The influence of adolescents' self-perception of social relationships on personality functioning in the context of inclusive education.

Introduction: Adolescence is a special phase of life in which fundamentals of psychosocial functioning are formed. The present study investigates how adolescents' self-perception of social relationships in inclusive classes affect personality functioning. Furthermore, we examine whether the association between self-perceived social relationships and personality functioning is stronger for students with special educational needs in the domains of learning (SEN L) and social -emotional development (SED) than for students without SEN.

Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence.

Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children's intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3).

The Influence of Individual and Situational Factors on Teachers' Justice Ratings of Classroom Interactions.

Teachers, as role models, are crucial in promoting inclusion in society through their actions. Being perceived as fair by their students is linked to students' feelings of belonging in school. In addition, their decisions of resource allocations also affect students' academic success.

Tapping into the interplay of lexical and number knowledge using fast mapping: A longitudinal eye-tracking study with two-year-olds.

Language skills and mathematical competencies are argued to influence each other during development. While a relation between the development of vocabulary size and mathematical skills is already documented in the literature, this study further examines how children's ability to map a novel word to an unknown object as well as their ability to retain this word from memory may be related to their knowledge of number words. Twenty-five children were tested longitudinally (at 30 and at 36 months of age) using an eye-tracking-based fast mapping task, the Give-a-Number task, and standardized measures of vocabulary.

Effectiveness and cost-effectiveness of adding a cognitive behavioral treatment to the rehabilitation of chronic low back pain.

Objective: To investigate return to work and cost-effectiveness of the addition of cognitive-behavioral treatment to standard therapy compared to standard 3-week inpatient rehabilitation for patients with chronic low back pain.

Methods: A prospective economic evaluation alongside a randomized controlled trial was performed. Outcomes included days off work due to spinal complaints, health-related quality of life, and direct and indirect disease-related costs.