Editorial: Understanding developmental dyslexia: linking perceptual and cognitive deficits to reading processes

The problem of causation has proven particularly elusive in the case of developmental dyslexia (DD). The field has been dominated by very general hypotheses, such as the idea that DD is caused by a phonological deficit and/or an impairment of the magnocellular pathway. Results are contrasting and causal unidirectional links have not been persuasively demonstrated. Some studies in the Research Topic (RT) re-examine these general hypotheses from the critical perspective of more selective predictions. Others focus on less general deficit hypotheses and stay closer to reading by investigating specific aspects of the reading process such as orthographic learning ability or the ability to deal with multiple-stimulus displays. Studies benefit from new research paradigms as well as new information from research areas such as neuroimaging or genetics. Below, we sketch the general questions tackled by these studies

Stimulating elementary school students’ self-regulated learning through high-quality interactions and relationships:A narrative review

One of the most important competencies to become a life-long learner is considered to be self-regulated learning (SRL). In this narrative review study, we describe research on the relationships between classroom- and dyad-level student-teacher interactions and the components of elementary students’ SRL. These components include metacognition and the regulation of cognition, motivation, behavior, and emotions. Three electronic databases were examined, which resulted in 30 studies that met our eligibility criteria. The results suggest that both well-organized and emotionally supportive classroom climates, in addition to high-quality instructional support, are associated with students’ metacognition. Results also show that associations between classroom-level interactions and the components of SRL that tap students’ behaviors and motivation are mixed. In contrast, at the dyad-level, higher quality teacher-student interactions were consistently found to be related to the motivational component of SRL. We also found a positive relationship with metacognition, but at the dyad level studies on the other components of SRL were hardly available. The review revealed a number of gaps in research on SRL, such as the paucity of studies on the regulation of cognitions and emotions, the overreliance on self-reports in the measurement of SRL, and the absence of cross-cultural research

Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology.

Introduction: Studies pinpoint the importance of exploring factors in theclassroom environment that might foster students’ SRL-skills in various domains.This study explored specific teacher and classroom factors, including self-efficacyfor SRL-skills (TSE) and teacher–student interactions in relation to students’ selfregulated learning skills in various domains (metacognitive, motivational, andbehavioral). Additionally, the moderating role of teacher–student interactions inthe relationship between TSE and SRL-skills was examined.Methods: Third-to sixth grade students (N  =  1,278, 46.9% boys) from 63classrooms of Dutch elementary schools completed reports about theirmetacognitive, motivational, and behavioral SRL-skills. Teachers reported ontheir TSE for eight randomly selected students from their classes. In addition,the Classroom Assessment Scoring System was used to observe the quality ofteacher–student interactions.Results: Multilevel analyses generally revealed that individual students reportedbetter metacognitive, motivational, and behavioral SRL-skills when their teachersfelt efficacious in teaching SRL-skills. However, none of the associations atthe class level were significant. Moreover, when high-quality teacher–studentinteractions were observed, students reported lower levels of metacognitive,motivational, and behavioral SRL-skills. No moderating effect of teacher–student interactions on the relation between TSE and SRL-skills was found.Discussion: These findings show that specific measures of TSE at the appropriatelevel of analysis may help to better explain variation in TSE and students’ SRL-skills

Stimulating elementary school students’ self-regulated learning through high-quality interactions and relationships:A narrative review

One of the most important competencies to become a life-long learner is considered to be self-regulated learning (SRL). In this narrative review study, we describe research on the relationships between classroom- and dyad-level student-teacher interactions and the components of elementary students’ SRL. These components include metacognition and the regulation of cognition, motivation, behavior, and emotions. Three electronic databases were examined, which resulted in 30 studies that met our eligibility criteria. The results suggest that both well-organized and emotionally supportive classroom climates, in addition to high-quality instructional support, are associated with students’ metacognition. Results also show that associations between classroom-level interactions and the components of SRL that tap students’ behaviors and motivation are mixed. In contrast, at the dyad-level, higher quality teacher-student interactions were consistently found to be related to the motivational component of SRL. We also found a positive relationship with metacognition, but at the dyad level studies on the other components of SRL were hardly available. The review revealed a number of gaps in research on SRL, such as the paucity of studies on the regulation of cognitions and emotions, the overreliance on self-reports in the measurement of SRL, and the absence of cross-cultural research

Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology.

Introduction: Studies pinpoint the importance of exploring factors in theclassroom environment that might foster students’ SRL-skills in various domains.This study explored specific teacher and classroom factors, including self-efficacyfor SRL-skills (TSE) and teacher–student interactions in relation to students’ selfregulated learning skills in various domains (metacognitive, motivational, andbehavioral). Additionally, the moderating role of teacher–student interactions inthe relationship between TSE and SRL-skills was examined.Methods: Third-to sixth grade students (N  =  1,278, 46.9% boys) from 63classrooms of Dutch elementary schools completed reports about theirmetacognitive, motivational, and behavioral SRL-skills. Teachers reported ontheir TSE for eight randomly selected students from their classes. In addition,the Classroom Assessment Scoring System was used to observe the quality ofteacher–student interactions.Results: Multilevel analyses generally revealed that individual students reportedbetter metacognitive, motivational, and behavioral SRL-skills when their teachersfelt efficacious in teaching SRL-skills. However, none of the associations atthe class level were significant. Moreover, when high-quality teacher–studentinteractions were observed, students reported lower levels of metacognitive,motivational, and behavioral SRL-skills. No moderating effect of teacher–student interactions on the relation between TSE and SRL-skills was found.Discussion: These findings show that specific measures of TSE at the appropriatelevel of analysis may help to better explain variation in TSE and students’ SRL-skills

The Relational Side of Teachers’ Self-efficacy:Assimilation and Contrast Effects of Classroom Relational Climate on Teachers’ Self-Efficacy

Although much is known about the sources of teachers' self-efficacy (TSE), less attention has been paid to the social-contextual specificity of TSE and the processes influencing the relevance of TSE information sources. This study investigated both dyad-level relationships and the classroom relational climate as predictors of TSE at the student and classroom level. Additionally, we explored two competing hypotheses—assimilation and contrast—articulating how teachers use information conveyed by classroom relationship experiences as a heuristic to interpret relationship experiences with individual students as a TSE source. Elementary school teachers (N = 86; 72.05% female) completed the Student–Teacher Relationship Scale and Student-Specific Teacher Self-Efficacy Scale for randomly selected children (N = 687, 50.1% girls, Grades 3–6) from their classes. Doubly latent multilevel structural equation modeling was used to test for associations of Closeness and Conflict with TSE at both the student (L1) and classroom level (L2). Contextual effects, corresponding to associations of classroom-level Closeness and Conflict with TSE above the same associations at the student level, were calculated to test assimilation and contrast hypotheses. At L1, results indicated positive associations between Closeness and TSE and negative associations between Conflict and TSE. At L2, only Conflict was negatively associated with TSE. Consistent with the contrast hypothesis, the contextual effect of Closeness, but not Conflict, was negative and significant. Hence, teachers' judgments of a relatively close classroom relational climate may lead them to perceive relational closeness with individual students in a more negative light, resulting in lower levels of TSE toward these students

The Relational Side of Teachers’ Self-efficacy:Assimilation and Contrast Effects of Classroom Relational Climate on Teachers’ Self-Efficacy

Although much is known about the sources of teachers' self-efficacy (TSE), less attention has been paid to the social-contextual specificity of TSE and the processes influencing the relevance of TSE information sources. This study investigated both dyad-level relationships and the classroom relational climate as predictors of TSE at the student and classroom level. Additionally, we explored two competing hypotheses—assimilation and contrast—articulating how teachers use information conveyed by classroom relationship experiences as a heuristic to interpret relationship experiences with individual students as a TSE source. Elementary school teachers (N = 86; 72.05% female) completed the Student–Teacher Relationship Scale and Student-Specific Teacher Self-Efficacy Scale for randomly selected children (N = 687, 50.1% girls, Grades 3–6) from their classes. Doubly latent multilevel structural equation modeling was used to test for associations of Closeness and Conflict with TSE at both the student (L1) and classroom level (L2). Contextual effects, corresponding to associations of classroom-level Closeness and Conflict with TSE above the same associations at the student level, were calculated to test assimilation and contrast hypotheses. At L1, results indicated positive associations between Closeness and TSE and negative associations between Conflict and TSE. At L2, only Conflict was negatively associated with TSE. Consistent with the contrast hypothesis, the contextual effect of Closeness, but not Conflict, was negative and significant. Hence, teachers' judgments of a relatively close classroom relational climate may lead them to perceive relational closeness with individual students in a more negative light, resulting in lower levels of TSE toward these students

Trust in international joint venture relationships

A great deal of attention has been paid to the performance of international joint ventures (IJVs) and trust has been recognised as a key factor influencing it. This paper examines the emergence of trust as a process and develops a process model of trust building in IJVs, which is used to analyse four case studies. The main conclusions are the following: Whereas competence-based trust starts from public information, promissory-based trust and goodwill-based trust are individually orientated and mainly develop through direct personal interaction. Such interaction may lead to bonds of friendship between delegates. Before these bonds evolve, trust is mainly based on the perceived self-interest of the partner in the joint venture. When the bonds of friendship dominate, the main source of trust shifts towards emotional commitments. Thus, in the early stages of an IJV, promissory-based trust predominates, and as the joint venture progresses, competence-based trust emerges. Goodwill-based trust is important throughout the process. A commitment to cooperate emerges from initial self-interest. The model is capable of further development and testing