Mediating Effect of Motor Competence on the Relationship between Physical Activity and Quality of Life in Children with Attention Deficit Hyperactivity Disorder

This study examined the mediating role of motor competence in the association between physical activity (PA) and quality of life (QoL) and the moderating role of age in the indirect relationship between PA and QoL in children with ADHD. Eighty-six children aged 6-12 years old (, SD = 1.40 , 17.4% girls) with the diagnosis of ADHD were recruited in this study. Participants wore a wGT3X-BT accelerometer on their wri M age = 8.45 st for seven consecutive days to measure PA. Motor competence was measured by the Test of Gross Motor Development-Third Edition (TGMD-3). Quality of life (QoL) was assessed by the parent-reported Chinese version of the Pediatric Quality of Life Inventory. MVPA was positively associated with object control skills but was not directly related to QoL. Using the bootstrapping method, the indirect effect of object control was found between MVPA and social functioning (0.10, 95 % CI = 0.01 , 0.21 ), school functioning (0.09, 95 % CI = 0.01 , 0.18 ), and overall QoL (0.07, 95 % CI = 0.01 , 0.16 ), supporting the full mediation effect. Moderated mediation analysis further revealed that age strengthened the indirect effect from MVPA to social and school functioning via object control. Findings of this study indicated that MVPA is positively associated with object control skills, which in turn, is related to psychological aspects of QoL in children with ADHD. Age was found to moderate the indirect mediation paths. The findings may inform future expeditions on designing an effective intervention that helps to improve MC and QoL in children with ADHD.

School Does Not Kill Creativity

Based on meta-analyses, intervention studies, and investigations outside of the creativity literature, this paper makes seven evidence-informed propositions about the relationships between creativity and school functioning. First, creative abilities are drivers, not brakes of school achievement. Second, the negative attitudes toward creative students sometimes observed in schools usually concern a small and particular group of creative students: those who are most impulsive and nonconforming. Third, creativity-relevant mental processes support learning. Fourth, creative learning occurs when students can co-discover new, meaningful knowledge. Fifth, school education supports – albeit likely to a different degree – both intelligence and creativity. Sixth, both creative and learning processes are most effective when accompanied by agency and value: feeling confident and valuing creativity and learning are instrumental for generating and directing motivation. Seventh, in both creativity and learning processes, self-regulation is vital.

Education in Cybernetic Illumination by Marian Mazur

The article presents the cybernetic approach and justifications of the same kind for highlighting flaws in the functioning of today’s, still unchanged, mass school, proffered by Marian Mazur, the founder of the Polish school of cybernetics. This author analyses all the important dimensions of school functioning – from the content, through methodology to its organisation – pointing to the rationality of an optimising cybernetic approach to education, which is perfectly consistent with the common sense feeling about the weakness of schools. Although Mazur’s analyses date back to the 1960s, they seem to be applicable today not only to our country, but also to the entire world.

School Functioning and Educational Aspirations in Adolescents With Social Anxiety—The Young-HUNT3 Study, Norway

Social anxiety disorder (SAD) typically emerges during childhood or early adolescence and often has long-term effects on several areas of an individual's life, including school and education. The purpose of this study is to examine whether social anxiety is associated with (1) school functioning in terms of behavioral difficulties (hyperactivity and/or attention problems), school dissatisfaction, social exclusion, truancy, and learning difficulties, and (2) educational aspirations (educational level). We use data from the population-based Young-HUNT3 study (2006–2008), where 8,199 Norwegian adolescents participated. Social anxiety is measured both as self-report [the Social Phobia and Anxiety Inventory for Children (SPAI-C)], and as screening information from diagnostic interviews [Anxiety Disorder Interview Schedule for DSM IV: child version (ADIS-C)]. ADIS-C screening positives (n = 388) reported higher rates of behavioral difficulties (RR = 1.06), school dissatisfaction (RR = 1.15), social exclusion (RR = 1.24), truancy (RR = 1.05), and learning difficulties (RR = 1.10) compared to screened negatives. Self-reported social anxiety symptoms showed similar patterns. Further, higher mean scores of self-reported social anxiety symptoms and being ADIS-C screening positive were negatively associated with aspirations of higher education (OR = 0.92 and OR = 0.74, respectively). However, as regards to having aspirations for the future (aspirations of higher education and/or aspirations of vocational training), no associations were found. The results indicate that social anxiety in adolescence is related to unfavorable/poorer school functioning and lower tendency of aspirations of higher education, which may have consequences for future educational pathways and later work life.

Striking a Balance between Centralized and Decentralized Decision Making: A School-Based Management Practice for Optimum Performance

School decision-making promotes school autonomy and success. Today’s contemporary approach supports the idea that operative school functioning and development are characteristically accomplished when there is decentralized decision-making. However, less attention has been paid to the collective benefits of centralized and decentralized decision-making. Hence, it is desirable to study balanced decision-making in a centralized and decentralized structure. An extensive search of major databases was undertaken which identified 35,822 studies on the subject wherein 9 met the inclusion criteria. Employing a systematic literature review, data were extracted and analyzed using thematic analysis. Two themes arose from the analysis of the studies such as decision-making as a school-based management practice, and decision-making towards school performance. Studies engrossed on the heart of decision-making in the sociological perspective of school management. It also shows that combining both centralized and decentralized approaches is indispensable for leading and enhancing education. As a result, the literature pointed to the following discussion points, which are areas that require further research: (1) decision-making practices among school principals, and (2) decision-making on school operating expenses and expenditures.

Light Therapy for QoL/Depression in AYA With Cancer: A Randomized Trial

Objective Secondary outcomes from a published feasibility and acceptability trial were examined to explore the effect of bright white light (BWL) on quality of life (QoL) and depressive symptoms compared to dim red light (DRL) control in adolescents and young adults (AYAs) receiving cancer-directed therapy. Methods Fifty-one AYAs (12–22 years, 51% male) newly diagnosed with cancer were randomized to receive 8 weeks of BWL (n = 26) or DRL (n = 25). The CDI-2 (total score, negative mood/physical symptoms, interpersonal problems, ineffectiveness, and negative self-esteem) and parent- and self-report PedsQL (total score and subscales of physical, emotional, social, and school QoL) were completed at multiple timepoints. Results BWL produced improvements in self-reported total depression (d = −.64; 95% confidence interval [CI] = −1.26, −0.01), negative self-esteem (d = −.80; 95% CI = −1.43, −.14), negative mood/physical symptoms (d = −.73; 95% CI = −1.36, −0.08), ineffectiveness (d = −.43; 95% CI = −1.04, .19), total self-reported QoL (d = .41; 95% CI = −.16, .96), emotional (d = .78; 95% CI = .19, 1.37), school functioning (d = .48; 95% CI = −.09, 1.04), and parent-reported school functioning (d = .66; 95% CI = 0.02, 1.33). BWL reported a greater rate of improvement than DRL for total depression (β = .49, p < .05) and self-esteem (β = .44, p < .05), and parent-reported school functioning (β = −1.68, p < .05). Conclusions BWL improved QoL and depressive symptoms for AYAs with cancer. These findings will inform larger randomized controlled trials.

The Effect of Child Gender, Parent School Involvement, and Parent Language Use on School Functioning Among Trauma-Exposed Latinx Youth

High rates of trauma exposure can impede school functioning, which is predictive of many negative long-term outcomes. This study examined school functioning in Latinx children with clinically elevated levels of posttraumatic stress symptoms. We found that child gender, parent language use, and parent school involvement were associated with school functioning in complex ways. Interactive effects revealed that the association between parent school involvement and child school functioning depended on parent language use. Greater parent school involvement was linked with better school functioning when parents spoke more English, but parent school involvement did not improve school functioning when parents spoke more Spanish, which may reflect Spanish-speaking parents’ challenges engaging with schools. These findings have important implications for improving academic outcomes for trauma-exposed Latinx youth.

Development and Validation of a Measure to Assess Early Adolescents’ Perceptions of Caring Student-Teacher Relationships

There is accruing evidence documenting the importance of caring student-teacher relationships in fostering students’ social and emotional competence (SEC), well-being, and school success, particularly during early adolescence. However, few studies have investigated dimensions of caring student-teacher relationships from the perspective of early adolescents. This study describes the development and validation of the Caring Student-Teacher Relationship (CSTR) scale. Participants included 222 sixth and seventh grade middle school students who completed the CSTR and self-report measures of classroom supportiveness, prosociality, well-being, and school functioning. Students also assessed their teachers’ SEC. Classroom teachers (n = 14) completed self-report measures of mindfulness in teaching and burnout, reported on closeness and conflict in their relationships with students, and rated students’ SECs and academic success. Results from an Exploratory Factory Analysis (EFA) indicated high internal consistency of the CSTR and a two-factor solution: Teacher Support and Attunement and Caring Teacher Qualities. Further analyses revealed that the two factors of the CSTR were related in expected directions to measures of teacher support (e.g., academic and personal) and SEC, and to students’ reports of classroom supportiveness, prosociality, well-being, and school functioning. Positive associations of the two CSTR factors to teacher reports of students’ SEC and academic success were also found. The two factors of the CSTR were positively associated with teachers’ reports of mindfulness in teaching and negatively associated with teachers’ burnout. These findings have implications for understanding the role that students’ perceptions of student-teacher relationships may play in promoting their positive adaptation and success in school.