Daily Dynamics of Children's Science Learning: Associations with Fluctuations in Attention and Family Stress
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| Title: | Daily Dynamics of Children's Science Learning: Associations with Fluctuations in Attention and Family Stress |
|---|---|
| Language: | English |
| Authors: | Andrew E. Koepp (ORCID |
| Source: | Mind, Brain, and Education. 2026 20(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2045095 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Learning, Attention, Stress Variables, Young Children, Parents, Science Instruction, Parent Influence, Electronic Learning |
| DOI: | 10.1111/mbe.70041 |
| ISSN: | 1751-2271 1751-228X |
| Abstract: | Though children's learning occurs through daily experiences, few studies have examined how variability in those experiences predict day-to-day learning. Here, we explored associations among learning, attention, and parental stress within and across children. Children aged 5-7 (N = 103, M[subscript age] = 6.3 years) participated in eight virtual science lessons over 2 weeks (N = 813 lessons). Within-child, greater attention during lessons predicted greater learning (d[subscript within] = 0.23). Within-child, parent stress was not associated with attention or learning, but across children, greater parent stress was associated with lower attention (d[subscript between] = -0.63). Children's attention (d[subscript within] = -0.21) and science learning (d[subscript within] = -0.24) declined across lessons. Declines in learning were stronger for children whose parents reported higher levels of daily stress (d = -0.27). These results suggest that differences in children's science learning may emerge from differences in attention in the moment and variability in learning trajectories over time. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/7jsq5/?view_only=2029f2228691472289b4c6935c2ea785 |
| Entry Date: | 2026 |
| Accession Number: | EJ1498529 |
| Database: | ERIC |
| Abstract: | Though children's learning occurs through daily experiences, few studies have examined how variability in those experiences predict day-to-day learning. Here, we explored associations among learning, attention, and parental stress within and across children. Children aged 5-7 (N = 103, M[subscript age] = 6.3 years) participated in eight virtual science lessons over 2 weeks (N = 813 lessons). Within-child, greater attention during lessons predicted greater learning (d[subscript within] = 0.23). Within-child, parent stress was not associated with attention or learning, but across children, greater parent stress was associated with lower attention (d[subscript between] = -0.63). Children's attention (d[subscript within] = -0.21) and science learning (d[subscript within] = -0.24) declined across lessons. Declines in learning were stronger for children whose parents reported higher levels of daily stress (d = -0.27). These results suggest that differences in children's science learning may emerge from differences in attention in the moment and variability in learning trajectories over time. |
|---|---|
| ISSN: | 1751-2271 1751-228X |
| DOI: | 10.1111/mbe.70041 |
