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14,075 reports · page 1312 of 1408

Peer-reviewed articleOpenAlex - Early Childhood5 Oct 2026

Family functioning and perceived academic achievement of adolescents from variable-centered and person-centered perspectives: the roles of teacher support and psychological capital

Introduction Academic achievement is of paramount importance for adolescent development. However, how family functioning affects academic achievement through psychological capital (PsyCap), and the role of teacher support in this process, remain largely unexplored. Moreover, whether PsyCap exhibits heterogeneous profiles and how different environmental factors distinguish among them warrant further investigation. Method A survey was conducted among 1,288 students from eight junior high schools in Jiangxi Province, China, using cluster and convenience sampling. Hayes’ PROCESS macro was used to test the moderated mediation model. Latent profile analysis (LPA) was conducted to explore the heterogeneous latent taxonomy of PsyCap. Results Significant positive correlations were observed among family functioning, PsyCap, teacher support, and perceived academic achievement.PsyCap fully mediated the relationship between family functioning and perceived academic achievement. Teacher support significantly moderated the effect of family functioning on PsyCap and the entire mediating pathway. LPA identified three distinct PsyCap profiles: low (15%), moderate (60%), and high (25%). These profiles showed a stepwise pattern of significant differences in perceived academic achievement. The higher the levels of family functioning and teacher support, the more likely students were to be classified into the moderate or high PsyCap profiles, and teacher support exhibited a stronger effect. Discussion By integrating variable-centered and person-centered approaches, this study reveals that family functioning indirectly promotes perceived academic achievement by cultivating PsyCap, and that teacher support strengthens this transformative process, highlighting the synergistic effects of the family and school microsystems.

Peer-reviewed articleOpenAlex - Early Childhood6 Oct 2026

Unlocking the Power of Neighborhood Collective Efficacy: Associations with ADHD and Youth Outcomes Among Black and White Adolescents

Abstract This study examined the associations of neighborhood collective efficacy and attention-deficit/hyperactivity disorder (ADHD) status with psychosocial and academic outcomes among Black and White adolescents. Using a sample of 2,178 adolescents (ages 14–19; 73.0% Black, 27.0% White) from the Future of Families and Child Wellbeing Study, we investigated how adolescent- and caregiver-reported neighborhood collective efficacy, and its interactions with racial group and ADHD status, were associated with wellbeing and school-related outcomes. Adolescent- and caregiver-reported neighborhood collective efficacy were weakly correlated, suggesting the importance of examining both perspectives. Significant racial group × ADHD interactions emerged in relation to engagement and happiness: ADHD was associated with lower engagement and higher happiness among White adolescents, but these associations were not observed among Black adolescents. In both caregiver- and adolescent-reported models, significant racial group × neighborhood collective efficacy interactions were observed for perseverance, such that higher neighborhood collective efficacy was associated with greater perseverance among White adolescents, but not among Black adolescents. ADHD was also associated with greater trouble in school. Neither racial group nor informant’s rating of neighborhood collective efficacy was significantly associated with school suspensions, and no significant interactions emerged for suspension outcomes. Among Black and White adolescents in the present sample, these findings suggest that associations between neighborhood context, ADHD status, and psychosocial and academic outcomes differed across groups, underscoring the importance of considering social and cultural context when developing interventions to support Black youth.

Cathrin D. Green, Elizabeth S. M. Chan, Sydney E. Padgett et al.

DevelopmentUSRead at source

Peer-reviewed articleOpenAlex - Early Childhood6 Oct 2026

Is family mealtime a unique window into family functioning? An observational cross-sectional study of parent-infant interaction quality in three contexts

Family mealtime is a recurring everyday context for parent-child interaction, typically involving family members sitting together with the shared purpose of eating and socializing. However, little is known about the quality of parent-child interaction in this context, as this is often assessed during play or structured tasks. The aim of this study was to examine whether family mealtime constituted a context evoking specific parent-child interaction quality. Participants were 110 families with 24–36-month-old toddlers from the Copenhagen metropolitan area. Parent–toddler interactions during free play, clean-up, and mealtime were video-recorded in the home. Interactions were coded using the Coding Interactive Behavior manual to assess parental Acknowledging, Overriding, and Dyadic Reciprocity. We assessed mean-level differences (contextual continuity) and rank-order consistency (contextual stability) across the three contexts. Means for Overriding and Dyadic Reciprocity were significantly lower during family mealtime than during both play and clean-up, suggesting contextual discontinuity; i.e., that at the group level, mealtime interactions involve less inappropriate parental disruption and redirection, but also lower mutual responsiveness within the dyad. Acknowledging, Overriding, and Dyadic Reciprocity showed no significant correlations across family mealtime and the other contexts, indicating contextual instability, i.e., that within families, interaction quality during mealtime is not necessarily associated with interaction quality in other contexts. Our results suggest that interaction quality cannot be assumed to generalize across contexts. Family mealtime appears to elicit distinct interaction patterns on more parameters and may be an important setting for observational assessment. Clarifying for whom and under what conditions mealtime fosters positive or negative interaction patterns may guide future research and intervention design.

Julie Elisabeth Warberg Mohr, Ida Egmose, Anne Christine Stuart et al.

DevelopmentDKRead at source

Peer-reviewed articleOpenAlex - Early Childhood6 Oct 2026

Climate change education for children: a critical integrative review and the participation–emotion–resilience (PER) framework

Climate change education (CCE) in early childhood and primary settings has expanded rapidly, yet remains unevenly theorised with respect to children’s participation, emotional experiences, and resilience. While existing approaches frequently emphasise knowledge acquisition, pro-environmental behaviour, or coping skills, they offer limited explanatory insight into why children’s engagement with climate issues can simultaneously create agency, anxiety, hope, or disengagement. This critical integrative review synthesises 47 empirical, conceptual, review, and policy-oriented studies to examine how participation, emotion, and resilience are conceptualised and enacted in CCE for young children. Drawing on established guidance for integrative synthesis, the review identifies three patterned tendencies across the literature: constrained forms of participation that prioritise expression over influence; heightened attention to climate emotions without corresponding structural responsiveness; and resilience framings that risk individualisation in the absence of collective and rights-based supports. To explain these patterns, the review advances the Participation–Emotion–Resilience (PER) framework, which conceptualises participation, emotion, and resilience as mutually constitutive processes rather than discrete domains. Grounded in children’s rights research and aligned with the UN Convention on the Rights of the Child, the PER framework elucidates how the quality of participatory opportunities shapes emotional experiences and conditions whether resilience emerges as collective capacity or individualised coping. The review concludes by outlining implications for theory, pedagogy, and policy, arguing for climate education approaches that attend to the ethical and affective dimensions of children’s participation in conditions of climate uncertainty.

Jane Spiteri

DevelopmentParticipationMTRead at source

Peer-reviewed articleOpenAlex - Early Childhood6 Oct 2026

Primary school‐based interventions to support the psychosocial functioning of children with neurodevelopmental diagnoses: A systematic review and meta‐analysis

Abstract Children with neurodevelopmental or mental health diagnoses often face barriers to their successful psychosocial functioning at school. This study aimed to systematically review the key characteristics and quality of primary school‐based interventions that evaluate psychosocial functioning and to conduct a meta‐analysis of the interventions' effectiveness and moderators. The review was registered with PROSPERO and followed the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis guidelines. Four databases were searched in July 2024. Eligible randomised controlled trials (RCTs) needed to evaluate school‐based interventions for primary school children with neurodevelopmental or mental health diagnoses. The first author screened all abstracts, with a second reviewer screening 50% of randomly selected abstracts. The same authors appraised the methodological quality of all studies using the Cochrane Risk of Bias 2 Tool and the QualSyst Appraisal Tool. Twenty‐four studies were included, including 11 RCTs and six cluster RCTs involving 17 interventions. Twelve interventions targeted autistic children, and five interventions targeted children with ADHD. Fifteen studies involving children with mental health conditions were screened at the full‐text stage; however, all were excluded because the study design ( n = 8), outcome measures ( n = 3) or intervention design ( n = 4) did not meet the inclusion criteria. Seven studies analysed moderating variables impacting the interventions' psychosocial outcomes. Individualised interventions were the most common ( n = 12), with a range of intervention techniques and outcome measures assessing sub‐constructs of psychosocial functioning. The meta‐analysis showed small, significant treatment effects from the between‐group analysis favouring the intervention groups. Findings from the subgroup analysis revealed that school‐based interventions were more effective for children with ADHD when they were single‐tiered and included children, teachers and parents. Although the review intended to include both neurodevelopmental and mental health diagnoses, all eligible studies involved neurodevelopmental conditions; therefore, conclusions are restricted to autistic children and children with ADHD. Context and implications Rationale for this study: Fostering a supportive school environment is key to supporting children's psychosocial development. Successful psychosocial functioning can enable children to participate academically and socially. We aimed to explore the available school‐based interventions to support children with a neurodevelopmental or mental health diagnosis and improve their psychosocial functioning at school. Why the new findings matter: Overall, we found evidence supporting the effectiveness of school‐based interventions in enhancing the psychosocial functioning of autistic children and children with ADHD in this review. Implications for educational researchers and policy makers: Our findings highlight the ongoing necessity for evidence‐based tier‐two and tier‐three interventions for neurodiverse children to support their psychosocial functioning, whether embedded within a multitiered intervention or as a standalone approach. Psychosocial functioning encapsulates the interrelationship between the person and their environment. Thus, as most interventions focused solely on upskilling neurodiverse children, we encourage future researchers and clinicians to intervene at the environmental level to foster an inclusive and supportive environment for the child.

Katherine Spender, Lauren Parsons, Sarah Wilkes‐Gillan et al.

DevelopmentExperimentalAUGBZARead at source

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Family functioning and perceived academic achievement of adolescents from variable-centered and person-centered perspectives: the roles of teacher support and psychological capital

Perceived quality and significance of Early Childhood Care and Education in Pakistan: a scoping review of evidence from the point of view of practitioners, parents and children

Cultural Beliefs of “Healthy Plump”: Parental Perceptions and the Endurance of Obesogenic Practices in Medan, Indonesia Families

From Taiwan Dream to Everyday Resilience: Temporal Trajectories of Vietnamese Marriage Migrant Women in Taiwan

On the coactions between perceived program quality and youth purpose: Toward a model of dynamic person⇔context relations

Unlocking the Power of Neighborhood Collective Efficacy: Associations with ADHD and Youth Outcomes Among Black and White Adolescents

Is family mealtime a unique window into family functioning? An observational cross-sectional study of parent-infant interaction quality in three contexts

Climate change education for children: a critical integrative review and the participation–emotion–resilience (PER) framework

Primary school‐based interventions to support the psychosocial functioning of children with neurodevelopmental diagnoses: A systematic review and meta‐analysis

BELIEVING BUT NOT PASSING IT ON: WHY CHRISTIAN PARENTS IN EASTERN AFRICA STRUGGLE TO DISCIPLE THEIR CHILDREN AT HOME

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