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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 0000-0002-6976-8507), Maayan S. Ziv, Lourdes Delgado Reyes, Elizabeth Bonawitz, Allyson P. Mackey (ORCID 0000-0003-2969-0028)
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
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  Data: Daily Dynamics of Children's Science Learning: Associations with Fluctuations in Attention and Family Stress
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  Data: <searchLink fieldCode="AR" term="%22Andrew+E%2E+Koepp%22">Andrew E. Koepp</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6976-8507">0000-0002-6976-8507</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maayan+S%2E+Ziv%22">Maayan S. Ziv</searchLink><br /><searchLink fieldCode="AR" term="%22Lourdes+Delgado+Reyes%22">Lourdes Delgado Reyes</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+Bonawitz%22">Elizabeth Bonawitz</searchLink><br /><searchLink fieldCode="AR" term="%22Allyson+P%2E+Mackey%22">Allyson P. Mackey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2969-0028">0000-0003-2969-0028</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Mind%2C+Brain%2C+and+Education%22"><i>Mind, Brain, and Education</i></searchLink>. 2026 20(1).
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  Data: 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
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  Data: 13
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  Data: 2026
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  Data: National Science Foundation (NSF)
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  Data: <searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Influence%22">Parent Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink>
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  Data: 10.1111/mbe.70041
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  Data: 1751-2271<br />1751-228X
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  Data: 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.
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  Label: Abstractor
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  Data: As Provided
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  Data: https://osf.io/7jsq5/?view_only=2029f2228691472289b4c6935c2ea785
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  Data: 2026
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      – SubjectFull: Attention
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