installment
发表于 2025-3-27 00:29:01
http://reply.papertrans.cn/19/1886/188572/188572_31.png
affinity
发表于 2025-3-27 01:17:51
Adults’ Understanding of Electricityof school settings. In this closing commentary, after briefly summarizing key points, we offer three recommendations for future research that are informed by and build upon the gaps and needs for future research highlighted by the volume authors.
minion
发表于 2025-3-27 06:44:46
http://reply.papertrans.cn/19/1886/188572/188572_33.png
Indict
发表于 2025-3-27 12:02:41
The Impact of School Social Experiences on Socioemotional and Behavioral Problems: The Hypothesizedn, may be altered by life experiences and could jeopardize later development, a concept referred to as biological embedding. We conclude by outlining key methodological, biological, and statistical limitations constraining the generalization of emerging findings investigating epigenetic mechanisms in peer relationships research.
渐强
发表于 2025-3-27 15:36:04
http://reply.papertrans.cn/19/1886/188572/188572_35.png
变白
发表于 2025-3-27 19:36:56
Prologue: Introduction,th concurrent and subsequent neurobiological changes that may help explain the development of behavioral, emotional, and academic problems. Decades of research have shown the detrimental effects of such negative social experiences at school. The volume begins with several chapters providing overview
同位素
发表于 2025-3-28 01:48:05
Elementary School Social Experiences with Peers and Teachers: Manifestation and Development,f their lives (i.e., “elementary school” years), young children spend a considerable number of hours each day in the presence of classroom peers, guided by teachers. This chapter focuses on these two important socializing agents of influence on children’s normative social and academic development, a
LUCY
发表于 2025-3-28 06:10:46
,How Peers and Teachers Shape Elementary School Children’s Academic and Socioemotional Development,h peers and teachers contribute to their socioemotional development and academic achievement, for better or for worse. In this chapter, we examined relationships with peers and teachers and their contribution to elementary school children’s (mal)adaptive developmental outcomes. We focused on two typ
ALOFT
发表于 2025-3-28 09:10:09
School Social Relations and Child Development: Gene-Environment Interplay,s today is that genetic and environmental factors interact and reciprocally influence each other through gene-environment interplay. Most of the prior research has focused on genetic factors working together with family-related factors (e.g., socioeconomic status, parenting) or stressful life events
BULLY
发表于 2025-3-28 12:42:22
The Impact of School Social Experiences on Socioemotional and Behavioral Problems: The Hypothesizedated in prior literature and theory as a contributor to children’s behavioral and emotional problems, through stress-related pathways and mechanisms. However, little is known about the underlying molecular mechanisms that may account for these effects. In this chapter, we first briefly examine how t