The aim of the current systematic review and meta-analysis was to examine the prevalence and incidence of somatoform symptoms and disorders (also referred to as medically unexplained symptoms, psychosomatic symptoms, functional syndromes, somatization disorder, or somatic symptom disorder) in childhood and adolescence. The PRISMA guidelines were followed, and the review was registered prior to initiation (PROSPERO CRD42022339735). Fitting search terms were entered in Web of Science, Scopus, and PubMed in June, 2022. Included were articles, reports, book chapters, and conference papers that reported on the prevalence or incidence rates of somatoform symptoms and disorder in under-18-year-olds with empirical primary data; these needed to be published in English or German. Publications were excluded if they focused on abuse, trauma, serious illness, or hypochondria, as well as if they had a qualitative or experimental (intervention) study design. To be included in the meta-analysis, studies needed to report values suitable to calculate a pooled prevalence or incidence rate. After the full-text screening, 33 articles remained, of which 29 were used for the meta-analysis. The quality evaluation criteria proposed by Loney and colleagues (1998) were utilized for quality assessment. The pooled global prevalence rate was 31.0% for somatoform symptoms and 3.3% for somatoform disorders, yet heterogeneity remained high. The noteworthy prevalence rates have important implications for healthcare professionals, as well as school nurses and counselors.

Research Findings: A successful transition from preschool to elementary school requires a high level of behavioral adaptation. The aim of our study was to analyze child-related factors in preschool that facilitate a positive behavioral adaptation in the transitional period to elementary school. A cluster analysis was conducted with the data from 406 preschoolers, in order to identify profiles based on self-regulation skills, social-emotional competences, and externalizing behavior problems. Using structural equation modeling, we then tested a regression model to examine which preschool profile adequately manages to adapt their behavior for elementary school. The profile clustering showed that behavior problems occurred when self-regulation skills were low, despite existing (moderate) social-emotional competences. Moreover, low levels of self-regulation skills in preschool predicted difficulties in behavioral adaptation at school, especially concerning hyperactivity, even when children possessed moderate social-emotional competences. Practice or Policy: Most notably, the results reinforce the relevance of promoting early self-regulation skills to support children in their behavioral adaptation process during the transitional period from preschool to elementary school.

Although the significance of a positive social classroom climate in face-to-face learning has been established, its role within online and technology-enhanced learning environments is unclear. The central aim of this systematic review was to synthesize the findings of empirical studies which have examined any aspect of the social classroom climate in online and technology-enhanced learning environments in primary and secondary schools. Appropriate search terms were entered into ACM Digital Library, Web of Science, Scopus, and ERIC in November 2021. Articles were included if they were relevant for the aim, reported primary data, sampled primary/secondary school students and/or teachers, and were published in journals, conference proceedings, or book chapters in English. Furthermore, articles were excluded if they focused on the development/testing of measurement tools. The thematic narrative synthesis includes 29 articles, comprising of qualitative, quantitative, and mixed-method studies. A quality assessment checklist was completed for all. The findings encompass examinations of the social classroom climate in online learning before and during the Covid-19 pandemic, in blended learning environments and a comparison between them. Furthermore, associations between the online social classroom climate and academic variables is explored, as is the fostering thereof through synchronous/asynchronous discussion groups and social media. We discuss the theoretical framing of the studies, the impact of a positive classroom climate in online and technology-enhanced learning environments on students, as well as practical approaches and new opportunities in leveraging technologies. Based on the findings and the studies’ limitations we outline implications and future research, such as the need to consider students’ voices and diversity, technology perspectives, a transdiciplinary approach and the reconceptualization of boundaries.

This chapter provides a reflective description of the steps taken in conducting a systematic review about the role of social goals in academic success. Through methodological reflections and explicit descriptions, we hope to provide guidance and inspiration to researchers who wish to conduct a systematic review in educational research. In our example, we illustrate the process of keyword selection, setting selection criteria, conducting the study selection and data extraction.

Achievement goal researchers have primarily focused on mastery and performance goals, while goals concerning the social reasons for wanting to achieve academically have only been minimally explored. The aim of the current study was to extend previous research, by investigating the influence of social achievement goals on different types of academic engagement. Namibian primary school students (N = 117) answered questionnaires regarding their mastery, performance, and work avoidance achievement goals, their social achievement goals (i.e., affiliation, approval, concern, responsibility, status), and their academic engagement (i.e., behavioral, emotional, agentic). Hierarchical regression analyses, that controlled for the effects of mastery, performance, and work avoidance achievement goals, prior achievement, as well as grade-level, revealed that social achievement goals were able to account for a significant additional proportion of variance in engagement. Social status goals predicted behavioral engagement, while social concern goals predicted emotional and agentic engagement. Our findings indicate that social achievement goals are a distinct construct that can contribute to the current understanding of student motivation and academic engagement.