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Download full textChi, Sung-Ae; Kim, SeongHyun; Kim, Nak-Heung – South African Journal of Education, 2018
The school adjustment of children is the cornerstone of their development, and has been known to be influenced by a variety of factors. This study investigated the effects of peer relationships, theory of mind (ToM), hot executive function (hot EF), and cognitive ability on young children's school adjustment. Participants were 183 children with a…
Descriptors: Student Adjustment, Peer Relationship, Theory of Mind, Executive Function
Direct linkWang, Zhenlin; Wong, Richard Kwok Shing; Wong, Paul Yau Ho; Ho, Fuk Chuen; Cheng, Doris Pui Wah – Early Child Development and Care, 2017
The study seeks to understand the relation between preschool children's mode of participation and negotiation strategies during play and their theory of mind (ToM) development in the Hong Kong context. Forty-two 5-year-old children were recruited. Their emotional and cognitive ToMs were assessed along with expressive language ability. Children's…
Descriptors: Foreign Countries, Preschool Children, Play, Theory of Mind
Cavanagh, Andrew J.; Chen, Xinnian; Bathgate, Meghan; Frederick, Jennifer; Hanauer, David I.; Graham, Mark J. – CBE - Life Sciences Education, 2018
There is growing consensus regarding the effectiveness of active-learning pedagogies in college science courses. Less is known about ways that student-level factors contribute to positive outcomes in these contexts. The present study examines students' (N = 245) trust in the instructor--defined as perceptions of their instructor's understanding,…
Descriptors: Active Learning, College Science, Trust (Psychology), Theory of Mind
de Vries, Marieke; Verdam, Mathilde G. E.; Prins, Pier J. M.; Schmand, Ben A.; Geurts, Hilde M. – Autism: The International Journal of Research and Practice, 2018
Previously, a total of 121 children with an autism spectrum disorder (ASD) performed an adaptive working memory (WM)-training, an adaptive flexibility-training, or a non-adaptive control (mock)-training. Despite overall improvement, there were minor differences between the adaptive and mock-training conditions. Moreover, dropout was relatively…
Descriptors: Autism, Pervasive Developmental Disorders, Short Term Memory, Training
Wright, Kristyn; Poulin-Dubois, Diane – Research in Autism Spectrum Disorders, 2012
The Modified Checklist for Autism in Toddlers (M-CHAT) is a 23-item questionnaire used in primary screening of Autism Spectrum Disorder (ASD). The current studies examine the concurrent validity of the M-CHAT in its ability to predict 18-month-olds' performance on theory of mind and word learning tasks. In Experiment 1, infants' understanding of…
Descriptors: Theory of Mind, Check Lists, Autism, Screening Tests
Ngidi, David P. – Educational Studies, 2012
In this study, academic optimism as an individual teacher belief was investigated. Teachers' self-efficacy beliefs were measured using the short form of the Teacher Sense of Efficacy Scale. One subtest from the Omnibus T-Scale, the faculty trust in clients subtest, was used to measure teachers' trust in students and parents. One subtest from the…
Descriptors: Classroom Techniques, Constructivism (Learning), Trust (Psychology), Citizenship
Sofronoff, Kate; Dark, Elizabeth; Stone, Valerie – Autism: The International Journal of Research and Practice, 2011
Children with Asperger syndrome (AS) have IQ within the normal range but specific impairments in theory of mind, social interaction and communication skills. The majority receive education in mainstream schools and research suggests they are bullied more than typically developing peers. The current study aimed to evaluate factors that predict…
Descriptors: Theory of Mind, Bullying, Asperger Syndrome, Interpersonal Relationship
