Results 191 to 200 of about 48,260 (274)

Conceptualizing age‐appropriate social media to support children's digital futures

open access: yesBritish Journal of Developmental Psychology, EarlyView.
Abstract Is there really a ‘right age’ for social media? As governments rush to regulate children's digital lives, age‐based bans and ‘age‐appropriate’ design regulations are gaining international momentum. However, these are often based on theoretically dated ‘ages and stages’ models and blunt age thresholds.
Sonia Livingstone, Kim R. Sylwander
wiley   +1 more source

Anchors or relational risks? Educator and psychologist narratives of attachment in child–robot relationships

open access: yesBritish Journal of Educational Psychology, EarlyView.
Abstract Background As AI‐enabled social robots become more common in schools, children may form strong emotional bonds with them despite robots not being caregivers and lacking the capacities for “true” attachment. Given limited understanding of potential risks and safeguards, professional perspectives are needed to inform responsible design and ...
Dimitris Pnevmatikos   +1 more
wiley   +1 more source

Punchline with(out) purpose: Integrating research on instructional humour and seductive details

open access: yesBritish Journal of Educational Psychology, EarlyView.
Abstract Introduction We integrated research on instructional humour and seductive details to investigate when affiliative course‐related humour is effective or rather ineffective for learning. We assumed that instructional humour without a cognitive function (irrelevant humour) would have detrimental effects on learning performance resembling the ...
Lisa Bender   +2 more
wiley   +1 more source

Enjoyment and perceived teacher conflict shape early L2 English performance: A longitudinal study in primary school

open access: yesBritish Journal of Educational Psychology, EarlyView.
Abstract Background Learning English as a second language (L2) is crucial in a globalized world. However, longitudinal evidence on how young learners' achievement emotions and perceived teacher–child relationship quality jointly shape L2 outcomes remains limited.
Fabiola Silletti   +6 more
wiley   +1 more source

The gateway (mis)belief model: How misinformation impacts perceptions of scientific consensus and attitudes towards climate change

open access: yesBritish Journal of Psychology, EarlyView.
Abstract Climate change is one of the greatest threats to humanity, necessitating immediate action to combat its consequences. Although there is a nearly unanimous scientific consensus that climate change is human‐caused, misinformation doubting its causes continues to circulate widely.
Hannah Timna Logemann   +3 more
wiley   +1 more source

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