Associations between preschooler screen time trajectories and executive function.

Objectives: To examine associations between preschooler screen time trajectories and executive functions and effortful control at age 5.

Methods: Prospective, community-based convenience sample of 315 parents of preschoolers (54% male), studied at the ages of 3.5 (2020), 4.

Carboxylate ester-based electrolytes for Na-ion batteries.

Sodium-ion batteries (SIBs) is a promising technology for next-generation energy storage. However, their performance is limited at low temperatures due to the inferior bulk and interfacial resistance of current electrolytes. Here we present a systematic study to evaluate carboxylate ester-based electrolytes for SIB applications, due to their favorable properties (, low melting point, low viscosity and high dielectric constant).

Corrigendum: Flattening the COVID-19 curve: Emotions mediate the effects of a persuasive message on preventive action.

[This corrects the article DOI: 10.3389/fpsyg.2022.

The potential of biophysiology for understanding motivation, engagement and learning experiences.

Background And Aims: Integrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho-educational and psycho-social factors in motivation, engagement and learning, but do not often consider the biophysiological factors.

Results: This Editorial and Special Issue advances current understanding on the role of biophysiological factors and processes in students' and teachers' motivation, engagement, and learning experiences, by showcasing recent educational research that included biophysiological measures and methods.

Lessons in a Green School Environment and in the Classroom: Effects on Students' Cognitive Functioning and Affect.

The positive impact of short-term exposure to nature during a green recess in a school day is documented in the literature. In this study we investigated cognitive, academic, and affective effects of a single contact with nature during a regular school lesson in the greenness, compared to an usual classroom lesson, on young students in second and third grades (N = 65). In a within-subjects design, for the cognitive effects we examined children's (a) selective and sustained attention and (b) math calculation performance in common school tasks.

Flattening the COVID-19 curve: Emotions mediate the effects of a persuasive message on preventive action.

Introduction: Across four countries (Canada, USA, UK, and Italy), we explored the effects of persuasive messages on intended and actual preventive actions related to COVID-19, and the role of emotions as a potential mechanism for explaining these effects.

Methods: One thousand seventy-eight participants first reported their level of concern and emotions about COVID-19 and then received a positive persuasive text, negative persuasive text, or no text. After reading, participants reported their emotions about the pandemic and their willingness to take preventive action.

Children's Attentional Processes in Outdoor and Indoor Environments: The Role of Physiological Self-Regulation.

Previous research has documented that exposure to green spaces has the beneficial effects of attention restoration and stress reduction. This study investigated the effects of indoor (classroom) and outdoor (green school garden) environments on attentional processes in interaction with emotion and physiological self-regulation. Children in third and fourth grades ( = 42) completed a school-related emotional Stroop task assessing the effects of outdoor and indoor classroom backgrounds when facing positive and negative stimuli.

Do medium and Context Matter when learning from multiple complementary Digital texts and videos?

Unlabelled: Students more than ever learn from online sources, such as digital texts or videos. Little research has compared processes and outcomes across these two mediums. Using a between-participants experimental design, this study investigated whether medium (texts vs.

Reading with induced worry: The role of physiological self-regulation and working memory updating in text comprehension.

Background: An interplay of emotional and cognitive aspects underlies academic performance. We focused on the contribution of such interplay to text comprehension.

Aims: We investigated the effect of worry on comprehension and the role of two potential moderators of this effect: physiological self-regulation as resting heart rate variability (HRV) and working memory updating.

Control and value appraisals and online multiple-text comprehension in primary school: The mediating role of boredom and the moderating role of word-reading fluency.

Background: Online multiple-text comprehension is a key skill of the 21st Century, yet the study of its relations with boredom in young students has been disregarded. Boredom is an achievement emotion expected to be predicted negatively by antecedents like control and value appraisals and to be associated to a negative performance. Notwithstanding its documented domain-specificity, scarce attention has been paid to investigating these relations with primary-school students in the reading domain, and specifically for online multiple-text comprehension, and to how such relations are moderated by basic cognitive abilities.

Physiological responses to a school task: The role of student-teacher relationships and students' emotional appraisal.

Background: To be successful, students must learn to deal with socially and cognitively demanding tasks. Much remains unknown about the effects of previous classroom experiences and of students' emotional appraisal of a task on their physiological adaptive responses to it.

Aims: To investigate how children's physiological response to a social and cognitive task would be directly and interactively influenced by the perceived student-teacher relationship and by children's emotional appraisal of what reaction they expect to have while completing the task.

Parents' Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison.

The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents' lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students' academic motivation as well as investigate the possible buffering role of extracurricular activities.

The interplay of reading-related emotions and updating in reading comprehension performance.

Background: Reading comprehension can be considered the main learning activity. All learning experiences are infused with emotions; however, to date, few studies have focused on the role of emotional aspects in reading comprehension performance. The impact of emotions on academic achievement is thought to be mediated or moderated by cognitive aspects.

Advanced theory of mind uniquely contributes to children's multiple-text comprehension.

This study examined the contribution of advanced theory of mind (AToM), operationalized as second- or higher-order recursive mentalistic reasoning, to multiple-text comprehension in fourth and fifth graders (N = 184). The role of AToM was analyzed by taking into account children's individual characteristics (i.e.

Going beyond children's single-text comprehension: The role of fundamental and higher-level skills in 4 graders' multiple-document comprehension.

Background: Children's comprehension of single texts relies on both foundational and higher-level skills. These are also assumed to support multiple-document comprehension, but their relative importance has not been examined, to date. Multiple-document comprehension additionally requires the identification and use of information about each document's source.

Profiles of vagal withdrawal to challenging interactions: Links with preschoolers' conceptual shifting ability.

The current study investigated profiles of vagal withdrawal in response to a challenging task in preschoolers. Also, the association between those profiles and conceptual shifting ability was assessed. Electrocardiogram of 43 four-year-olds was registered during a sequence of games including a win phase and a lose phase, while conceptual shifting ability was assessed via a standardized test.

First-graders' allocation of attentional resources in an emotional Stroop task: The role of heart period variability and classroom climate.

Background: Children's ability to remain focused on a task despite the presence of emotionally salient distractors in the environment is crucial for successful learning and academic performance.

Aims: This study investigated first-graders' allocation of attentional resources in the presence of distracting emotional, school-related social interaction stimuli. Moreover, we examined whether such attentional processes were influenced by students' self-regulation, as indexed by heart period variability, observed classroom climate, or their interaction.

Attentional Bias for Academic Stressors and Classroom Climate Predict Adolescents' Grades and Socioemotional Functioning.

Using a dot-probe detection task, this longitudinal study investigated whether adolescents show an attentional bias for academic stressors at the beginning of the school year (T1), and if such allocation of attention interacts with classroom climate (CC) to predict grades and socioemotional functioning at the end of the term (T2). Among 133 eighth-graders, the majority showed a perceptual bias toward academic threats. Regression analyses indicated that a greater bias at T1 predicted lower grades and more socioemotional problems at T2, and that CC moderated these relationships.

The role of cardiac vagal tone and inhibitory control in pre-schoolers' listening comprehension.

This study investigated the role of basal cardiac activity and inhibitory control at the beginning of the school year in predicting oral comprehension at the end of the year in pre-schoolers. Forty-three, 4-year-olds participated in the study. At the beginning of the school year children's electrocardiogram at rest was registered followed by the assessment of inhibitory control as well as verbal working memory and verbal ability.

Effects of perceived school well-being and negative emotionality on students' attentional bias for academic stressors.

Background: Previous research indicates that children can display different attention allocation patterns in response to threat. However, data are lacking on the possible existence of an attentional bias in response to academic stressors, and whether variables related to school well-being (SWB) and students' individual characteristics may influence such attentional patterns.

Aim: We aimed to investigate whether students show an attentional bias for school-related stressors.

Does mood influence text processing and comprehension? Evidence from an eye-movement study.

Background: Previous research has indicated that mood influences cognitive processes. However, there is scarce data regarding the link between everyday emotional states and readers' text processing and comprehension.

Aim: We aim to extend current research on the effects of mood induction on science text processing and comprehension, using eye-tracking methodology.