National disparities favoring males are reflected in girls' implicit associations about gender and academic subjects.

Based on data for = 2,756 children (1,410 girls; = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.

Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students.

Background: Although it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions.

Aim: Through a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes more adaptive students' reactions towards errors and higher learning outcomes.

Sample: A total of 250 (M   = 12.

With a little help from our pediatrician: An intervention to promote mathematics-related home activities through regular well-child visits.

Introduction: Children's involvement in mathematics-related activities in the home environment is associated with the development of their early numeracy over the preschool years. Intervention studies to promote parents' awareness and provision of mathematics-related home activities are however scant. In this study we developed and tested the effectiveness of a non-intensive intervention program delivered by community pediatricians to promote mathematics-related activities in the home environment.

Weight-based teasing, body dissatisfaction, and eating restraint: Multilevel investigation among primary schoolchildren.

Objective: Weight-based teasing is a form of weight-based stigmatization that is especially prevalent in middle childhood, and is associated with undesired health outcomes, including body dissatisfaction and eating restraint. To date, this relation has been mainly investigated at individual level only. This study aimed to examine whether body dissatisfaction and eating restraint among primary schoolchildren relate not only to personal experiences of weight-based teasing, but also to the prevalence of weight-based teasing episodes in the classroom.

Evaluating interventions with victims of intimate partner violence: a community psychology approach.

Purpose: Intimate Partner Violence (IPV) is one of the most common forms of domestic violence, with profound implication for women's physical and psychological health. In this text we adopted the Empowerment Process Model (EPM) by Cattaneo and Goodman (Psychol Violence 5(1):84-94) to analyse interventions provided to victims of IPV by a Support Centre for Women (SCW) in Italy, and understand its contribution to women's empowerment.

Method: We conducted semi-structured interviews with ten women who had been enrolled in a program for IPV survivors at a SCW in the past three years.

The contributions of working memory domains and processes to early mathematical knowledge between preschool and first grade.

Working Memory (WM) plays a crucial role in supporting children's mathematical learning. However, there is no consensus on the relative contributions of different WM domains (i.e.

The (the EES-AMAS): A New Adapted Version of the AMAS to Measure Math Anxiety in Young Children.

In the past decade, there has been increasing interest in understanding how and when math anxiety (MA) develops. The incidence and effects of MA in primary school children, and its relations with math achievement, have been investigated. Nevertheless, only a few studies have focused on the first years of primary school, highlighting that initial signs of MA may emerge as early as 6 years of age.

Weight status or weight stigma? Obesity stereotypes-Not excess weight-Reduce working memory in school-aged children.

The high prevalence of childhood obesity has drawn increasing attention to the neurocognitive impairments associated with excess weight, and evidence has accumulated of a progressive decline in working memory at increasing levels of children's Body Mass Index (BMI). However, obesity is also a highly stigmatizing condition, and pervasive societal stereotypes depict individuals with obesity as less intelligent than those with average weight. For this reason, we investigated whether stereotype threat (i.

Health-related quality of life and psychological wellbeing of children with Specific Learning Disorders and their mothers.

Background: Literature suggests that Specific Learning Disorders (SpLD) can cause impairment of Health-Related Quality of Life (HRQoL) and psychological well-being of children, and that this condition potentially affects parents' quality of life and well-being too.

Aims: This study aims first to explore HRQoL and psychological well-being among children with SpLD and second among mothers of children with SpLD.

Methods And Procedures: Thirty children aged 8-14 years diagnosed as having SpLD and their mothers completed a battery of scales to assess children's HRQoL and psychological well-being.

Does weight stigma reduce working memory? Evidence of stereotype threat susceptibility in adults with obesity.

Background: Obesity is a highly stigmatizing condition, and reduced cognitive functioning is a stereotypical trait ascribed to individuals with obesity. In the present work, we tested the hypothesis that stereotype threat (i.e.

How is weight stigma related to children's health-related quality of life? A model comparison approach.

Purpose: Obesity is a highly stigmatizing condition for both adults and children, and both obesity and stigma experiences are negatively related with health-related quality of life (HRQoL). However, the relations among these constructs have been modeled in different and sometimes inconsistent terms in past research, and have been the object of surprisingly few studies in pediatric populations. The present study addresses this gap by comparing, in a sample of preadolescent children, four competing models (i.

How is anxiety related to math performance in young students? A longitudinal study of Grade 2 to Grade 3 children.

Both general and math-specific anxiety are related to proficiency in mathematics. However, it is not clear when math anxiety arises in young children, nor how it relates to early math performance. This study therefore investigated the early association between math anxiety and math performance in Grades 2 and 3, by accounting for general anxiety and by further inspecting the prevalent directionality of the anxiety-performance link.

[Formula: see text]Children's sense of reality: The development of orbitofrontal reality filtering.

Orbitofrontal reality filtering denotes a memory control mechanism necessary to keep thought and behavior in phase with reality. In adults, it is mediated by the orbitofrontal cortex and subcortical connections and its failure induces reality confusion, confabulations, and disorientation. Here we investigated for the first time the development of this mechanism in 83 children from ages 7 to 11 years and 20 adults.

The roots of stereotype threat: when automatic associations disrupt girls' math performance.

Although stereotype awareness is a prerequisite for stereotype threat effects (Steele & Aronson, 1995), research showed girls' deficit under stereotype threat before the emergence of math-gender stereotype awareness, and in the absence of stereotype endorsement. In a study including 240 six-year-old children, this paradox was addressed by testing whether automatic associations trigger stereotype threat in young girls. Whereas no indicators were found that children endorsed the math-gender stereotype, girls, but not boys, showed automatic associations consistent with the stereotype.

Girls' math performance under stereotype threat: the moderating role of mothers' gender stereotypes.

Previous research on stereotype threat in children suggests that making gender identity salient disrupts girls' math performance at as early as 5 to 7 years of age. The present study (n = 124) tested the hypothesis that parents' endorsement of gender stereotypes about math moderates girls' susceptibility to stereotype threat. Results confirmed that stereotype threat impaired girls' performance on math tasks among students from kindergarten through 2nd grade.