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We investigated two questions. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? We explored both questions by using multi-level logistic regression modeling to analyze data from the Early Childhood Longitudinal Study—Kindergarten Class (ECLS-K). After statistically controlling for a wide-range of potential confounds, we found that children with reading problems in first grade were significantly more likely to display poor task engagement, poor self-control, externalizing behavior problems, and internalizing behavior problems in third grade. We did not observe a statistically significant effect for interpersonal skills. We also found that children displaying poor task engagement in first grade were more likely to experience reading problems in third grade. We did not observe such an effect for self-control, interpersonal, externalizing behavior problems, or internalizing behavior problems in first grade. Collectively, these findings suggest that the most effective types of interventions are likely to be those that target problems with reading and task-focused behaviors simultaneously.

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The advent of online platforms such as Amazon’s Mechanical Turk (MTurk) has expanded considerably researchers’ options for collecting research data. Many researchers, however, express understandable skepticism of the viability of using platforms such as MTurk. In this article, we provide a background on the use of MTurk as a mechanism for collecting research data. We then review what is currently known about the advantages and issues associated with using MTurk and highlight important areas for future research. We conclude by discussing implications of the use of crowdsourcing platforms such as MTurk for education research.

Previous procrastination research has provided considerable support for procrastination as a failure of self-regulation. However, procrastination has rarely been examined in relation to models of self-regulated learning. The purpose of this study was to understand the motives and reasons for academic procrastination from a self-regulated learning perspective. The current study employed a mixed-methods design in which participants completed several survey instruments of academic procrastination, self-regulation, and academic motivation and participated in semi-structured interviews. Findings indicated that academic procrastination was related to poor self-regulatory skills and defensive behaviors including self-handicapping strategies. Only limited support for students' demonstration of procrastination as an adaptive behavior (or, active procrastination) was also indicated. Limitations and implications for future research are discussed.

The findings of this study are supported by previous research documenting the relations between executive function and self-regulated learning, and extend prior research by examining the manner in which executive function and self-regulated learning are linked. The findings provide initial support for executive functions as key processes, mediated by metacognition, that predict self-regulated learning. Implications for the contribution of executive functions to self-regulated learning are discussed.

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The authors examined the use of the elaborative interrogation (EI) strategy with a lengthy text in a technology-enhanced environment. As commonly found in traditional and online text materials, questions appeared in the right margins of the text. Seventy-five randomly assigned volunteers in 2 conditions read instructional materials delivered by the Internet. Dependent measures included learning outcomes of free recall, recognition, and transfer tasks. At immediate and delayed testing, differences between higher order recognition questions and number of elaboration units recalled provided support for integrating EI prompts in technology-enhanced environments. Design suggestions for development and use of Web-based instruction materials in K-16 classrooms are discussed. Future research directions that more fully investigate EI and other strategy prompts within technology-enhanced materials are provided.