors examined the LEs (learning expectations) related to Grades 1 to 8 number and quantity in mathematics across several US states and high performing TIMSS (Third International Mathematics and Science Study) Asian countries, including Singapore, Taiwan and Japan. The general strategy used is based on the topic…

This article contributes new evidence on the associations among immigrant generation, gender, and sexual risk behavior among Latino adolescents in the United States. Longitudinal data from 3,272 Latino adolescents (grades 7-12) who participated in the National Longitudinal Study of Adolescent Health (Add Health) were examined for evidence of the…

This research examined motivational trajectories during early adolescence in the United States and China. Upon their entry into middle school at 7th grade and every 6 months thereafter until the end of 8th grade, 825 American and Chinese children (mean age = 12.73 years) reported on their motivational beliefs (e.g., mastery orientation) and…

The Women in Science Scale (WiSS) was first developed in 1984, and is still being used in contemporary studies, yet its psychometric properties have not been evaluated with current statistical methods. In this study, the WiSS was administered in its original 27-item form to 1,439 middle and high school students. Confirmatory factor analysis based…

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the…

US majority (European-American) and minority (African-American, Latin-American, Asian-American) children were interviewed regarding race-based and non-race based reasons for exclusion in interracial peer contexts (N = 685), evenly divided by gender at 9, 12, and 15 years of age (4th, 7th, and 10th grades) attending 13 US public schools. All…