Gil G. Noam’s research while affiliated with McLean Hospital and other places

... • 12 механізмів називаються у шкалі A. Jacobson (Jacobson et al., 1992); ...

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СИСТЕМНА ОЦІНКА СПРЯМОВАНОСТІ МЕХАНІЗМІВ ПСИХОЛОГІЧНИХ ЗАХИСТІВ НА РІЗНИХ РІВНЯХ ОРГАНІЗАЦІЇ ОСОБИСТОСТІ ТА У ЗВ’ЯЗКУ З ПСИХІЧНИМИ СТАНАМИ

... However, in our survey just one tool explicitly measured the connection between STEM and SEL, the Common Instrument Suite (Allen et al., 2019;Sneider & Noam, 2019). There were also five tools that included questions about participants' feelings. ...

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Measuring STEM Learning in After-School Summer Programs: Review of the Literature

... A citation analysis suggests that Danaher and Crandall's interpretation is the more widely accepted: Scopus reports that Danaher and Crandall's [9] reanalysis has received more citations than Stricker and Ward's [10] original report (as of 21st May 2021). Furthermore, in the education literature, Danaher and Crandall's [9] interpretation is often cited without mention of Stricker and Ward [e.g., [14][15][16] and, when both authors are cited, the fact that Stricker and Ward disagreed with Danaher and Crandall is not always highlighted [e.g., 17]. ...

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Stereotype threat, gender and mathematics attainment: A conceptual replication of Stricker & Ward

... The STEM learning 'ecosystem' 1 metaphor has gained prominence in recent years as a way of referring to and/ or designing for productive cross-sectoral collaborations between formal and informal STEM learning settings (e.g. Allen et al., 2020;Bevan, 2016;Russell et al., 2013). The metaphor draws on ecological concepts to articulate either a current or desired relationship between individual, social and environmental relations, actors, systems and structures that support STEM learning, acknowledging the interrelationship of person and context in generating developmental outcomes (Bronfenbrenner, 1979). ...

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From STEM learning ecosystems to STEM learning markets: critically conceptualising relationships between formal and informal STEM learning provision

... OST refers to hours in which school-age students are not in school and are doing something other than activities mandated by school attendance (Lauer et al., 2006, p. 276). A widely accepted notion of OST activities is that they include programmes that may, or may not, be aligned with school curricula (Meyers, 2023), have variable duration (Noam et al., 2020), and take place either after school hours or in the summer when schools are closed (Noam & Shah, 2014, p. 201). Typical objectives of OST activities are to enrich learning and provide opportunities for students to improve their knowledge of specific topics (Martin et al., 2016). ...

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The effects of perceived relevance of participation in science-oriented out-of-school time activities on university students’ performance and persistence

... Finally, the variability of the patterns of self-regulation and emotional well-being found in this study can inform the further development of tailored intervention approaches to better support conflict-affected children in classrooms (Malti et al., 2018). If we no longer view self-regulation and emotional well-being as unidimensional traits but rather as a complex, dynamic patterning of domain-specific regulatory skills interacting with contexts (Cicchetti & Aber, 1998), it provides ample opportunities to identify new hypotheses about how to design and implement tailored and scalable classroom-based interventions. ...

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Patterns of self-regulation and emotional well-being among Syrian refugee children in Lebanon: An exploratory person-centered approach

... Additionally, completing homework with higher quality and cultivating good study habits contribute to the development of stronger teacher-student relationships. Non-academic activities that align with students' interests also provide opportunities for social networking, fostering positive peer relationships (Allen et al., 2019). Moreover, extracurricular activities have been found to boost students' self-confidence, self-esteem, positive attitudes toward school, and prosocial behavior (Lester et al., 2020). ...

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Beyond the Bell: After-School Programs and Educational Equity in Chinese Primary and Secondary Schools

... An advantage of an experimental design using only one group is allowing participants to obtain the required positive intervention (Chen et al., 2021;Little et al., 2020). In practice, differentiated instruction contains operational steps that help students master a lesson in class by considering abilities and supporting resources. ...

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Improving the Cognitive Flexibility (CF) of Adolescent Students Through Differentiated Instructions in Indonesia

... For example, USA-based extended education services are typically seen as places for enrichment with specialised offerings for children (e.g., technology, academic, or art clubs) (Minney et al., 2019) or free play opportunities that allow social-emotional skill development (Noam & Triggs, 2018). In Nordic and Central European countries such as Sweden, Iceland and Germany, after school care is integrated into formal education so that children attend all day schools that cater for learning in formal and informal settings (e.g. ...

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A Systematic Literature Review of Strategies Implemented in Extended Education Settings to Address Children’s Mental Health and Wellbeing

... In addition to more empirical, longitudinal and early intervention research in this area, careful attention should be paid to issues of specificity and commonality when developing interventions across diverse communities (Box 1). Importantly, integrated approaches that identify common, effective principles to nurture prosociality are needed 10,129 . Implementing relational practices of care at different layers of socialization can contribute to the growth of prosocial mindsets in children. ...

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Development of prosociality and the effects of adversity