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News Archive

• 2022 News

  October 2022

  The developmental psychology observation lab space on campus is now open and welcoming participants.

  Help Us Learn About Children's Emotions at NYUAD!

  The Teaching, Learning & Development Lab at NYUAD is looking for mothers and children (ages 3 to 5) from Arab cultural backgrounds to learn about early childhood social-emotional development.

  The study will take place in person at NYUAD Play Lab and takes approximately 1-1.5 hours. All participants will receive 150 AED for completion of the study and stickers for the participating child.

  Please watch one of the videos below to learn more about the study
  

  NYUAD Play Lab Visit [Arabic]

  Download Arabic Flyer

  NYUAD Play Lab Visit [English]

  Download English Flyer

   

  

   

  Interested in Participating?

  If you are interested in participating, please fill out one of the following forms:
  Arabic form

  English form
  
  

  June 2022

  Suchodoletz, A. v., Fullmer, S., & Larsen, R. A. A. (2022). Associations between parenting stress and children’s academic engagement when schools were closed during the COVID-19 pandemic: Risk and protective factors. Open Education Studies, 4(1), 187-205.

  Cosso, J., Suchodoletz, A. v., & Yoshikawa, H. (2022). Effects of parental involvement programs on young children’s academic and social-emotional outcomes: A meta-analysis. Forthcoming in the Journal of Family Psychology.

  The lab presented at the following conferences:
  

  • Our project entitled: “Expatriate teachers’ stress during the COVID-19 pandemic” will have results presented at two EARLI conferences this summer. Results will discuss both support and challenge factors delivering education throughout COVID-19: Disrupted education, Initial return, and final transition to full in-person teaching. Results discuss organizational climate factors that predict resilience, burnout and stress “under the skin” (Cortisol Awakening response in two days of teaching and Heart rate variability delivering education).
    
    • 06/22-06/24 2022
      Bryan, C., & von Suchodoletz (2022). Teaching Through the Storm: Resilience and Burnout Trajectories of Expatriate Teachers in the UAE. Oral presentation at the European Association for Research on Learning and Instruction in Teaching and Teacher Education conference, Oldenburg, Germany 22-24th June.
      
    • 06/09-06/10 2022
      Bryan, C., & von Suchodoletz (2022). Teaching Through the Storm: Understanding Expatriate Teacher Stress and Resilience delivering Education during COVID-19. Poster presented at the European Association for Research on Learning and Instruction EFG: Potentials and Challenges of Using Physiological Measures in Educational Research, Padova, Italy 9-10th June.
      

  May 2022

  Christopher Bryan and Tessa McNaboe presented their research at the 6th Annual Graduates Research Showcase on May 24, 2022. Bryan was awarded one of the top prizes for his poster abstract in this year's Research Showcase.

• 2021 News

  November 2021
  Antje von Suchodoletz gave a talk at NYU Abu Dhabi’s World Children’s Day Lecture at Dubai EXPO2020. The event was co-hosted by the Dubai Cares EXPO Pavilion.

  

  September 2021
  Our work Mahasneh, R., Suchodoletz, A. v., Larsen, R. A. A., & Dajani, R. (2021). Reading for pleasure among Jordanian children: A community-based reading intervention, published in the Journal of Research in Reading, was awarded the Sheikh Faisal Bin Qassim Al Thani Award for Education Research 2020-2021. The award is presented by the Al Faisal Without Borders Foundation in collaboration with the Faculty of Education at Qatar University.

  Tessa McNaboe has joined the Teaching, Learning and Development Lab as a PhD candidate in the Global PhD Fellowship Program in Psychology at NYUAD and NYU Steinhardt, her research interests are in exploring the mechanisms contributing to critical early childhood developmental outcomes as well as examining the effects of programs and interventions on early childhood. Welcome, Tessa!
  
  The Teaching, Learning and Development Lab Research Assistant Shanzey Altaf will be moving out of her full time role in the lab to pursue further academic qualifications after a successful two years leading our Eyes@home project. Wishing her great success and we will hope to continue collaborating internationally through her further endeavours.
  
  We welcome Aleksandrina Dimova (Lexi) to the lab in her new role as lab coordinator and project manager for the Eyes@Home project. Lexi previously worked with us in a student assistantship and we are delighted to welcome her back.
  

  June 2021
  Antje von Suchodoletz and Christopher Bryan were awarded a Research Grant from the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research to investigate stress processes in expatriate teachers across rural and urban regions in the United Arab Emirates. The research aims to identify risk and resilience factors that may help explain the role that stressors may play in altering expatriate teachers’ effectiveness.
  
  Dr. Antje von Suchodoletz has been successful in publication for a further three research article related to the lab's research:

  • Hastings, P. D., Partington, L., Dajani, R., & Suchodoletz, A. v. (accepted for publication). Adrenocortical and psychosocial responses of families in Jordan to the COVID-19 pandemic. Child Development.
  • Kärtner, J., & Suchodoletz, A. v. (2021). The role of preacademic activities and adult-centeredness in mother-child play in educated urban middle-class families from three cultures. Infant Behavior & Development, 64. August 2021, 101600
  • Suchodoletz, A. v., & Hepach, R. (accepted for publication). Cultural values shape the expression of self-evaluative social emotions. Scientific Reports.
    

  April 2021
  Christopher Bryan joined the Teaching, Learning and Development Lab a post-doctoral associate and will primarily work on projects investigating teacher stress processes. Welcome, Chris!

  Shanzey Altaf and Antje von Suchodoletz presented research from the lab at the 2021 Virtual Biennial Meeting of the Society for Research in Child Development:

  • Altaf, S., Suchodoletz, A. v., Kaertner, J., & Strouf, K. - Prolonged mutual engagement in mother-toddler play interactions
  • Cosso, J., Suchodoletz, A. v., & Yoshikawa, H. - Effects of parental involvement programs on young children’s academic and social-emotional outcomes: A meta-analysis
  • Hastings, P. D., Partington, L., Dajani, R., & Suchodoletz, A. v. - Predicting COVID-19 related changes in families’ economic conditions, psychosocial well-being and stress physiology in Jordan
  • Suchodoletz, A. v., Fullmer, S., & Larsen, R. A. - Accidental homeschoolers: Associations between parenting stress and children’s engagement in homeschooling
  • Suchodoletz, A. v., & Belanger, J. - Relations between young children’s mode of school attendance and their mental health and wellbeing

  January 2021
  Abstract submissions were accepted for presentation at the 2021 Virtual Biennial Meeting of the Society for Research in Child Development (SRCD) to be held in April 2021. The papers explore the impact of the COVID-19 pandemic on children’s development and family functioning.
  

• 2020 News

  August 2020

  Antje von Suchodoletz, together with Caterina Gawrilow, University of Tuebingen, and Jan-Henning Ehm, DIPF Frankfurt, was awarded a SEED grant from the IDeA (Individual Development and Adaptive Education) Research Center, Frankfurt/M., Germany, to investigate the impact of the COVID-19 pandemic on kindergarten teachers’ subjective stress experience in German early childhood education centers.

  April 2020

  A manuscript was recently published that explored the causes of stress among directors of day care center. Results suggest that the challenges related to leading oneself, leading others, managing change and lack of social support are perceived as most stressful. Findings have important implications for practice because directors’ stress impacts the quality of the learning environment provided to teachers and children in the day care center.
  

  • Elomaa, M., Pakarinen, E., Eskelä-Haapanen, S. Halttunen, L., Suchodoletz, A. v., & Lerkkanen, M.-K. (2020). Directors' stress in day care centers: related factors and coping strategies. International Journal of Educational Management. https://www.emerald.com/insight/content/doi/10.1108/IJEM-10-2019-0383/full/html

  February 2020

  Antje von Suchodoletz, together with Caterina Gawrilow from the University of Tuebingen, was awarded a research grant from the Foundation “Little Scientists’ House” (Germany) to investigate the effectiveness of a professional development intervention (called KiQ program) on teachers’ and preschool center directors’ interactions with children, parents and teachers (learn more about this new project under Research: Current Projects and Research Focus).

   

   

   

• 2019 News

  September 2019

  A manuscript was recently accepted for publication documenting a cross-contextual and cross-linguistic comparison of features of speech among German and US-American mothers with their 24-months old children and of children’s language production.

  • Doering, E., Schluter, K., & Suchodoletz, A. v. (2019). Features of speech in German and US-American mother-toddler dyads during toy play and book-reading. Journal of Child Language. First View: https://www.cambridge.org/core/journals/journal-of-child-language/article/features-of-speech-in-german-and-usamerican-mothertoddler-dyads-during-toy-play-and-bookreading/93DD64B21B0046EB29816F9245A27262

  Antje von Suchodoletz (together with Pauline Slot, Catherine Gunzenhauser and Delshad Shroff) presented two papers entitled “Young Indian girls’ language skills in English and first-grade outcomes in a foreign language school context” and “Testing the stability of the unitary structure of executive function in young girls from India” at the joint conference of the developmental psychology and educational psychology sections of the German Psychological Society (paEpsy) in Leipzig.

  July 2019

  A manuscript was recently accepted for publication that tested the effects of the deliberative mindset and implemental mindset on college students’ motivation to learn. The publication reflects a successful collaboration between researchers from NYUAD, Zayed University, Abu Dhabi campus, and Zeppelin University, Germany.

  • Suchodoletz, A. v., Rahn, J., Nadyukova, I., Barza, L., & Achtziger, A. (2019). Can mindsets influence college students’ motivation to learn? Findings from the United States and the United Arab Emirates. Higher Education.
    Early View: https://link.springer.com/article/10.1007%2Fs10734-019-00434-z

  June 2019
  

  A manuscript was recently accepted for publication that explored a bidirectional model between various core components of executive functions and fluid intelligence over the preschool period in a sample of 150 children from Kosovo.

  • Uka, F., Gunzenhauser, C., Larsen, R. A., & Suchodoletz, A. v. (2019). Exploring a bidirectional model of executive functions and fluid intelligence across early development. Intelligence, 75, 111-121. https://www.sciencedirect.com/science/article/pii/S0160289617302970?via%3Dihub

  Antje von Suchodoletz gave a keynote entitled “Predictors and consequences of teachers’ stress” at the 2nd International Conference on Children’s Health, Rights, Well-Being and Education, held June 1-2, 2019, in Prishtina, Kosovo.

  May 2019

  Antje von Suchodoletz gave a pre-conference workshop on “The potential role of biophysiogical measures in the study of child development and health” at the 2nd International Conference on Children’s Health, Rights, Well-Being and Education, held on May 31, 2019, in Prishtina, Kosovo.

  April 2019

  A manuscript was recently accepted for publication that explored the perspectives of mothers from three communities (Muenster, Germany; Chennai, India; New York City, USA) regarding their role in play activities with their toddlers.

  • Muhonen, H., Suchodoletz, A. v., Doering, E., & Kaertner, J. (2019). Facilitators, teachers, observers, and play partners: Exploring how mothers describe their role in play activities across three communities. Learning, Culture, and Social Interaction, 21, 223-233. https://www.sciencedirect.com/science/article/pii/S2210656118303441?via%3Dihub

  Antje von Suchodoletz (together with Rana Dajani, We Love Reading and Hashemite University, and Randa Mahasneh, Hashemite University) presented a paper entitled “Exploring a newly developed measure to assess children’s school interest in Jordan” at the Annual Conference of the Comparative & International Education Society in San Francisco.

  March 2019

  A manuscript was recently accepted for publication that examined teacher-child interactions in kindergarten classrooms in the United Arab Emirates.

  • Suchodoletz, A. v., Barza, L., & Larsen, R. A. A. (2019). Examination of teacher-child interactions in early childhood education programmes in the United Arab Emirates. International Journal of Early Years Education. https://www.tandfonline.com/doi/full/10.1080/09669760.2019.1594720

  Antje von Suchodoletz received the Global TIES for Children’s NYU Abu Dhabi Faculty 2019 Seed Award for the project entitled "Exploring the feasibility of physiological measures in the study of caregiver-child interactions in humanitarian and fragile settings", together with Dr. Rana Dajani, Founder, and Director of We Love Reading and Professor at Hashemite University Jordan. The project aims (1) to test physiological measures in the study of caregiver-child interactions in humanitarian and fragile settings, and (2) to investigate caregiver-child synchrony (or asynchrony) as physiological covariation.

  February 2019
  

  Antje von Suchodoletz presented a paper entitled “Associations between effortful and automatic aspects of self-regulation in kindergarten children” at the Cognitive and Behavioral Psychology Conference 2019 in Singapore. The paper received the Best Paper Award.

  January 2019

  A manuscript was recently accepted for publication that investigated teachers’ stress in the context of lower-middle-income countries:

  • Suchodoletz, A. v., Rojas, N., Nadyukova, I., Larsen, R. A. A., & Uka, F. (2019). Exploring diurnal cortisol rhythms of kindergarten teachers in Kosovo and Ukraine. American Journal of Community Psychology.

  Shanzey Altaf joined the Teaching, Learning, and Development Lab as a research assistant. Welcome, Shanzey! Her focus will be in the Eyes@Home project, studying parenting and joint attention during mother-child interactions across different cultures.