ABSTRACTIn the current study investigated the psychopathologies of parents, family functioning, child temperament characteristics, and attachment of kindergarten and primary school‐age children who were brought to the child and adolescent psychiatry outpatient clinic due to school refusal behavior. Fifty‐two children with school refusal and 64 children without school refusal and their parents participated in the current study. School Refusal Assessment Scale, Systemic Family Functionality Scale(SFFS), Family Harmony Scale(FHS), Kerns Secure Attachment Scale(KSAS), Temperament Scale for Children(TSC), and Depression Anxiety Stress Scales(DASS) for parents were used. It was determined that, compared to children without school refusal, the children with school refusal had lower KSAS score(mother)(p = 0.049), higher DASS‐stress and anxiety(mother) scores(p = 0.014 and p = 0.020, respectively), lower TSC‐Responsiveness/Reactivity subscale score (p = 0.005), lower SFFS‐intrafamilial support and SFFS‐intrafamilial connection scores (p = 0.002 and p < 0.001, respectively), and lower FHS‐total score (p = 0.002). It was determined that school refusal was 11 times more common in children who had difficulty adjusting to school in previous years. Each point increase in the SFFS‐intrafamilial connection score reduced school refusal by 30%. In the current study shows that among the interventions required for treatment, the family should also be targeted in addition to the child and adolescent. Therefore, it is essential to identify factors such as parents' psychopathology and their roles in the family, family functioning, and family harmony in school refusal. Because parents play a crucial role in both the development and maintenance of school refusal, using more parent‐targeted strategies or techniques is necessary to improve interventions.

ABSTRACTDesign thinking has become an important process in many fields to encourage innovation toward problem solving skills in various fields. In the field of education, design thinking has been incorporated into curriculums as it contributes both to higher order thinking skills and to the learning process with its flexible and dynamic nature. However, there is a growing need and interest in exploring how design thinking affects students' learning experiences and its potential in group work (collaborative or pair). The purpose of this study is to determine the effect of design thinking activities carried out as a pair or group in a design‐based learning process on problem‐solving, design thinking disposition, and design thinking traits. Sixty‐seven students (64.2% male and 35.8% female) who took the graphic design course participated in this study. The average age of the students participating in the study was 21.85 years. The study was designed with the mixed method. Studies enriched with design thinking activities were conducted with participants in pairs or groups. A demographic information form, three scales and a semi‐structured interview form were used. The data were analyzed with Mann−Whitney U tests and qualitative data analysis methods. According to the results of the study, students who participated in pair‐design activities emphasized the contributions of the process in defining the problem and visualizing solutions, while students who participated in group‐design activities reported that the design thinking approach facilitated their problem solving processes. These findings suggest that design thinking can be an important tool in developing students' problem solving skills. According to the results regarding its contribution to design thinking disposition, it was found that there was a significant difference between the post‐test scores of the experimental groups in the relationship dimension. It was also concluded that the experimental study had a significant effect on the collaboration dimension of design thinking characteristics. This study can provide students with tips on how to manage group work and how to share tasks correctly to improve their problem solving and design thinking processes.

ABSTRACTContemporary scholars of race contend that the long‐heralded “American Dream” rhetoric continues to thrive within the ideology of colorblindness, whereby race is deemed insignificant. Public schools are not insulated from this, and recent political assaults the teaching of “divisive” concepts have already had a chilling effect on classroom content, posing a threat to the affirmation of racially marginalized students. Using qualitative interviews, we examined the salience of ethnicity‐race and ethnic‐racial identity for students of varied ethnic‐racial groups (n = 22) in a middle school community that was ethno‐racially diverse, but where White students constituted a large segment of the population. Guided by critical race theory (CRT) and phenomenological variant of ecological systems theory (PVEST), our analyses generated five thematic categories upon which ethnicity‐race were relevant to students: learning and appreciation for diversity, ethnic‐racial identity, teacher behaviors, student treatment, and same‐race peer connections and support. Findings are discussed in terms of implications for teachers and counselors to stand in solidarity with youth in challenging hegemonic whiteness in schools.

ABSTRACTTeacher parents enroll their children in the schools where they work nowadays. This qualitative study aimed to explore what children experience when they attend a school where their teachers and parents work. The students, aged between 10 and 13 years (M = 11.2; SD = 1.22), were all students at the school where their parents worked during their middle school years. Of the students who were in the same school as their parents, the parents of six of them were also course teachers. The thematic analysis of the qualitative interviews identified the following four main themes: Advantages, expectations, artificial friendship, and recommendations. Within the framework of the findings, practical recommendations were offered to psychological help professionals and families working on the subject.

ABSTRACTLanguage mindsets influence learners' behavior, motivation, and strategic approaches to studying a language. These mindsets impact how learners perceive control and value in achievement activities, which, in turn, affect their achievement emotions and ultimately their learning strategies and academic performance. This study investigates the effects of growth and fixed language mindsets on strategic approaches to studying English, with perceived academic control, task value, and positive/negative achievement emotions serving as mediators. Questionnaire surveys were administered to 517 university students in Taiwan. The structural models revealed that students with growth language mindsets exhibited stronger academic control and task value, experienced more positive emotions, and employed more study strategies. These factors partially mediated the relationship between growth language mindsets and study strategies. In contrast, fixed language mindsets did not predict task value or study strategies, but they negatively predicted academic control. No mediating effects were found between fixed language mindsets and study strategies.

ABSTRACTThe aims of this systematic review were to identify, describe, and synthesize the characteristics and effectiveness of self‐regulated learning training programs on primary education students' self‐regulated learning and academic achievement. The study implemented a systematic review protocol that encompassed both primary and complementary literature searches to ensure the comprehensive inclusion of unbiased studies. Subsequently, the results were analyzed by narrative content analysis. After the selection process, 10 studies were finally qualified for data extraction and review. The results revealed that the selected interventions had a statistically significant positive impact and effectiveness in fostering students' self‐regulated learning. Additionally, many of them seemed to be effective in terms of improving pupils' academic performance. Nevertheless, this systematic review emphasizes the necessity for additional studies employing robust evaluation research designs to enhance the quality of research in this domain.