scholarly journals Can closeness, conflict, and dependency be used to characterize students’ perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood

2015 ◽  
Vol 85 (4) ◽  
pp. 479-497 ◽  
Author(s):  
Helma M. Y. Koomen ◽  
Francine C. Jellesma
Keyword(s):  
Middle Childhood ◽  
Teacher Testing

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

Memorial Consequences of Environmental Context Change in Children and Adults

2010 ◽  
Vol 57 (6) ◽  
pp. 455-461 ◽  
Author(s):  
Alp Aslan ◽  
Anuscheh Samenieh ◽  
Tobias Staudigl ◽  
Karl-Heinz T. Bäuml
Keyword(s):  
Elementary School ◽  
Young Adults ◽  
Episodic Memory ◽  
Middle Childhood ◽  
First Graders ◽  
Fourth Graders ◽  
Environmental Context ◽  
Context Change ◽  
Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

Middle Childhood: Period of Latency or Context of Development?

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (39) ◽  
Author(s):  
Patricia T. Ashton
Keyword(s):  
Middle Childhood

A longitudinal genetically informed analysis of parental negativity and children’s negative emotionality in middle childhood.

2019 ◽  
Vol 55 (11) ◽  
pp. 2403-2416
Author(s):  
Dana Vertsberger ◽  
Kimberly J. Saudino ◽  
Reut Avinun ◽  
Lior Abramson ◽  
Ariel Knafo-Noam
Keyword(s):  
Middle Childhood ◽  
Negative Emotionality
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