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Bear, George G.; Harris, Angela; Saraiva de Macedo Lisboa, Carolina; Holst, Bruna – International Journal of School & Educational Psychology, 2019
Differences in self-reported perceptions of cognitive-behavioral and emotional engagement between students who were continuously promoted, retained once, or retained multiple times were examined in this study of 199 students, grades 5-9, in Brazil. Retained students reported significantly less cognitive-behavioral engagement than their promoted…
Descriptors: Foreign Countries, Grade Repetition, Educational Environment, Elementary School Students
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Pendergast, Laura L.; Jones, Paul; Scharf, Rebecca; Rasheed, Muneera; Schaefer, Barbara A.; Murray-Kolb, Laura E.; Rasmussen, Zeba; Svensen, Erling; Tofail, Fahmida; Seidman, Jessica C.; Caulfield, Laura E. – International Journal of School & Educational Psychology, 2018
Characteristics of temperament have been shown to predict aspects of personality and psychopathology. Approach temperament (i.e., sensitivity, reactivity, and behavioral disposition toward reward stimuli) may be a particularly salient predictor of developmental outcomes (e.g., Nigg, 2006; Shiner & Caspi, 2003). However, there is little…
Descriptors: Foreign Countries, Developing Nations, Rating Scales, Infants
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Borja, Amanda P.; Nastasi, Bonnie K.; Sarkar, Sreeroopa – International Journal of School & Educational Psychology, 2017
Research points to the importance of sociocultural and developmental experiences in understanding children's social supports. The present study examines qualitative themes about children's social supports, derived from a multicountry study of 604 school-aged children (ages 4-19 years). Using the ecomap (a child-generated paper-and-pencil drawing…
Descriptors: Children, Adolescents, Social Support Groups, Qualitative Research
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Schneider, W. Joel; Kaufman, Alan S. – International Journal of School & Educational Psychology, 2016
As documented in this special issue, all over the world hard choices must be made in education, government, business, and medicine. Intelligence tests, used intelligently and with appropriate ethical safeguards, are one tool of many that help make hard choices work out well, or at least better than the next-best alternative (Kaufman, Raiford,…
Descriptors: Intelligence Quotient, Artificial Intelligence, Children, Adolescents
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Bear, George G.; Holst, Bruna; Lisboa, Carolina; Chen, Dandan; Yang, Chunyan; Chen, Fang Fang – International Journal of School & Educational Psychology, 2016
This study presents evidence of the validity and reliability of scores for the newly developed Brazilian Portuguese version of the Delaware School Climate Survey-Student (Brazilian DSCS-S). The sample consisted of 378 students, grades 5 through 9, attending four private and three public schools in southern Brazil. Confirmatory factor analyses…
Descriptors: Foreign Countries, Test Validity, Test Reliability, Scores
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Wechsler, Solange Muglia; de Cassia Nakano, Tatiana – International Journal of School & Educational Psychology, 2016
The history of cognitive assessment in Brazil is described through evolutionary movements or waves, when tests were just imported and translated from other countries, criticized, and later evaluated in laboratories on test construction founded at private and state universities. The presence of high standards for test use place Brazil at the…
Descriptors: Foreign Countries, Children, Youth, Cognitive Measurement