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The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
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In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
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Effects of classroom talk lessons on student perceptions of collaborative group work in a remote, synchronous Montessori elementary learning environment
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In: Masters of Arts in Education Action Research Papers (2021)
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Adolescence as a “critical period” in the heritage language use. Polish in Germany
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In: Open Linguistics, Vol 7, Iss 1, Pp 301-315 (2021) (2021)
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A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study. ...
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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
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Schastak, Martin. - : Verlag Barbara Budrich, 2020. : Opladen, Berlin, Toronto, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Opladen, Berlin, Toronto : Verlag Barbara Budrich 2020, 457 S. - (Mehrsprachigkeit und Bildung; 4) - (Frankfurt am Main, Univ., Diss., 2019) (2020)
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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen ...
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A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study.
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Abstract:
Purpose: Adolescents with a history of language difficulties are at risk for increased social and emotional difficulties; however, the pathways involved are unclear. Here we examine the contribution of poor emotion regulation by comparing longitudinal data from children at risk of Developmental Language Disorder (rDLD) and the general population (GP). Method: Data from the Millennium Cohort Study (MCS) were analysed at age 3, 5, 7, 11 and 14 years. The rDLD group (children with parent-reported difficulties and/or a score -1.5SD on Naming Vocabulary subtest at age 5) was compared to a GP group on parent-reports of emotion regulation, peer problems and emotional problems. Results: In line with the established literature, increased socioemotional problems in individuals with language difficulties were reported. Poor emotion regulation consistently predicted subsequent peer and emotional problems throughout development in both groups. Stronger cross-lag effects were found in the rDLD group for poor emotion regulation at age 3 predicting age 5 emotional problems, and age 5 emotional problems predicting age 7 emotion regulation difficulties. Stronger reciprocal cross-lag effects were also observed in the rDLD group between peer and emotional problems at age 3 and 5. No significant group differences were found in adolescence. Conclusions: Poor emotion regulation makes a small but significant contribution to later peer and emotional difficulties and this relationship is stronger in children at risk of DLD. Early reciprocal peer and emotional difficulties are also stronger in the rDLD group but these effects dissipate in mid-childhood. Nevertheless, the consistent relationship between early emotion regulation difficulties and socioemotional problems throughout development warrants further investigation in individuals with lower language skills.
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Keyword:
Adolescent; Child; Cohort Studies; Emotional Regulation; Emotions; Humans; Language Development Disorders; Longitudinal Studies; Peer Group; Preschool
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URL: https://www.repository.cam.ac.uk/handle/1810/301050 https://doi.org/10.17863/CAM.48127
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Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study. ...
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"Contes en família": les interaccions en un projecte de lectura compartida i dialogada en un context plurilingüe i pluricultural
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In: TDX (Tesis Doctorals en Xarxa) (2019)
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Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study.
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"Contes en família": les interaccions en un projecte de lectura compartida i dialogada en un context plurilingüe i pluricultural
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The Influence of Peer Groups on Students’ Anxiety in EFL Learning
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In: ELT Worldwide: Journal of English Language Teaching, Vol 5, Iss 1, Pp 54-63 (2018) (2018)
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Students’ Responses to the Application of Peer-Editing Group Correction for Cause–Effect Written Assignments
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 17, Iss 2, Pp 197-208 (2017) (2017)
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The Effect of Multilingual Facilitation on Active Participation in MOOCs
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An exploration of ESL learners' emergent beliefs about academic group work and peer review at a New Zealand university
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‘The words are stuck inside me; I write to heal’: Memory, recall, and repetition in PTSD blogs.
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In: Communication & medicine, vol 12, iss 2-3 (2015)
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Understanding the Development Origins of Primate Face Recognition: Theoretical Commentary on Martin-Malivel and Okada (2007)
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In: Behavioral Neuroscience (2015)
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Understanding the Development Origins of Primate Face Recognition: Theoretical Commentary on Martin-Malivel and Okada (2007)
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In: Behavioral Neuroscience (2015)
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