Background: The Metacognitive Affective Model of SRL (MASRL) considers the relationships between metacognition, motivation, and affect. Notably, it provides a theoretical framework to understand how subjective experiences (metacognition and affect) change self-regulation from a top-down to a bottom-up process and vice versa. Aims: The study…

Background: A successful transition from primary to secondary school for typically developing (TD) children is associated with academic and psychosocial outcomes. Children with developmental language disorder (DLD) tend to have pervasive needs in both of these domains, yet little is known about their experience of this transition. We have no…

Background: There is inadequate information regarding the factor structure of the Wechsler Intelligence Scale for Children -- Fifth UK Edition (WISC-V[superscript UK]; Wechsler, 2016a, Wechsler Intelligence Scale for Children-Fifth UK Edition, Harcourt Assessment, London, UK) to guide interpretation. Aims and methods: The WISC-V[superscript UK]…

Background: Self-reported school satisfaction is an important indicator of child and adolescent well-being. Few studies have examined how disability, gender, and age affect school satisfaction. Aim: We sought to determine whether the interaction between disability and gender with regard to self-reported school satisfaction might be specific to…

Background: Some research shows a link between sleep behaviours and school achievement in English-speaking children and adolescents. Aims: The current study aimed to examine the relationship between children's sleep behaviours and aspects of their school achievement in Mandarin-speaking children who are living in Taiwan. Sample: The present study…

Background: There is an urgent need to accelerate the detection of special educational needs and disabilities (SEND). A recent brief questionnaire designed for teachers and nursery staff, the Brief Early Skills and Support Index (BESSI), shows promising psychometric properties (Hughes, Daly, Foley, White, & Devine, 2015. "British Journal…

Background: Children's academic achievement is considerably influenced by genetic factors, which rarely operate independently of environmental influences such as teachers' behaviour. Praise and punitive discipline are commonly used management strategies by teachers. However, their effects on the genetic expression of children's academic…

Background: Worries about school transition were related to poor academic adjustment during middle school. However, limited studies simultaneously investigated individual and contextual factors that may shape the children's reaction related to transition. Aims: The first aim of this present study was to assess how children's anxiety and academic…

Background: Transgender children are known to face a wide range of barriers, difficulties and injustices at school. Few studies have focused on the educational experiences of trans pupils who socially transition at or before primary school, with no such studies in the UK. Aims: To learn about the at-school experiences of transgender children who…

Background: Early numeracy skills are associated with academic and life-long outcomes. Children from low-income backgrounds typically have poorer maths outcomes, and their learning can already be disadvantaged before they begin formal schooling. Understanding the relationship between the skills that support the acquisition of early maths skills…

Background: Sleep problems are common in children and are known to detrimentally affect language and cognitive abilities, as well as academic achievement. Aims: We aimed to investigate effects of sleep on oral word and non-word reading in a large, cross-sectional sample of children. Sample: Of 428 children who attended a public psychological…

Background: Critical thinking (CT) has been identified as one of the key skills in the modern world. Despite a variety of CT assessment systems for secondary school and higher education, there is a shortage of CT assessments for children. Aims: To fill the gap, we developed a computer-based performance assessment (CPBA) of CT with automatic…

Background: Children and young people experience various transitions throughout their education. Theory and evidence highlight that these can be complex, and poor experiences of transitions can be associated with worsened outcomes, necessitating a need to develop and implement wellbeing support. However, children and young people's views are…

Background: According to Munsat (1965, The concept of memory. University of Michigan), a person who makes frequent prospective memory (PM) errors is considered as having a flawed character rather than a bad memory. Given that PM completes its development only in young adulthood, this bias might occur not only within social relationships but also…

The transition from primary to secondary school is a major life event for eleven-year-old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of COVID-19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with…