Although the benefits of physical activity (PA) for people with disabilities are well-documented, little research has centered around the public’s awareness of disability and PA. This study’s purpose was to assess the psychometrics from the Disability and PA Perceptions Survey. Two confirmatory factorial analyses were conducted, with the first identifying the items loaded on a single factor and the second with two separate factors. ANOVAs indicated that women who had personal connections with a person with a disability had higher scores with the identified factors. The survey produced valid and reliable data on college students’ perceptions toward PA for people with disabilities. Future researchers should replicate this study to examine predictors within other subsets of the population.

This study examined associations between executive function (EF) and mathematics across the early years of schooling and explored whether there were differences for Dual Language Learners (DLLs) compared with their English monolingual (EM) peers across five measurement timepoints from fall of pre-k through spring of first grade. Data come from a longitudinal study of classroom processes and child outcomes in a large, diverse school system in the United States. Participants included 1388 students, over 87% of whom were DLLs. By estimating longitudinal models including both autoregressive and cross-lag paths between time points, we observed that prior EF was positively associated with future EF and mathematics, although these relations became weaker over time. Results also showed that prior mathematics was positively associated with future EF and mathematics, and these relations became stronger over time. A multi-group analysis showed that the longitudinal models did not vary significantly between DLL and EM students. Findings from this study inform future research and the ways in which practitioners support the co-development of children's EF and mathematics skills during the early years.

Globally, land-use change has been the main driver of terrestrial and freshwater ecosystem degradation since 1970. Widespread land abandonment presents an opportunity for communities to alter this trend through choices about future land use (e.g., choosing to rewild abandoned farmland). Public beliefs about how land use impacts the environment could be a key psychological determinant of support for ecosystem restoration activities. However, support for ecosystem restoration may be weakened if communities also perceive economic or social benefits from land development. Across five countries spanning Western (United States, France, Italy) and East Asian (Japan, Taiwan) cultural contexts (N = 2,462), we found that people recognized environmental benefits of natural areas, harms of built areas, and were neutral about the impacts of farms. These beliefs corresponded with their preferences for future use of abandoned land: Beliefs that natural areas, built areas, and farms benefited the environment were positively associated with preferring abandoned land to be converted into that type of land. Additionally, we experimentally manipulated beliefs about the environmental impact of these land uses through informational videos and demonstrated a causal link between these beliefs and land-use preferences (N = 983, US participants).

This study used the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey to measure 93 Grade 1 teachers’ beginning-of-year knowledge within five domains (phonological awareness; phonics/decoding/encoding; reading fluency; oral language; reading comprehension) and reading performance in those domains at beginning and end of year for 205 students at risk for reading difficulties in teachers’ classrooms. Teacher knowledge to support phonological awareness development was positively associated with student gains on one of two related literacy measures; knowledge to teach phonics/decoding/encoding was positively associated with student gains on five of seven related literacy measures; knowledge related to oral language development was associated with student gains on one of four related literacy measures, and knowledge to teach reading comprehension was associated with student gains on two of two related literacy measures. The presence of statistically significant effects in over half of measured variables indicated a non-random and substantively meaningful pattern supporting the inference that teacher knowledge within specific literacy domains is systematically associated with literacy gains within related domains for students with or at risk for reading difficulties. Findings have implications for the measurement of teacher knowledge and provision of pre-service teacher education and in-service professional development to support knowledge development

Background: Following growing calls to investigate the situational nature of motivation across diverse institutional contexts and student populations, this study examined fluctuations in students' motivational beliefs-expectancy, value, and costs-across multiple time points in an introductory statistics course. Aims: We aimed to replicate and extend prior work conducted at predominantly White/Asian institutions by exploring whether dynamic patterns of motivation generalize to Hispanic-Serving Institutions (HSIs), addressing the need for more inclusive research on situational motivation. Sample: The sample consisted of 439 students enrolled in an introductory statistics and data science course at several HSIs. Methods: Using an intensive longitudinal design, we measured students' motivational beliefs at multiple time points. We analyzed overall trajectories, within- and between-student variability, associations with course performance, and the moderating role of demographic factors. Results: Consistent with past research, we found substantial within-student variability in motivational beliefs across expectancy, value, and cost. However, associations between motivation and performance, as well as demographic moderators, differed from those observed in prior studies conducted at predominantly White/Asian institutions. Conclusions: Findings highlight the importance of examining motivation as a dynamic, context-dependent process. Results highlight the need for further research into how situational and contextual factors shape motivation and academic outcomes across diverse student populations and institutional settings.

The COVID-19 pandemic underscored the urgent need for scalable, adaptable training programs to support public health preparedness and response. While many training initiatives emerged globally, their effectiveness, sustainability, and relevance to community needs remain uneven. This scoping review characterizes the landscape of pandemic-related training programs and identifies barriers, facilitators, and gaps in preparedness education for public health professionals, community-based organizations (CBOs), and frontline responders. We conducted a scoping review of English-language peer-reviewed articles published between 2005 and 2023. Using the Consolidated Framework for Implementation Research (CFIR) to guide data extraction and thematic synthesis, we examined training programs focused on pandemic preparedness, including design, delivery, implementation processes, and evaluation strategies. Thirty-eight studies met inclusion criteria. Training programs varied in scope, format, and target populations, with most focused on COVID-19 and conducted in low- and middle-income countries. Programs commonly emphasized contact tracing, epidemiology, surveillance, and community engagement. While virtual formats increased accessibility, participants often preferred in-person, interactive learning. Facilitators were associated with perceived success included strong partnerships, culturally tailored materials, and improvement through feedback, while barriers were associated with program challenges included limited infrastructure, unclear learning objectives, lack of sustained funding, and inadequate evaluation. Most programs were reactive and short-term, with minimal input from community stakeholders. Trust, equity, and cultural responsiveness emerged as central themes. Preparedness training programs remain fragmented and overly reliant on crisis-driven implementation. Future programs would benefit from prioritizing sustained investment, co-design with community partners, and use of validated frameworks like CFIR to guide development and evaluation. Strengthening the capacity of CBOs and embedding preparedness within trusted community networks are essential to building equitable and resilient public health systems.

Although children frequently engage with digital media, their exposure to informational content such as documentaries remains limited. This exploratory study examined how preschoolers learn vocabulary and content knowledge from a child-friendly documentary presented through shared reading, video viewing, or both formats. Sixty 4- to 5-year-old children were randomly assigned to one of the three conditions. Children either experienced one format twice or both formats once. The book and video contained identical language; the book used static images, whereas the video featured animations and background music. Vocabulary and knowledge were assessed before and after children were read the book or shown the video. Research Findings: Controlling for pretest scores, no significant overall group differences emerged. However, significant interactions were found: children with lower baseline vocabulary showed greater gains in the video viewing group compared to shared reading, while children with higher baseline knowledge benefited more from video viewing than from the other conditions. Practice or Policy: These findings highlight how media format interacts with individual learner characteristics and suggest that informational videos may support vocabulary and knowledge development by interacting with children's existing language and knowledge levels. Educators may consider incorporating high-quality informational videos strategically to support vocabulary and knowledge development, especially for children whose baseline skills may shape responsiveness to different instructional formats. Policymakers and curriculum designers should attend to learner characteristics when evaluating and selecting educational media for early childhood settings.

A growing body of research demonstrates that purpose and meaning are significant to employee well-being and organizational performance. Yet, increasing challenges in the workplace, including downsizing, layoffs, and job insecurity, can erode employees' sense of purpose and meaning. This context positions workplace spirituality (WS) as a meaningful contributor. We build on prior work in WS that primarily focused on individual and organizational levels. We tested an overarching relational model of WS as a three-factor structure comprising individual (e.g., meaning), organizational (e.g., value alignment), and relational-level (e.g., conditions for community) components, drawing from a cross-sectional survey of data from 436 employees in a healthcare organization. Confirmatory factor analysis supported the proposed three-factor structure. Structural equation modeling further indicated that, among the three components, the relational-level WS component emerged as the strongest predictor, with the strongest negative effect on turnover intent. The study findings extend WS and human resource development (HRD) scholarship by clarifying the importance of aligning individual, organizational, and relational-level factors in shaping employees' attitudes and perceptions of their work and the organization.

This paper reports initial findings from a pilot study of the Coping Power-Rural program with upper elementary and middle school students, which was created to meet the specific needs of rural populations. Coping Power-Rural included adapted content to ensure it was relevant and accessible to students and teachers in rural schools. The program followed a two-tiered delivery format, incorporating both universal classroom sessions as well as targeted group sessions. The program also promoted skill generalization across contexts (e.g., school and home settings) through a flexible, technology-enhanced caregiver component, which provided caregivers with remote access to resources and supports. Building on prior feasibility and acceptability work (Nguyen et al. in Sch Ment Health 16:776–792, 2024. https://doi.org/10.1007/s12310-024-09632-2 ), this pilot study reports pre-post contrast testing of the Coping Power-Rural program in six rural schools across three states, involving 185 students (grades 4–7; 55.1

This study examined how early childhood education (ECE) teachers’ personal characteristics and job supports relate to their professional identity within a sample of 207 ECE teachers guided by the Job Demands–Resources model. Job resources, but not job control, mediated the associations of teacher characteristics (social support and teaching experience) with professional identity (motivation and teaching self-efficacy). Additionally, job demands moderated the association between job resources and teaching self-efficacy, such that the initially positive relation was weaker under higher job demands. Moderated mediation analyses further indicated that the indirect effects of social support and teaching experience on teaching self-efficacy through job resources declined as job demands increased. These results suggest that job resources are a key mechanism linking teacher characteristics to professional identity, but high job demands constrain this process. Implications for policy and professional development are discussed, emphasizing strategies to improve teacher professional motivation and teaching self-efficacy through supportive work environments.

Double Check is a coaching and professional development program that aims to improve teachers' use of culturally responsive student engagement and classroom management strategies, with the overarching goal of reducing the disproportionate use of punitive disciplinary strategies. It incorporates motivational interviewing (MI) and leverages an adapted version of the Classroom Check-Up coaching model. The current study extends prior RCT pre-post findings in 41 middle schools (n = 332 teachers), by examining: 1) sustained impacts after one year of active coaching into a follow-up year with no coaching, 2) if higher coaching implementation (e.g., dosage, quality, coach-teacher alliance) among the teachers in the intervention condition translated to greater outcome gains, and 3) the cost to implement Double Check. Although the intent-to-treat analyses indicated no sustained effects of the original trial through the follow-up year, we observed some effect modification on growth in key teacher outcomes. Coaches' use of MI-consistent language was positively related to gains in culturally responsive teaching self-efficacy and multicultural efficacy and negatively related to changes in teacher stress at post-test and follow-up. Change talk was related to reductions in teacher stress across post-test and follow-up. However, coach-reported barriers to coaching were inversely related to changes (i.e. reductions) in teachers' efficacy from pretest to post-test. The total estimated cost implementing Double Check (e.g., teacher and coach time, materials) was $757.33 per teacher in 2023. The discussion considers implications for preparing and supervising effective coaches and the importance of maintaining effective practice.

The present study aimed to better understand teacher self-efficacy for teaching students with or at risk for reading difficulties and its relation to teacher knowledge to teach reading (i.e. the extent to which self-efficacy predicts knowledge). We developed and administered surveys to 313 elementary-grade teachers. They rated their self-efficacy for providing reading instruction to students with or at risk for reading difficulties as moderately high. However, self-efficacy had a small, statistically significant negative relation with knowledge to teach reading (beta = -.13, p = .02), such that higher self-efficacy was associated with less knowledge. Implications for practice and directions for future research are discussed.

Artificial intelligence (AI) is a plausible tool for enhancing and expediting multivariable, large-scale meta-analyses, yet little is known about its effectiveness at the inclusion/exclusion stage. We randomly assigned 1,200 papers from a three-variable mediation meta-analysis to be screened with or without the assistance of Elicit. Elicit reduced the time it took to make inclusion/exclusion decisions by 20.6

Addressing global concerns about youth mental health requires understanding longitudinal pathways to psychological maladjustment among diverse youth. Hostile attribution bias (HAB) and hostile rumination (HR) are cognitive vulnerabilities associated with multiple forms of psychological maladjustment among diverse youth. This study longitudinally examined whether HR mediates the relation of HAB to aggression, anxiety, and depression symptoms in a sample of adolescents from three countries. Participants included 532 mothers, 384 fathers, and 566 youth (50

Previous research identified three reasons for valuing nature (i.e., the basis for seeing nature as valuable and important): (1) valuing nature for what it gives to humans (instrumental), (2) valuing nature for its own sake (intrinsic), and (3) valuing nature because of the relationship between people and nature (relational). Of these, relational value-bases have been less studied, especially in non-Western cultures. Using a large sample (n = 2618), with participants from five distinct cultural regions (Japan, Taiwan, Italy, France, USA), the present research tests whether a three-factor framework of environmental value-bases generalizes to other cultures. Our findings demonstrate the configural and metric invariance of the recently validated Environmental Value-Bases Scale, indicating that the latent constructs generalize across sub-samples of the five regions and that the measure can be used to test associations between the value-bases and outcomes across cultures. However, we only found partial scalar invariance, suggesting (a) that caution is needed when comparing scale means between cultures and (b) that such tests are most appropriately performed using latent means. This research further contributes to the growing value-basis literature by comparing the latent means for each value-basis between and within each of the five regions and by demonstrating their associations with place attachment.

Early literacy screening is critical for identifying students at risk for reading difficulties and enabling timely intervention. However, the implementation of new screening tools often encounters significant barriers that hinder effective adoption. This mixed-methods study investigates the barriers and facilitators reported by educators during the early implementation of a new early literacy and language screener. Data from survey ( n =694) and focus groups ( n =39) were thematically coded using the Consolidated Framework for Implementation Research (CFIR) to identify determinants of successful adoption. Findings revealed four key themes influencing implementation: ease of administration, understanding of the screener, trust in the data, and use of data for instructional decisions. Crosscutting themes included the critical role of reading specialists and the challenges posed by simultaneous curriculum and assessment initiatives. Barriers such as time constraints, technological challenges, and insufficient understanding of language-based subtests were identified, while robust inner-setting supports and effective communication emerged as facilitators. These results underscore the importance of accessible and timely professional development, iterative tool refinement, and strategic leadership in scaling evidence-based practices. Future research should explore longitudinal impacts and strategies to integrate such innovations seamlessly into schools’ instructional ecosystems.

Difficulties with reading development have been well documented in samples of individuals with emotional and behavioral disorders (EBD). This study utilized a state-level dataset of early literacy skills in kindergarten students with EBD (N = 522) to investigate the development of foundational reading skills across the kindergarten year. The study employed latent profile analysis and latent transition analysis (LTA) to empirically derive profiles of readers at kindergarten entry and kindergarten exit. Results demonstrate the heterogenous nature of early reading skills in young students with EBD. Socioeconomic status significantly moderated students' transitions from fall to spring, whereas gender did not. These findings have important implications for the early reading instruction and intervention of young students with EBD.

Grounded in the bioecological model of human development and attachment theory, this study examined whether the proportion of time children spend in activity settings in the kindergarten classroom moderated the relationship between teacher-child relationship quality and children's kindergarten academic and social-emotional outcomes. Participants included kindergarten students (n = 2439) and their teachers (n = 452) in a large and diverse school district in the United States. Using regression models that accounted for the dependence of students in classrooms, we examined the following three research questions: 1) To what extent is quality of children's relationships with their teacher at the beginning of kindergarten associated with growth in children's outcomes (academic, social-emotional, behavioral) over the kindergarten year? 2) To what extent is time spent in different classroom activity settings (i.e., small group, whole group, individual) associated with growth in outcomes? 3) Does time spent in different classroom activity settings moderate the association between teacher-child relationship quality and growth in children's outcomes? We found significant associations between teacher-child relationship quality and kindergarten outcomes as well as between small group setting and mathematics outcomes. We also found that group setting moderated associations between teacher-child relationship quality and some kindergarten outcomes. The findings illustrate the centrality of teacher-child relationship quality in supporting children's outcomes in the early years. Findings also suggest that although there may not be many direct associations between time spent in different settings and outcomes, to fully understand how teacher-child relationships are associated with children's outcomes, it may be important to consider the activity settings in which children spend their time.

Previous research has established the benefits of utility-value interventions in improving students' motivation and achievement outcomes. However, further investigation is needed to understand the heterogeneity of intervention effects and identify the contexts within which these interventions are more effective. Accordingly, in the present study, we tested the efficacy of a utility-value intervention in contexts with varying degrees of perceived instructor support in the development of values and relevance. Participants were 2,240 community college students enrolled in one of the four math courses taught by 78 instructors. The results of multilevel models with Bayesian estimation suggested that the utility-value intervention increased students' relevance for mathematics, which in turn positively predicted their math achievement. Notably, the intervention predicted these outcomes only in contexts where students perceived less support from instructors for the development of values, highlighting its effectiveness in contexts where it was most needed. Additionally, the results revealed an unintended consequence of the utility-value intervention: a slight decrease in students' expectations for success in their math course compared to the control group. We propose that minor adjustments to the writing activities embedded within the intervention in future research could mitigate any negative effects on students' expectations for success. This study underscores the importance of examining the heterogeneity of intervention effects, highlighting that interventions do not produce uniform outcomes across all contexts. The results have implications for professional development opportunities for instructors seeking to foster value-supportive environments for their students.