Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. Journal of Educational Psychology, 104(1), 206-223.
Ellinger, J. (2019). Reflection on the use of process oriented guided inquiry learning in science-focused English classes. Eruditi: The CGCS Journal of Language Research and Education, (3), 29-40.
Oxley, E., & McGeown, S. (2023). Reading for pleasure practices in school: children's perspectives and experiences. Educational Research, 65(3), 375-391.
de Santana, A. N., Roazzi, A., & Nobre, A. P. M. C. (2022). The relationship between cognitive flexibility and mathematical performance in children: A meta-analysis. Trends in Neuroscience and Education, 28, 100179.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8-11 year-olds. British Journal of Educational Psychology, 66, 447-456.
Parents' positive attitudes toward math and persevering through challenging work can be beneficial for children's math education.
Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. The British Journal of Educational Psychology, 78(2), 181-203.
Adults may choose to pursue education for many different reasons including self-improvement, supporting their children, or obtaining a better job.