Aggression-Victimization in Middle-Low Income Students in Turkey: Empathy Level, Gender, and Grade Level Differences.

This article aimed to analyze aggression-victimization differentiation in middle-school students by empathy level, gender, and grade level. A total of 260 students living in a middle-low-socioeconomic region of Ankara, Turkey, participated in the study (mean age = 12.89, standard deviation = 0.

PROTOCOL: Problem solving before instruction (PS-I) to promote learning and motivation in child and adult students.

This is the protocol for a Campbell systematic review. The objectives are as follows: The purpose of this review is to synthesize the evidence about the efficacy of problem solving before instruction (PS-I) to promote learning and motivation in students. Specifically, this review is designed to answer the following questions: To what degree does PS-I affect learning and motivation, relative to alternative learning approaches? To what extent is the efficacy of PS-I associated with the use of different design features within it, including the use of group work, contrasting cases, and metacognitive guidance in the initial problem-solving activity, and the use of explanations that build upon students' solutions in the explicit instruction phase? To what extent is the relative efficacy of PS-I associated with the contextual factors of activities used as control, age of students, duration of the interventions, and learning domain? What is the quality of the existent evidence to evaluate these questions in terms of number of studies included and potential biases derived from publication and methodological restrictions?

Relationship between Executive Functions and Creativity in Children and Adolescents: A Systematic Review.

(1) Background: Executive functions and creativity could play an important role in children's education. To date, research on the relationship between these constructs has focused on adults. The objective of this systematic review was to analyze the relationship between executive functions (EFs) and creativity in children to provide teachers with tools to improve students' abilities.

Validation of the Shortened Version of the Metacognitive Awareness Inventory in Spanish Uiversity Students.

Background: The Metacognitive Awareness Inventory (MAI) is used all over the world to identify metacognitive components that are relevant to learning. However, there is not enough evidence confirming its factorial structure or the suitability of its Shortened Version, proposed by various authors. Also, to date, the MAI has not been validated in the Spanish context.

Simultaneous production of carotenoids and chemical building blocks precursors from chlorophyta microalgae.

Replacement of fossil fuels has to be accompanied by the incorporation of bio-based procedures for the production of fine chemicals. With this aim, the microalga Chlamydomonas reinhardtii was selected for its ability to accumulate starch, an environmentally-friendly alternative source of chemical building blocks, such as 5'-hydroxymethylfurfural or levulinic acid. The content of appreciated lipophilic coproducts was assessed in the selected microalga cultured at different nutritional conditions; and the parameters for the acidic hydrolysis of the algal biomass, obtained after pigments extraction, were optimized using a Central Composite Design.

Neurodevelopmental disorders: An innovative perspective the response to intervention model.

Neurodevelopmental disorders are a group of conditions classified together by the most recent edition of the Diagnostic and Statistical Manual of Mental Disorders which include intellectual disability, communication disorders, autism spectrum disorder, attention-deficit/hyperactivity disorder, specific learning disorder (SLD), and motor disorders. SLD is present in many students, who exhibit significant difficulties in the acquisition of reading, written expression, and mathematics, mostly due to problems with executive functions (EF). The present study is a review of the current situation of neurodevelopmental disorders and SLD focusing on the benefits of the response to intervention model (RtI), which allows the combination of evaluation and intervention processes.

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities.

Nowadays, how to encourage students' reflective thinking is one of the main concerns for teachers at various educational levels. Many students have difficulties when facing tasks that involve high levels of reflection, such as on STEM (Science, Technology, Engineering and Mathematics) courses. Many also have deep-rooted anxiety and demotivation towards such courses.

Coping with stress in parents of children with developmental disabilities.

Abstract Background/objective: Previous findings indicated that parents of children with developmental disabilities face greater care giving demands and report higher levels of stress This study explores the styles and strategies of coping with stress among parents of children with developmental disabilities compared to parents of children with typical development.

Method: 167 parents of children with developmental disabilities and 103 parents of typical development children participated as a voluntary. The CISS and the COPE Inventory were used to assess the coping styles and strategies in rearing a child.

[Empirically Supported Psychological Treatments for Children and Adolescents: State of the Art].

Unlabelled: Empirically Supported Psychological Treatments for Children and Adolescents: State of the Art.

Background: The empirical evidence accumulated on the efficacy, effectiveness, and efficiency of psychotherapeutic treatments in children and adolescents calls for an update. The main goal of this paper objective was to carry out a selective review of empirically supported psychological treatments for a variety of common psychological disorders and problems in childhood and adolescence.

The Influence of State and Trait Anxiety on the Achievement of a Virtual Reality Continuous Performance Test in Children and Adolescents with ADHD Symptoms.

The three types of presentations of ADHD often co-occur with other disorders, anxiety being one of the most prevalent. For this reason and because there are few studies that have examined the influence of anxiety on attentional activities, this study aims to determine how internalizing difficulties (anxiety levels) can influence performance in a virtual reality continuous performance test. The study used a non-probabilistic clinical sample comprising 68 boys (66%) and 35 girls (34%) aged between 6 and 16 ( = 12.

Retrospective symptoms and learning difficulties predicting ADHD in adults: Differences between prison inmates and the clinical population.

People who suffer from ADHD in their childhood are more likely to be involved in criminal acts in late adolescence and adulthood. This study analyses the association between retrospective ADHD symptoms and associated problems (somatic and learning difficulties), and current symptoms in a sample of adults from imprisoned and clinical populations. Four hundred and fifty-seven participants, aged between 17 and 69 years, were divided into four groups: ADHD prison group without clinical history of symptoms (n = 61), prison group (n = 162), ADHD clinical group (n = 176) and clinical group (n = 58).

What Predicts Life Satisfaction in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD)? A Study from Parent and Child/Adolescent Perspectives.

The aim of this study was to analyze life satisfaction in a sample of 70 children and adolescents (M = 12.21, SD = 2.85) with Attention-Deficit/Hyperactivity Disorder (ADHD), according to parents' and children's/adolescents' reports.

Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables.

Academic achievement in general, and in mathematics in particular, is positively associated not only with cognitive abilities, but also with emotional and motivational skills. The objective of this study was to analyze the prediction strength of cognitive, motivational, and emotional variables in mathematics achievement throughout high school, considering students' gender and age. A large sample of 2,365 Spanish students from the 4 years of high school (12-16 years old) participated in the study.

The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating.

The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8-13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity.

Attention, inhibitory control and early mathematical skills in preschool students.

Background: Early mathematical skills may be important indicators of school success. Executive Functions (EFs) such as attention and inhibitory control may be related to the development of early mathematical skills.

Method: This study is aimed at understanding the relationship between two EFs (attention and inhibitory control) and low and high relational and numerical mathematical skills in preschool students (143 children between 4 and 6 years old).

Is a Virtual Reality Test Able to Predict Current and Retrospective ADHD Symptoms in Adulthood and Adolescence?

Despite the persistence of attention deficit hyperactivity disorder (ADHD) into adulthood and adolescence, there are few objective, reliable instruments (based on patient performance) that have been shown to be able to predict current and retrospective ADHD symptoms. The present study aimed to explore whether a validated VR test called Nesplora Aquarium is able to predict ADHD symptoms in adults and adolescents, based on both current and retrospective self-reports. A non-clinical sample of 156 adults and adolescents (70 women and 86 men) between 16 and 54 years of age ( = 21.

New virtual reality tool (Nesplora Aquarium) for assessing attention and working memory in adults: A normative study.

Attentional and working memory (WM) processes undergo significant changes during different stages of development. However, currently there are not many continuous performance tools based on virtual reality (VR) for measuring attentional capacity in adults. The present study aimed to obtain normative data for the Nesplora Aquarium VR test in a Spanish population, looking at sex and age variables.

Serious Games and Their Effect Improving Attention in Students with Learning Disabilities.

Previous studies have shown the positive effects of educational video games (serious games) in improving motivation, attention and other cognitive components in students with learning disabilities. This study analyzes the effects on attention of a serious game based on multiple intelligences in a sample of 44 students (age range = 6-16 years; experimental group = 24; control group = 20) with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Performance and observation measures of attention were used.

Supplementation with high-content docosahexaenoic acid triglyceride in attention-deficit hyperactivity disorder: a randomized double-blind placebo-controlled trial.

Attention-deficit hyperactivity disorder (ADHD) is a complex disorder in terms of etiology, clinical presentation, and treatment outcome. Pharmacological and psychological interventions are recommended as primary treatments in ADHD; however, other nonpharmacological intervention such as a dietary supplementation with omega-3 polyunsaturated fatty acids (ω-3 PUFAs) has emerged as an attractive option. The objective of the present study was to assess whether dietary supplementation with highly concentrated ω-3 docosahexaenoic acid (DHA) triglyceride may improve symptoms in ADHD.

Parenting and Future Anxiety: The Impact of Having a Child with Developmental Disabilities.

This study examined differences in future anxiety (FA) among mothers and fathers of children with and without developmental disabilities (DD), and it also analyzed differences in FA within the group of parents of children with DD taking into consideration parent-related factors and child-related factors. A group of 167 parents of children with DD were compared to a group of 103 parents of children with typical development. The group with DD included children with autism spectrum disorders, sensory disorders, and intellectual disability.

Differential Efficacy of Neurofeedback in Children with ADHD Presentations.

Training in neurofeedback (NF) reduces the symptomatology associated with attention deficit with hyperactivity disorder (ADHD). However, ADHD differs in terms of the type of presentation, i.e.

Comparison between two continuous performance tests for identifying ADHD: Traditional vs. virtual reality.

Continuous Performance Tests (CPTs) have demonstrated validity when differentiating children with ADHD from healthy controls. However, these CPTs have limitations such as low ecological validity. New CPTs based on the use of Virtual Reality (VR) have appeared as supposedly improved methods for assessing ADHD.

Analysis of cognitive and attentional profiles in children with and without ADHD using an innovative virtual reality tool.

In previous studies, children with Attention-Deficit Hyperactivity Disorder (ADHD) have been found to have more difficulties with processing speed, working memory, and attentional tasks. The present study aimed to compare the cognitive variables (working memory and processing speed) and the attentional profiles of a sample of students with and without ADHD, using scales from the WISC-IV, and the virtual reality-based attentional test known as 'Aula Nesplora'; and determine the extent to which the aforementioned variables may predict student group membership. A total of 88 students took part in this study (66 males and 22 females), aged from 6 to 16 years (M = 10.

Influence of initial mathematical competencies on the effectiveness of a classroom-based intervention.

Background: Students commonly struggle with mathematics and mathematical problem-solving. Therefore, it is necessary to design and implement interventions aimed at improving these essential components of learning. Furthermore, the outcomes of these interventions can vary significantly and appear to be a function of a student's initial competencies in mathematics.