Longitudinal prediction of primary school children's COVID-related future anxiety in the second year of the pandemic in Germany.

Although research has confirmed that the first COVID-19-related lockdown has increased stress and mental health problems in children, less is known about the longer-term effects of the pandemic on children's COVID-related future anxiety (CRFA). Because of CRFA's potentially debilitating effects, risk and resilience factors against this anxiety were investigated. To this end, n = 140 children (49% female) in 3rd and 4th grade classrooms in Germany were asked to perform a working memory task and to self-report about their CRFA and emotion regulation in December 2020 and in May 2021.

Daily breath-based mindfulness exercises in a randomized controlled trial improve primary school children's performance in arithmetic.

Mindfulness-based interventions (MBIs) have been shown to improve children's academic achievements. Because MBIs include different exercises (possibly with differential effects), the teacher-led Breathing Break Intervention (BBI) was developed which focuses exclusively on breathing exercises and body awareness. The short daily breathing practices of BBI were evaluated in terms of their effects on children's performance in mathematics.

What predicts the alleviation of Covid-related future anxiety in schoolchildren 6 to 9 months into the pandemic?

Introduction: Although the first COVID-19-related lockdown in the Spring of 2020 has contributed to an increase in mental health problems in many children worldwide, less is known about the longer-term effects of the pandemic on their (future) anxiety. This article examines resilience factors against children's Covid-relatedfut ure anxiety (CRFA).

Methods:  = 140 children (48,6% female) in 3rd and 4th grade classrooms in Northern Germany were asked to self-report about their CRFA, their anxiety, and the social climate in their classrooms in September (T1) and December 2020 (T2).

A Daily Breathing Practice Bolsters Girls' Prosocial Behavior and Third and Fourth Graders' Supportive Peer Relationships: A Randomized Controlled Trial.

Objectives: In order to promote mindfulness in primary school, the Breathing Break Intervention was developed. This collection of short daily breath-based mindfulness practices was introduced to 15 teachers who delivered them up to 3 times a day to their students.

Method: In a randomized controlled trial, 146 third and fourth graders (49% female) either received the intervention ( = 81) or participated in the active wait list control group ( = 65).

[School Children's COVID-Related Future Anxiety over the Course of 8Months of the Pandemic].

To explore the long-term effects of the COVID-19-pandemic on children, N = 140 8- to 10- year-olds were asked about their COVID-related future anxiety (CRFA) in their classrooms during months 6, 9, and 14 of the pandemic which started inMarch 2020 in Germany. Future anxiety was defined as a "state of apprehension, uncertainty, fear, worry, or anxiety about unfavorable changes in a more distant personal future" which was related to the effects of the COVID- 19-pandemic. In this survey, 13%to 19%of children reported experiencing CRFA "often" on at least one of the four items of the newly developed CRFA scale.

The Adaptive Test of Emotion Knowledge for 3-to 9-Year-Olds: Psychometric Properties and Validity.

Children with an advanced knowledge of emotions are generally more socially competent, less likely to suffer from psychopathology, and more likely to succeed in school, both socially and academically. The assessment of children's emotion knowledge has thus gained importance in recent decades - both in psychiatric practice and in developmental and educational psychology. However, there is still a lack of appropriate instruments for assessing children's emotion knowledge in a performance test reliably, and for a broad age range.

"I'll Worry About It Tomorrow" - Fostering Emotion Regulation Skills to Overcome Procrastination.

Procrastination remains an omnipresent phenomenon impeding especially students' academic performance and well-being. Preliminary findings suggest that procrastination emerges due to dysfunctional emotion regulation efforts to regulate aversive emotions. This study's objective was to clarify whether the enhancement of general adaptive emotion regulation skills reduces subsequent procrastination.

Teaching the Teachers About Language Support Strategies: Effects on Young Children's Language Development.

The feeling thinking talking (FTT) intervention was designed because early childhood seems to be a prime time for fostering young children's language skills. This intervention involved teaching teachers from = 28 kindergarten groups in = 13 German kindergartens language support strategies (LSS) to be used in everyday conversations with the children in their care. The FTT intervention was evaluated in a business-as-usual control group design with = 281 children (mean age = 49.

[School-based Mindfulness Programs for Children and Adolescents].

Mindfulness is a mental state achieved by focusing one's awareness on the present moment, while calmly acknowledging and accepting one's bodily sensations, sensory feedback, thoughts, and feelings. Mindfulness interventions can improve proprioception, direction of attention, and emotion regulation. An accepting attitude towards thoughts and feelings reduces the experience of stress so that it is easier to cope with stressful situations.

[Playing Violent Digital Games and Openly Aggressive Behavior by Children and Adolescents: A Literature Review on the Direction of Effects].

The majority of adolescents play digital games and many play violent ones. That youngsters with more intensive use of violent digital games would increase their physically aggressive behavior measured outside the laboratory over time, was supported in a meta-analysis from 2018. The overall socialization effect of beta = 0.

Native-born German and immigrant children's development of emotion knowledge: A latent growth curve analysis.

Young children in immigrant families tend to face more challenges and can often call upon fewer resources than their native-born peers. This situation adversely affects their social-emotional development. In this study, the development of emotion knowledge of 576 immigrant and native-born German children, aged 3-6 years, was compared at three time points over a 12-month period by means of a latent growth curve analysis.

Pathways to Reciprocated Friendships: A Cross-Lagged Panel Study on Young Adolescents' Anger Regulation towards Friends.

Adolescents' close friendships are an important and unique learning context in which adolescents can practice and hone their emotion regulation skills within an egalitarian, supportive relationship structure that provides important feedback on the effectiveness of the regulation strategies. This longitudinal study examined whether adolescents' involvement in supportive reciprocal friendships influenced the way in which they regulated angry feelings arising in these friendships. A sample of 299 German adolescents began a 30-month, 3-wave longitudinal study in grade 7 (151 boys, M age = 12.

Emotion Knowledge and Attention Problems in Young Children: a Cross-Lagged Panel Study on the Direction of Effects.

Attention problems are likely to hinder children in acquiring knowledge of their own and others' emotions. Children with little knowledge of emotions tend to have difficulties with representing emotions, interpreting them, and sharing them, so that they are likely to spend more time in making sense of them and may thus appear to be inattentive. In order to disentangle the direction of effects between emotion knowledge and attention problems, 576 four- to- six-year-olds were interviewed at T1 and about 12 months later (T2) about their emotion knowledge.

[Adolescents in Web 2.0: risks and chances ].

That almost all adolescents possess an individual access to the internet and that they use it every day, lays the foundation for the improved means of self presentation and participation that are known by the notion of Web 2.0. Social networks and other interactive internet formats give rise to new risks like cyber mobbing which is the topic of three contributions.

[Having and losing friends: necessary social-emotional competencies in adolescents].

Supportive friendships are an invaluable resource for adolescents because of their various developmental tasks, but establishing and maintaining them requires particular interpersonal skills. In order to identify social-emotional competencies associated with having and losing friends, N = 206 early adolescents (12-14 years of age) were examined longitudinally right after the transition to secondary school in the beginning of grade 7 and again at the end of this school year. Adolescents who had at least one reciprocal friend at both times were compared to those who lost all their friends over the school year.

[Individuals and their peers: a structural perspective].

Peer relationships are diverse in the sense that their degree of obligation, their intensity, their stability and even their number of participants vary. At the same time they have effects on the intraindividual and interindividual development of children and adolescents who tend to value them highly. Sociometric peer nominations provide one way of describing the complexity of peer relationships and of analyzing their various determinants.

[The development of emotional understanding and behavioral self-regulation in kindergarten children from German and immigrant families].

The present study explores whether kindergarten children with and without immigrant parents in Germany differ in respect to their emotion understanding (TEC) and their behavioral self-regulation (HTKS). 356 three-to-six-year-olds with germanborn parents were contrasted with 155 children with at least one parent who was born abroad. In addition, influences of children's age, gender, and their receptive understanding of the German language were included in the analyses.