Carbon footprint distributions of lithium-ion batteries and their materials.

Lithium-ion batteries are pivotal in climate change mitigation. While their own carbon footprint raises concerns, existing studies are scattered, hard to compare and largely overlook the relevance of battery materials. Here, we go beyond traditional carbon footprint analysis and develop a cost-based approach, estimating emission curves for battery materials lithium, nickel and cobalt, based on mining cost data.

Multidimensionality in the Measurement of Math-Specific Anxiety and its Relationship with Mathematical Performance.

Traditionally, mathematical anxiety has been utilized as a unidimensional construct. However, math-specific anxiety may have distinguishable factors, and taking these factors into account may better illuminate the relationship between anxiety and mathematics performance. Drawing from the Western Reserve Reading and Math Project (N = 244 children, mean age = 12.

Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time.

Extant literature has established a consistent association between aspects of reading motivation, such as enjoyment and self-perceived ability, and reading achievement, in that more motivated readers are generally more skilled readers. However, the developmental etiology of this relation is yet to be investigated. The present study explores the development of the motivation-achievement association and its genetic and environmental underpinnings.

Development in reading and math in children from different SES backgrounds: the moderating role of child temperament.

Socioeconomic risks (SES risks) are robust risk factors influencing children's academic development. However, it is unclear whether the effects of SES on academic development operate universally in all children equally or whether they vary differentially in children with particular characteristics. The current study aimed to explore children's temperament as protective or risk factors that potentially moderate the associations between SES risks and academic development.

Overlapping genetic and child-specific nonshared environmental influences on listening comprehension, reading motivation, and reading comprehension.

This study investigated the genetic and environmental influences on observed associations between listening comprehension, reading motivation, and reading comprehension. Univariate and multivariate quantitative genetic models were conducted in a sample of 284 pairs of twins at a mean age of 9.81 years.