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van der Aar, L. P. E; Crone, E. A; Peters, S. – Mind, Brain, and Education, 2019
Educational decision-making is a complex process where individual factors such as how adolescents think about and evaluate themselves could play an important role. In this study, (N = 84), we combined behavioral and neural correlates of self-concept and self-esteem to examine what characterizes adolescents who struggle with educational…
Descriptors: Adolescents, Decision Making, Self Concept, Self Esteem
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Donati, Georgina; Dumontheil, Iroise; Meaburn, Emma L. – Mind, Brain, and Education, 2019
Individual differences in executive functions (EF) are heritable and predictive of academic attainment (AA). However, little is known about genetic contributions to EFs or their genetic relationship with AA and intelligence. We conducted genome-wide association analyses for processing speed (PS) and the latent EF measures of working memory (WM)…
Descriptors: Genetics, Executive Function, Educational Attainment, Individual Differences
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Prabhakar, Janani; Coughlin, Christine; Ghetti, Simona – Mind, Brain, and Education, 2016
Episodic prospection is the ability to mentally simulate personal future events that are rich in contextual detail and plausible for the individual. It therefore incorporates episodic information (who, what, where, and when of a particular event), as well as details about one's self (e.g., knowledge, goals, motivations and desires). The ability to…
Descriptors: Academic Achievement, Cognitive Development, Neurological Organization, Memory
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Randler, Christoph; Rahafar, Arash; Arbabi, Talat; Bretschneider, Rebekka – Mind, Brain, and Education, 2014
One of the most intriguing results concerning chronopsychological effects at school is the worse school performance in evening-oriented adolescents. The study intends to correlate affective state with chronotype. Therefore, we carried out a field study in adolescents in a natural setting (in school) and assessed their actual affective state during…
Descriptors: Affective Behavior, Academic Achievement, Anxiety, Aggression
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Busso, Daniel S. – Mind, Brain, and Education, 2014
This article focuses on the concepts of risk and resilience and their potential to inform clinical interventions, school-based prevention programs, and social policies. Research suggests that childhood adversity can trigger a cascade of psychological and neurobiological events that can lead to mental disorders in later life. Yet little is known…
Descriptors: At Risk Persons, Resilience (Psychology), Adolescents, Adolescent Development
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Laberge, Luc; Ledoux, Élise; Auclair, Julie; Gaudreault, Marco – Mind, Brain, and Education, 2014
Adolescents who work while attending school are reported to sleep less than those who do not. This study aimed to identify factors associated with short sleep duration in students who work during the school year. A cross-sectional survey aiming to describe working conditions and occupational safety and health was completed by representative…
Descriptors: High School Students, Adolescents, Student Employment, Sleep
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Vigo, Daniel E.; Simonelli, Guido; Tuñón, Ianina; Pérez Chada, Daniel; Cardinali, Daniel P.; Golombek, Diego – Mind, Brain, and Education, 2014
Sleep in adolescents has been shown to be an important factor when looking at physical, mental, and social well-being. Little evidence is found regarding sleep patterns in adolescents from households facing extreme poverty, where conditions such as crowding, poor housing, sanitation or education, and precarious employment set an adverse…
Descriptors: Sleep, Predictor Variables, Need Gratification, Fatigue (Biology)
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Boschloo, Annemarie; Ouwehand, Carolijn; Dekker, Sanne; Lee, Nikki; de Groot, Renate; Krabbendam, Lydia; Jolles, Jelle – Mind, Brain, and Education, 2012
Breakfast skipping is common in adolescents, but research on the effects of breakfast skipping on school performance is scarce. This current cross-sectional survey study of 605 adolescents aged 11-18 years investigated whether adolescents who habitually skip breakfast have lower end-of-term grades than adolescents who eat breakfast daily.…
Descriptors: Academic Achievement, Adolescents, Correlation, Eating Habits
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Rose, L. Todd; Rouhani, Parisa – Mind, Brain, and Education, 2012
Most research on dyslexia to date has focused on early childhood, while comparatively little is known about the nature of dyslexia in adolescence. The current study had two objectives. The first was to investigate the relative contributions of several cognitive and linguistic factors to connected-text oral reading fluency in a sample of…
Descriptors: Evidence, Reading Fluency, Linguistics, Dyslexia
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Doucerain, Matthias; Fellows, Lesley K. – Mind, Brain, and Education, 2012
This literature review uses four dimensions to classify and compare how food-related decision-making is conceptualized and experimentally assessed in neuroscience and other disciplines: (1) food-related decision-making other than the decision of "what" to eat that is part of each eating episode, (2) decision complexes other than the…
Descriptors: Eating Habits, Neurosciences, Psychology, Education
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Stein, Zachary – Mind, Brain, and Education, 2010
The use of educationally oriented biotechnology has grown drastically in recent decades and is likely to continue to grow. Advances in both the neurosciences and genetics have opened up important areas of application and industry, from psychopharmacology to gene-chip technologies. This article reviews the current state of educationally oriented…
Descriptors: Pharmacology, Genetics, Etiology, Ethics
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Coch, Donna; Michlovitz, Stephen A.; Ansari, Daniel; Baird, Abigail – Mind, Brain, and Education, 2009
This article describes the efforts of a small group of educators and researchers to build a model for making connections across mind, brain, and education. With a common goal of sharing, strengthening, and building useable knowledge about child and adolescent learning and development, we focused on questions of mutual interest to educators and…
Descriptors: Preservice Teachers, Educational Research, Researchers, Brain
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Nucci, Larry; Turiel, Elliot – Mind, Brain, and Education, 2009
This article discusses challenges educators face when attempting to sequence moral education. Two factors are identified as primary sources hindering efforts to engage in effective moral education: (a) the premature application of research findings from developmental psychology to classroom practices and (b) the underestimation of the complexity…
Descriptors: Ethical Instruction, Adolescents, Developmental Psychology, Moral Development
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Rappolt-Schlichtmann, Gabrielle; Ayoub, Catherine C.; Gravel, Jenna W. – Mind, Brain, and Education, 2009
Despite the promise of scientific knowledge contributing to issues facing vulnerable children, families, and communities, typical approaches to research have made applications challenging. While contemporary theories of human development offer appropriate complexity, research has mostly failed to address dynamic developmental processes. Research…
Descriptors: Research Methodology, Educational Practices, Genetics, Adolescents
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Fischer, F. M.; Radosevic-Vidacek, B.; Koscec, A.; Teixeira, L. R.; Moreno, C. R. C.; Lowden, A. – Mind, Brain, and Education, 2008
Daytime fatigue and lack of sleep seem to increase throughout adolescent years. Several environmental, psychological, and biological factors have been associated with the development of sleep across adolescence. The aim of the present article is to summarize these factors and to give examples of various outcomes in sleep patterns among adolescents…
Descriptors: Sleep, Adolescents, Fatigue (Biology), Intervention
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