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We investigated teacher effects (magnitude, predictors, and cumulativeness) on primary students' achievement trajectories in Chile, using multilevel cross-classified (accelerated) growth models (four overlapping cohorts, spanning Grades 3 to 8; n = 19,704 students, and 851 language and 812 mathematics teachers, in 156 schools). It was found that teacher effects on achievement growth are large, exceeding school effects. Also, the contribution of teachers to student achievement growth was found to accumulate over time. The study advances the field by exploring teacher effects in the context of an emerging economy, contributing further evidence on the properties of teacher effects on student achievement growth and demonstrating the combined use of accelerated longitudinal designs, growth curve approaches, and cross-classified and multiple membership models.

Digital Voice Assistants (DVAs) have become a ubiquitous technology in today’s home and childhood environments. Inspired by (Bernstein and Crowley, J Learn Sci 17:225–247, 2008) original study ( n  = 60, age 4–7 years) on how children’s ontological conceptualizations of life and technology were systematically associated with their real-world exposure to robotic entities, the current study explored this association for children in their middle childhood ( n  = 143, age 7–11 years) and with different levels of DVA-exposure. We analyzed correlational survey data from 143 parent–child dyads who were recruited on ‘Amazon Mechanical Turk’ (MTurk). Children’s ontological conceptualization patterns of life and technology were measured by asking them to conceptualize nine prototypical organically living and technological entities (e.g., humans, cats, smartphones, DVAs) with respect to their biology, intelligence, and psychology. Their ontological conceptualization patterns were then associated with their DVA-exposure and additional control variables (e.g., children’s technological affinity, demographic/individual characteristics). Compared to biology and psychology, intelligence was a less differentiating factor for children to differentiate between organically living and technological entities. This differentiation pattern became more pronounced with technological affinity. There was some evidence that children with higher DVA-exposure differentiated more rigorously between organically living and technological entities on the basis of psychology. To the best of our knowledge, this is the first study exploring children’s real-world exposure to DVAs and how it is associated with their conceptual understandings of life and technology. Findings suggest although psychological conceptualizations of technology may become more pronounced with DVA-exposure, it is far from clear such tendencies blur ontological boundaries between life and technology from children’s perspective.

Students’ mathematics self-efficacy (MSE) is strongly associated with learning behaviours and performance, and students’ future career choices. In our scoping review, we screened what substantive foci (conceptualization, directionality and role of MSE, change in MSE, and situational specificity of MSE) have been posed and which methodological approaches (participants, analytical methods, data sources, and congruence of measures) have been used in recent (2018–2022) studies of MSE. Studies of MSE were clearly in the mathematics domain with 21 of 49 included studies exploring specific mathematics areas. The key focus was on strength of MSE. International databases (i.e., PISA) have enabled broad generalization, while in-depth qualitative studies enable minute situation-specificity. Cross-sectional and longitudinal studies using hierarchically nested designs (i.e., students in classrooms) enable us to draw conclusions at both individual, classroom, and school levels. The current state-of-the-art indicates methodological advancement is rapid and we are likely to see further methodological-substantive synergies in the field of MSE in future studies. We see the potential and need for future mixed-methods studies that continue the focus on MSE as a multidimensional and dynamic concept. Careful consideration of the theoretical background of the construct of MSE continues to be important to bring the field forward.

Following a model on the cyclical nature of teacher (\"trait\") self-efficacy and context-, task-and situation-specific (\"state\") mastery experiences (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students receiving free school meals) and teacher characteristics (e.g. teacher experience) on teachers' situation-specific mastery experience. Forty-three teachers reported on 1,055 lessons in 385 student groups using electronic questionnaires in Personal Digital Assistants during a period of 2 weeks. Two domains of TSSME (support of learning and organisation of classrooms) and perception of students (engagement and behaviour) were found. Multilevel models found roughly a quarter of the variance in TSSME between teachers, a quarter between student groups and half between lessons. Student group characteristics differentially predicted TSSME. Perceived student engagement was more predictive of TSSME than perceived student behaviour. More experienced and high-efficacy teachers had higher TSSME. The findings have implications for our understanding of teachers' everyday practice with different student groups.

Los avances tecnológicos y metodológicos permiten formular nuevas preguntas de investigación fundamentales y aplicar nuevos diseños de estudios en la investigación educativa. Este artículo revisa los métodos emergentes empleados para el registro de los procesos de aprendizaje y enseñanza en el tiempo —las secuencias de eventos de aprendizaje— que tienen lugar en contextos múltiples. Para este fin, se emplean los conceptos de investigación nomotética e ideográfica utilizando el cubo de Cattell (1952), que identifica a las personas, las variables y el tiempo como las tres dimensiones clave para describir diseños de estudios. En la investigación educativa es importante tener en cuenta una cuarta dimensión —el contexto— dadas las estructuras anidadas (p. ej. díadas alumno- profesor, relaciones entre pares, grupos de alumnos, aulas, profesores y colegios) en las que se produce el aprendizaje y la enseñanza.Existen varios métodos cuantitativos que permiten a los investigadores: a) determinar la calidad de la medición (p. ej. el análisis de factores, los modelos de respuesta a ítems), b) en secuencias de puntos temporales (p. ej. modelos autorregresivos), c) en estructuras multinivel complejas (p. ej. modelos multinivel, modelos de efectos aleatorios), empleando también estimadores sólidos en estudios de n pequeña (p. ej. modelos bayesianos). Se invita a los investigadores en educación a diseñar estudios apropiados para modelos multinivel con datos clasificados jerárquicamente o con clasificación cruzada, y a pensar en términos de procesos de aprendizaje intraindividuales.Cómo citar este artículo: Malmberg, L. (2018). Métodos cuantitativos para el registro de procesos y contextos en la investigación educativa | Quantitative Methods for Capturing Processes and Contexts in Educational Research. Revista Española de Pedagogía, 76 (271), 449-462. doi: 10.22550/REP76-3-2018-03

To investigate the effect of (i) physical education (PE) lesson intensity and (ii) skill complexity, and (iii) their interaction on students’ on-task behaviour in the classroom. Within-subject repeated-measures. Participants were children (N=101, age 7–11) recruited from four elementary schools in Oxfordshire, United Kingdom. The experiment consisted of manipulating the aerobic intensity (low/medium/high) and skill complexity (low/high) of PE lessons. Children participated in all six conditions of the experiment: low intensity–low complexity (flexibility), medium intensity–low complexity (health related exercise), high intensity–low complexity (sprinting games), low intensity–high complexity (bi-lateral ball skills), medium intensity–high complexity (ball games), high intensity–high complexity (aerobics). Children’s behaviour in the classroom was observed every 30s for 25min before and after each PE lesson and rated as on-task or off-task. A main effect of intensity on children’s on-task behaviour was found (F(2,51634)=11.07, p<0.001), with greater on-task behaviour following high intensity PE lessons (thigh=2.85, p<0.01, d=0.2). No main effect of complexity on on-task behaviour was observed (F(1,51636)=1.89, p=0.17). The interaction of intensity and complexity was significant (F(2,51628)=69.19, p<0.001). These findings suggest that participation in PE lessons can improve children’s on-task behaviour in the classroom. PE lessons involving high complexity and high intensity, or low complexity and medium intensity appear to have the greatest benefits for students’ behaviour in the classroom.

Self-regulation, defined as volitional control of attention, behavior, and executive functions for the purposes of goal-directed action (Blair & Ursache, 2011), is associated with multiple school-related outcomes (Calkins, Howse, & Philippot, 2004; Diamond & Lee, 2011; McClelland & Tominey, 2011). For example, children with robust self-regulation have been shown (Fisher, Hirsh-Pasek, Newcombe, & Golinkoff, 2013; Ramani, 2012) to more cooperatively participate in classroom activities, sustain focus on tasks (Bierman, Nix, & Greenberg, 2008; Drake, Belsky, & Fearon, 2014), and exhibit reduced behavioral issues (Feng et al., 2008; Ponitz, McClelland, Matthews, & Morrison, 2009). Conversely, lower levels of self-regulation skills are associated with externalizing behaviors (Flouri, Midouhas, & Joshi, 2014; Olson & Lunkenheimer, 2009), diminished attention (Raver et al., 2011; Tough, 2012), and lower academic achievement (Kim, Nordling, Yoon, & Kochanska, 2014; Nota, Soresi, & Zimmerman, 2004; Soares, Vannest, & Harrison, 2009). In addition to academic outcomes, children with poor self-regulatory competencies are more likely to have worse health and financial outcomes in adulthood (Moffitt, Arseneault, & Caspi, 2011; Schlam, Wilson, Shoda, & Mischel, 2013). Given the role of self-regulation in promoting both child and adult outcomes, early intervention in preschool contexts holds considerable promise for improving a child's development trajectory. As Heckman noted, early \"skill begets skill; learning begets learning\" (Heckman & Masterov, 2007, p. 3). Consequently, small self-regulatory differences in early childhood can be magnified to progressively larger differences over time (Alexander, Entwisle, & Kabbani, 2001; O'Shaughnessy, Lane, Gresham, & Beebe-Frankenberger, 2003). Thus, early childhood emerges as an especially critical period in which to intervene. one An early childhood curriculum emphasizes self-regulation cultivation as its paramount aim: \"Tools of the Mind\" (Tools). Since its development in 1993, Tools has been adopted in parts of the United States, Canada, and South America. Twenty U.S. states now have at least one Tools school; in certain areas such as Washington DC, Tools has been implemented in the majority of local preschools (Tools of the Mind, 2015). In the face of the program's proliferation, it is important to establish evidence of Tools' effectiveness on hypothesized outcomes. That is, does Tools enhance children's self-regulation and academic outcomes as compared with traditional 'business-as-usual' or other program curricula? This systematic review aims to be the first to address this question.

Students’ self-efficacy expectations (SEE) in mathematics are associated with their engagement and learning experiences. Going beyond previous operationalisations of SEE we propose a new instrument that takes into account not only facet-specificity (expectations related to particular competences or skills) and strength (confidence of the expectations), but also level (perceived task difficulty) of these expectations as proposed by Bandura (Self-efficacy: The exercise of control, W. H. Freeman & Co, New York, 1997; Self-efficacy beliefs of adolescents, Information Age Publishing, Greenwich, 2006). In particular, we included level-specific items referring to perceived difficulty on a subsequent national test in mathematics. In total 756 Norwegian grade 5, 8, and 9 students completed the “Self-Efficacy Gradations of Difficulty Questionnaire.” We fitted plausible multitrait-multimethod models using structural equation models. The best fitting model included three factors representing levels of perceived difficulty, and a-priori specified correlated uniquenesses representing four facets. The facets related to problem solving or students’ self-regulation skills during the test in order to accomplish the following: (1) complete a certain number of problems, (2) solve tasks of a certain challenge, (3) concentrate, and (4) not give up for a certain amount of time. The results indicated that three correlated constructs representing levels of SEE are associated with scores on national tests in mathematics, and that the strongest association is between national test scores and medium level SEE. Taking level (difficulty) into account broadens our understanding of the self-efficacy construct, and allows investigation into differential relationships between SEE and performance.

Purpose To investigate gender differences in how emotional and behavioural problems (hyperactivity, emotional problems, and conduct problems) and maternal psychological distress, all measured at three time points in childhood (ages 5, 10, and 16), predict psychological distress in adult life (age 30). Methods Longitudinal data from 10,444 cohort members of the 1970 British Cohort Study (BCS70) were used. Results Emotional problems in adolescence tended to be more strongly associated with adult psychological distress in men than in women. No gender differences in the association of adult psychological distress with maternal psychological distress in adolescence were found. In childhood and adolescence boys’ externalizing behaviour problems tended to show more homotypic continuity than girls’, but all heterotypic continuity (although very little) of behaviour problems was seen in girls. Maternal psychological distress in childhood tended to have a stronger effect on girls’ than boys’ emotional problems in adolescence. Conclusions In general there was little evidence for gender differences either in the association of adult psychological distress with adolescent psychopathology or in the association of adult psychological distress with maternal psychological distress in adolescence. The continuity of emotional problems from childhood to adolescence to adult life was strong and similar for both sexes.

This Campbell systematic review examines the evidence on the effectiveness of the Tools of the Mind curriculum in promoting children?s self‐regulation and academic skills, in order to inform its implementation in schools. The participants included students of all ages, gender, ethnicity, special education status, language‐learning status, and socio‐economic status. The review summarizes findings from 14 records across six studies conducted in the USA. The Tools curriculum significantly improved children?s math skills relative to comparison curricula, but the effect size was small. There are also shortcomings in the quality of evidence. Although the average effect sizes for self‐regulation and literacy favored tools compared to other approaches, the effect was not statistically significant. The evidence from the small number of included studies is mostly consistent with the evidence observed for other similar programs, but again the evidence is weak. The results for the outcome measures were not statistically significant. Executive Summary/ BACKGROUND Tools of the Mind (Tools) is an early childhood education curriculum that aims to simultaneously promote children's self‐regulation and academic skills. Given the increasing focus on self‐regulation and other social‐emotional skills in educational contexts, Tools has become increasingly implemented in classrooms around the United States, Canada, and Chile. Despite itsgrowing popularity, Tools’ evidence base remains mixed. OBJECTIVES The aim of this review is to synthesize the evidence on the effectiveness of the Tools program in promoting children's self‐regulation and academic skills. SEARCH METHODS The systematic search was conducted from October 21 through December 3, 2016. The search yielded 176 titles and s, 25 of them deemed potentially relevant. After full‐text screening, 14 reports from six studies were eligible for inclusion. SELECTION CRITERIA In order to be included, a study must have had one or more quantitative effect sizes regarding Tools’ effectiveness in the self‐regulatory or academic domains. Moreover, the study must have employed statistical mechanisms to control for potential confounds. Studies that compared Tools with a business‐as‐usual or another intervention were eligible for inclusion, whereas studies that did not pertain to the Tools curriculum were excluded. The reports, whether published or unpublished, could come from any national context, language, student population, or time period as long as the conditions outlined above were met. DATA COLLECTION AND ANALYSIS All included studies classified as randomized controlled trials, though, again, quasi‐experimental studies had been eligible for inclusion. Each included study yielded effect sizes in the form of standardized mean differences. The outcomes of interest included assessor‐reported self‐regulation skills (e.g., teachers or parents rating children's self‐regulation), task‐based self‐regulation skills (e.g., children performing a self‐regulation task on a computer and receiving a score), literacy skills, and math skills. All effect sizes were interpreted as Tools’ effect relative to other business‐as‐usual programs or other interventions. RESULTS The evidence indicated statistically significant benefits for Tools children on the math pooled effect size. The other pooledeffect sizes for self‐regulation and literacy favored Tools but did not reach statistical significance. AUTHORS’ CONCLUSIONS The results indicate positive yet small effects for the Tools program. Three of the four pooled effect sizes did not reach statistical significance, but all four pooled effect sizes favored Tools. The small number of included studies reduced power, which could explain the lack of statistical significance across three of the four outcome measures. By contrast, it is also possible that Tools either does not substantially influence children's self‐regulation or that the influence is too small to be detected with the current evidence base.Background